Strategies Are Most Closely Associated Criminology Essay

Strategies Are Most Closely Associated Criminology Essay Sentencing a criminal for his crime may help to reduce the crime as a whole. The justice systems have made it their goals to impose sentences and punishments in order to provide an example to any other person who is thinking about committing that crime. People abstain from committing any crime when they know and fear the sentence is involved if they get caught. Some of the purposes to carry out criminal sentencing are reformation, retribution, deterrence, rehabilitation and incapacitation. The rehabilitation strategy is usually carried out with a punishment. An imprisoned man may be given rehabilitative options like substance abuse counseling, mental health programming, or some education programs in order to keep him away from performing the crime again. Reformation is similar to rehabilitation. Reformation theory believes that the shame associated with the sentencing may cause the criminal to see the wrongs of his action and help him to move away from that path. How is each purpose of criminal sentencing served by indeterminate sentencing? By determinate sentencing? Which sentencing model (determinate or indeterminate) is more appropriate today? Why? Intermediate punishment programs therefore include less strict programs that are barely intrusive to the high impact restrictive programs that involve house arrest and a stay in a correctional centre. Rehabilitation, reformation, retribution and other purposes may be easily used for less riskier criminals. The same purposes and strategies may also be used in determinate sentencing. Determinate sentencing has set some guidelines that includes compulsory sentences with minimum effect and some long sentences for certain types of crimes. Determinate sentence is a prison sentence that has a fixed length and cannot be changed by the parole officers or any other agency. In intermediate sentencing, the criminals show more progress than the criminals in determinate punishments, but it gives too much power in the hands of the parole officer. Determinate punishment is often seen to be a tough punishment. There is equal punishment for everybody committing the same crime. Intermediate provides proper rehabilitation programs that somehow help the criminal to start a new life. Thus intermediate punishment is more appropriate in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society or increased crimes. Do you believe that three-strike laws can be an effective deterrent to crime? Are three-strike laws economically efficient? Explain your answers. The three-strike rule commands a minimum of 25 years to life sentence for the offenders who have any previous violent convictions as well. Around 23, 000 people have been imprisoned under the three-strike law. This lay attempts to decrease the crime rate either by imprisoning deterring potential offenders or habitual offenders from performing crimes in the future. The effect of three-strike law can be judged by examining the impact of the law on crime in the state of California, which regularly imprisons the criminals under this law. The three-strike law was passed in California in 1994 with the intention to lower the crimes by harshly punishing the offenders. But economically speaking, it is not the most effective law. The State of California spends around $5.7 billion on jails and prisons, which is more amount that they spend on education. Most of the crimes are occurred under the influence of drugs and alcohol or under the state of anger. Punishing them with life imprisonment may cause people to act more violently resulting the offender to perform a prison escape or murder a witness. So the money spent on the law goes to waste. What is restorative justice, and how does it build on restitution? How does it differ from retribution as a purpose of criminal punishment? Restorative justice emphasizes on the necessities of the criminals, victims and the community involved in it. In the whole process, the offenders are taught to accept responsibilities of their actions. They are encouraged to mend the damage they have done by doing community work, returning stolen goods and apologizing for their actions. Restitution is the action of returning and compensating for the damage and loss to the rightful owner. When a court orders the act of restitution, the defendant has to pay victim for his or her loss. The retributive punishments given to an offender changes his behavior as he goes through different programs. It focuses on establishing shame of guilt of what he did. Restorative justice focuses on what should be done in order to make his or her future more reliable and full of obligations. The programs that the offender goes through, ensures harmony and good relations with his community. It emphasizes on negotiation and dialogues and involves direct involvement with other participants. Do you believe that capital punishment should continue to remain a viable sentencing option for especially heinous crimes? Why or why not? Capital punishment is a legal process in which a person is sentenced to death as a punishment for his crime. It is being carried out in 58 nations currently and 97 have abolished it. It is often defended with the reason that a society should be protected for the safety of its citizens and when incidents like murders happen, they threaten the safety of our community. If the threat of a capital punishment remains in the society, it will stop a lot of criminals to perform certain heinous crimes that would ruin the peaceful co-existence of the society. Granting death penalties would also be setting an example to other offenders and it would make them think twice before committing any crime. The death penalty may be unjust in some case because the bad man with a good lawyer may win the case and the innocent might be punished instead. So it will waste a human life that otherwise would have had a whole life in front of him. How are habeas corpus appeals limited in capital cases? Explain the underlying rationale. Habeas Corpus is one of the rights that are provided by the constitution to each American citizen. In simple meaning, this right means that every citizen has à ¢Ã¢â€š ¬Ã…“a body,à ¢Ã¢â€š ¬Ã‚  but in literal sense it is the right of every citizen who has been arrested to have a trial in court to be judged whether he has been detained rightfully or not. Habeas Corpus is not against the arrests that are unlawful, instead ità ¢Ã¢â€š ¬Ã¢â€ž ¢s a right given to a person so that he can be released lawfully from detention after his arrest. It is not performed as a substitute of a trial; neither does it prove the innocence or guilt of a person. It is a simple right that is put forward to specify that a person was detained and to justify his arrest. After the 9/11 attacks, most of the detained were known to be the terrorists. So most of them are not given the option to appeal against the capital punishment because they are considered to be terrorists that are worthy of getting a capital punishment. The appeals are overruled or not even given a chance and the offender instead receives brutal behaviours from the officers as well.

Holy Year of Jubilee :: Religion Religious Christian Church Essays

Holy Year of Jubilee The ultimate derivation of the word jubilee is disputed, but it is most probable that the Hebrew word jobel, to which it is traced, meant "a ram's horn", and that from this instrument, used in proclaiming the celebration, a certain idea of rejoicing was derived. Further, passing through the Greek iobelaios, or iobelos, the word became confused with the Latin jubilo, which means "to shout", and has given us the forms jubilatio and jubilaeum, now adopted in most European languages. For the Israelites, the year of Jubilee was in any case preeminently a time of joy, the year of remission or universal pardon. "Thou shalt sanctify the fiftieth year," we read in Leviticus 25:10, "and shalt proclaim remission to all the inhabitants of thy land: for it is the year of jubilee." Every seventh year, like every seventh day, was always accounted holy and set aside for rest, but the year which followed seven complete cycles was to be kept as a sabbatical year of special solemnity. The Talmudists and others afterwards disputed whether the Jubilee Year was the forty-ninth or the fiftieth year, the difficulty being that in the latter case two sabbatical years must have been observed in succession. Further, there are historical data which seem to show that in the age of the Machabees the Jubilee of the fiftieth year could not have been kept, for 164-163 B.C. and 38-37 B.C. were both certainly sabbatical years, which they could not have been if two sabbatical years had been inte rcalated in the interval. However, the text of Leviticus (25:8-55) leaves no room for ambiguity that the fiftieth year was intended, and the institution evidently bore a close analogy with the feast of Pentecost, which was the closing day after seven weeks of harvest. In any case it is certain that the Jubilee period, as it was generally understood and adopted afterwards in the Christian Church, meant fifty and not forty-nine years; but at the same time the number fifty was not originally arrived at because it represented half a century, but because it was the number that followed seven cycles of seven. It was, then, part of the legislation of the Old Law, whether practically adhered to or not, that each fiftieth year was to be celebrated as a jubilee year, and that at this season every household should recover its absent members, the land return to its former owners, the Hebrew slaves be set free, and debts be remitted.

Dumping Subsidy and Trade Disputes Essay -- Economy Economics Essays

Dumping Subsidy and Trade Disputes Too many questions have been asked if dumping implies unfair trade practices. Recently, disputes over dumping make it difficult to decide whether or not we should allow this activity to enter our country. Many of us are equally familiar that more foreign imports mean more jobs are being destroyed in American industries. Because of this particular reason, WTO and GATT members have worked together to see if there is a relationship between dumping and unjust trades. In their study, some have discovered that dumping benefits the economy and helps increase competitions among various industries in the U.S. However, there were also some others who took the opposite side by arguing that dumping is an unreasonable practice of trade and may American economy in the future. If dumping really affects trade and costs jobs in the US, then what are the measures needed to prevent this practice and help maintain fair trade in the global economy. In Section 771(34) of the Act (19 U.S.C 1677(34)) â€Å"dumping is defined as the sale or likely sale of goods at less than fair value† (Beckman, Discrimination and Dumping—Web page). To simply put, dumping is the selling of a product in the United States at a price which is lower than the price for which it is sold in the home market after adjustments for differences in the merchandise, the quantities purchased, and circumstances of sale. For example, Japanese exports of digital cameras into the U.S at lower prices than at its home country; if this practice can be justified then Japan is guilty of dumping. But the question that we are concern here is whether Japanese dumping provides any benefits to our economy. According to Professor Paul Krugman from Princeton... ...ct that dumping hurts the economy as a whole and its subsidy is an unfair practice, and must be removed or prohibited from this global economy. Works Cited: A. Irwin, Douglas. â€Å"Free Trade under Fire†. (2002). R. Kruman, Paul et Obstfeld, Maurice. â€Å"International Economics Theory and Policy†. (1991). P. Stewart, Terence et S. Dwyer, Amy. â€Å"WTO ANTIDUMPING AND SUBSIDY AGREEMENTS†. (1998). Marceau, Gabrielle. â€Å"Anti-Dumping and Anti-Trust Issues In Free Trade Areas†. (1994). H. Jackson, John et A. Vermulst, Edwin. â€Å"Anti-dumping Law and Practice†. A Comparative Study. (1989). Global Trade Negotiation. â€Å"Anti-Dumping†. Oct, 20th 2004. http://www.cid.harvard.edu/cidtrade/issues/antidumping.html. Beckman, Steve. â€Å"Discrimination and dumping† Oct 20th 2004. http://econ.cudenver.edu/beckman/.

Personal Narrative: A Personal Essay -- Narrative Essay Writing Englis

â€Å"The inside of the shell looks to me like a sore throat mouth,† is the sentence I wrote on paper eighteen years ago. It was my first day of an expository writing class and I was a freshman in college. Assorted objects were placed in the center of a table, around which twenty students and I sat around. Professor H asked us to describe the objects. What I saw was a seashell, a piece of driftwood and a black and white framed photo of an old man and a silver pocket watch. I wanted to sketch the still life in opposition to writing. I looked around me and observed all the students writing. At the end of our allotted ten minutes, I finally scribbled down my single sentence. Professor H asked us to read aloud what we had written, and as I listened to each student’s long prose, I was amazed. They drew the objects using words. When it was my turn I read,â€Å"The inside of the shell looks to me like a sore throat mouth.† The class laughed as I blushed. â€Å"Brilliant†, exclaimed Professor H with his Welsh accent. I looked down at my single sentence with relief. That was the beginning of my understanding that everyone’s perception of something, may it be an inanimate object or experience is unique. The end of class he assigned us to write an essay about a personal experience, to be due the following week. He also asked us to bring copies to distribute to all the class. The days prior to the due date, I recalled many experiences, but when I attempted to write them down on paper, I was not able to portray them successfully. The sharpest memories I could recall were incidents I was ashamed to write about, much less to share with the class. I feebly tried to write about a family trip to Arizona. When I read over what I had written, I was disa... ...and waved her hands frantically and shook her head like a crazed Beatle fan. As I continued to write, I once again became an eight-year-old child who sat with her older sister in the back of our Dad’s station wagon. When I was finished and read the essay several weeks later, I understood how profoundly the experience of having a sister with disabilities has affected my life. That experience affects how I write and interpret others’ writing. If I had not written this particular essay, I am not sure how clear my understanding of this reality would be, even today. Today, as I pull out this essay, I see on the bottom H’s comment. He wrote, â€Å"Once again Liza, with remarkable verbal precision and economy you evoke rich layers of meaning, feeling, and suggestion. There is not a word wasted in this piece-all comes over with the stated immediacy of a flash-photo.†

Transnational Social Movements, International Nongovernmental Organizat

Transnational Social Movements, International Nongovernmental Organizations and Our State-centric World The 1999 Seattle protests brought the apparent proliferation of anti-globalization grassroot sociopolitical movements into the limelight of the world stage. Transnational social movements (TSMs), international nongovernmental organizations (INGOs), as well as the loose transnational activist networks (TANs) that contain them—all these came to be seen as an angry and no less potent backlash that's directed at the powerful states and increasingly towering economic IGOs such as the WTO, the IMF, and the World Bank. In the field of international relations, some regard this as a prophetic watershed event that signals the weakening and perhaps even collapsing of the state-centric system of international relations, while many others insist that Seattle is but an eventually insignificant episode in the book of globalization and state power, as evidenced by the Doha success. This paper attempts to address two questions that are at the heart of this dispute: Do TSMs and INGOs have any real power in today's international political arena against the traditional view of state dominance? And, if the answer to the previous question is yes, then does such a change merit a fundamental revision of the state-centric model of international relations? My answer to these two questions is threefold: First, I assert that TSMs and INGOs can and have posed substantial normative challenges to state hegemony, most commonly the notion that the state enjoys a monopoly on representation of its citizens and their interests. Furthermore, TSMs and INGOs that employ the use of violence (particularly terrorism) breach the conventional notion that states... ...ed Arjomand, Said Amir. â€Å"Iran's Islamic Revolution in Comparative Perspective.† World Politics, Volume 38, Issue 3 (1986. 4), 383-414. Griffith, William E. â€Å"The Revial of Islamic Fundamentalism: the Case of Iran.† International Security. Volume 4, Issue 1, 1979, 132-138. Khashan, Hilal. â€Å"The New World Order and the Tempo of Militant Islam.† British Journal of Middle Eastern Studies. Volume 24, Issue 1 (1997. 5), 5-24. O'Brien, Robert, et al. Contesting Glboal Governance. Cambridge, 2000. G. Hossein. â€Å"Legitimacy, Religion, and Nationalism in the Middle East.† The American Political Science Review, Volume 84, Issue 1 (1990. 3), 69-91. Tarrow, Sidney. â€Å"Transnational Politics: Contention and Institutions in International Politics.† Annual Review of Political Science, 2001.4. Weaver, Mary Ann. â€Å"The Real Bin Laden.† The New Yorker, January 24, 2000.

History Boys (random quotes and notes) Essay

Quotes Headmaster: Why are you dressed as a milk man? – Shows lack of understanding for the boys who are in a working class Headmaster: There Clever but they lack Crass. Ms. Lintot They know there stuff. But they Lack Flare. Hector: All Knowledge is useful even if it doesnt serve the slightest need Hector: Its the hot Ticket – Happyness Headmaster: I thought of going. But this was in the 50s. Change was in the air. I was a Geographer. I went to†¦Ã¢â‚¬ ¦ Headmaster: Odity- Rudge. Posner: I’ll Go sir – Hector: Nevermind. Irwin: Has any one been to Rome, Venince.  So why bother Irwin: I dont know, I wold go to newcastle, save the money and be happy. Irwin: Whats truth got to do with it. Ms. Lintot: Cunt Strunct, Compound adjective. Hector: At least im doing better than felix. Posner: Although he laughs the laughs on me. Rudge: What fun must you all have Dakin: Lititure is about loosers. Gobits:  Pass the parcel thats all sometimes you can do. Take it feel. Not for me not for you. Headmaster:This Is no time for poetry Headmaster: Are you going to tell your wife. Posner is the only one who attends his lesson after four.  Posner is the only one who goes up to mr hector when he is crying. Dakin: Is that the subjunctive or the It will pass Who says I want it to pass Why dont you all just tell the truth. Ms. Lintot â€Å"History is a commetary on the various and continuing incapabilities of men† Rudge: Its just one fucking thing after another. If they like me and they take me then theyll take me because im dull and ordinary like everybody else. Irwin: Dont you ever want to go back? Im not clever enough, im not anything enough really. Hector: What I didnt want was to turn out boys who would claim In later life to have a deep love of literature. Has a boy ever made you unhappy? They used to do. See it as an Inoculation, Rather. Briefly painful, but providing immunity for however long it takes. Given the occasional Booster, Another Face, another reminder of the pain, It can last you half a life time. Love. Who could love me? Do they know? They know everthing? Dont touch him. He†ll think your a full. Dakin: How come theres such a difference between the way you teach and the way you live? Dakin: Hectors a Joke- Irwin: No, He isn;t, you see? Dakin, whats the difference between Mr. Hector touching us up on the bike, and your feeling up fiona. Posmer: Im not happy, but im not unhappy about it. Skrips: No. Love Apart, It is the only education worth having. I’d been on playground duty, so I saw him on what must have been his first morning†¦ Here, Scripps takes on the role of a narrator IRWIN: He was a good man but I do not think there is time for his kind of teaching anymore. SCRIPPS: No. Love apart it is the only kind of education worth having. Timms seems to suddenly step outside of time and say: The hitting never hurt. It was a joke. None of us cared. We lapped it up. This sudden switch into the past tense comes as a surprise, and may prompt the audience to wonder whether Timms is addressing them directly, from some future time in which he is looking back at the events being played out. The intrusion of future knowledge into the linear narrative of the play continues to cast a shadow over events, and becomes darker as the story progresses. At the start of Act 2 for example, we see another flash-forward, this time by ‘about five years’. Irwin is in his wheelchair once more, which tells us that his accident will be soon, and not in the more distant future as we may have first thought, increasing the sense of urgency and inevitability. In this future time, Irwin meets one of the students, identified only, to begin with, as ‘Man’. This label also expresses the passing of time through its contrast to ‘boy’, the term used in the title of the play and throughout to describe the students. This ‘Man’ is Posner,  perhaps the most fragile of the boys, who is now in therapy and desperately clinging to his past. He says of university: All the effort went into getting there and then I had nothing left. While Irwin’s fate is foreshadowed throughout, the fate of Hector comes as a tragic surprise. It is important to consider why it is Mrs Lintott who takes this role of retrospective narrator. Like Scripps, she has been an outsider, describing her separation from the male environment of the play in her metaphor: They kick their particular stone along the street and I watch. given them a deeper perception of time and its patterns. The total timescale of events described within The History Boys can therefore be seen to encompass about twenty years, but Bennett incorporates a much wider period by showing the historical and literary influences acting upon the characters. The classroom setting allows Bennett to use intertextuality freely to achieve this. This technique involves the reference of other, previously written texts within the play. Thomas Hardy’s ‘Drummer Hodge’, for example, is used to symbolise the connection between Hector and Posner: Posner: How old was he?†¨Hector: If he was a drummer, he would be a young soldier, younger than you probably.†¨Posner: No. Hardy.†¨Hector: Oh, how old was Hardy? When he wrote this, about sixty. My age, I suppose This prompts a moving discussion about loneliness and isolation. Hector can relate to the loneliness of the poem, being around the same age as Hardy was when he wrote it, and feeling a sense of unfulfilled ambition, of a life not lived. For Posner, a teenager dealing with his homosexuality in a school full of heterosexual boys, the loneliness of Drummer Hodge, a boy not much older than himself, is deeply affecting. Are seeing a play from the early 21st century, set in the 1980s, using a poem from the 1960s describing 1914. messages of the play: that we can learn from times beyond our own lives through the literature left scattered through the decades and centuries, in what Hector describes as a game of ‘pass it on’. Rudge’s ironic rendition of  Ã¢â‚¬ËœIt’s a Sin’ by the Pet Shop Boys (1987) also comments on the inevitable presence and role of sexuality and ‘sin’ in education. http://yr13practise.wordpress.com/2011/11/13/the-history-boys/ The History Boys therefore moves far beyond the initially restrictive time and space in which it is set to bind together influences from across the 20th century and before. This goes some way to explain the title itself; the boys, through their teachers and education, are moving into their future with history having become a fundamental part of their characters, personalities and lives. As the fateful accident is set in motion, Scripps notes:†¨And here, history rattled over the points†¦Ã¢â‚¬ ¨To continue this train metaphor, Alan Bennett has not only presented the interchange station of the boys’ transition from school to university, but the long lines of railway that stretch backwards and forwards beyond it. my education at school was confined to what I needed to pass exams. Women: The representation of women is seen through the very few female characters in the play. -Bennett presents marriage as a confinement of social experience vs being central to a happy ending. -Both Hectors unexpected wife and the Mrs. Headmaster are absent from stage. -Glimpses of this marrige are represented as unhappy. -Both wifes help out at the charity shop -Hector clames that his wife would not be intrested in his fiddling of boys on the pillion – is Dorothy’s surmise that Mrs Hector had ‘sort of known all along’ about her husband and that ‘A husband in a low light, that’s what they want, these supposedly unsuspecting wives, the man’s lukewarm attentions, just what they married them for’. So, far from submissive, Hector’s wife has, arguably, some control in her marriage. Fionas Relationship with Dakin – Bennet explores the sexual stereyotype that women are used as objects rather – This is epitomized by Dakin’s statement that â€Å"I’m hoping one of the times might be on the study floor†¦ it’s like the Headmaster says one should have targets† – Dakin accentuates the relationship between sex and education as he notes the importance of measurable targets in pursuing Fiona. – comic upheaval of youth dominating age which again emphasises Fiona’s role in heightening male dominance. -Dakin compares sexual advances with Fiona and the advances of the British soldiers in the war. Fiona is depicted as his ‘Western Front’, a territory to be taken, and, more alarming, the enemy, the ‘Hun’; her body is ‘ground’ to be -depicts Fiona’s subservience and reaffirms her character as elevating male sexual accomplishment -degrades women’s role in society to be solely focused around pleasing men. Mrs.Lintott – She controversially comments on history as being â€Å"a commentary on the various and continuing incapabilities of men† – condemns the arrogant Dakin as ‘cunt-struck’. – She harnesses the derogatory male language of female private parts to derogate men, calling the Headmaster ‘twat’ -‘to go further down the same proscribed path, a condescending cunt’ – Bennett uses the character of Mrs Lintott to display the Headmaster’s idiocy in the first scene in which she appears on stage. He believes the boys need to â€Å"Think charm. Think Polish†¦Ã¢â‚¬ . However, Dorothy’s ironic response compares his idea of education to a â€Å"sprig of parsley† ,and subversively the Headmaster’s appearance on stage becomes the centre of the audience’s mockery. – however, Dorothy is, like Scripps, given a role as omniscient and perspicacious onlooker and observer of events over time – she satirically comments on society, stating they are â€Å"Pillars of a community that no longer has much use for pillars†. – further criticise â€Å"masculine ineptitude† as she demonstrates the unfulfilled outcome of the boys’ future as a result of the â€Å"masculine† approach to teaching. The comment that Dakin â€Å"like[s] money†,ironically denotes the value of an education focused solely on achieving ‘targets’. -self-absorbed behaviour of the male characters -However, Bennett excludes Mrs Lintott from the educational debate and presents her without any viewpoint on it -male dominant society that men are always in positions of influence and for a man to be inferior to a woman is inconceivable. – The headmaster is concerned with superficial ‘targets’,Hector believesâ€Å"all knowledge is precious†¦Ã¢â‚¬  and Irwin is chiefly concerned with originality and practical uses of it. Who are the History Boys? †¢ Dakin – The Stud †¢ Scripps – The Conscience †¢ Posner – The Lover/Poet †¢ Rudge – The Working Lad †¢ Akhtar – The Ethnic Minority †¢ Crowther – The Lip †¢ Timms – The Class Clown †¢ Lockwood – The Soldier Representations of Class †¢ Headmaster’s (BA Hull) snobbery: †¢ â€Å"They’re clever but they’re crass†¦Culture they can get from Hector, History they can get from you†¦Ã¢â‚¬  †¢ â€Å"They need polish. Edge†¦I want to see us up there!† Representations of Teaching Styles †¢ Mr Hector (General Studies): â€Å"Life Lessons† †¢ Mrs Dorothy Lintott (History): â€Å"Subject teaching† †¢ Mr Irwin (Oxbridge): â€Å"Exam boosters† †¢ The Head Master: â€Å"Results† â€Å"All knowledge is precious, whether or not it serves the slightest human use† †¢ AE Houseman †¢ â€Å"We won’t be examined on that, Sir†¦happiness† †¢ Question: What is education for? Teaching Style: Irwin †¢ Modern classroom of glass and plastic, bare walls, functional †¢ â€Å"I’d go to Newcastle and be happy† Fox, UK 15. Intertextuality as Commentary †¢ Noel Coward’s Brief Encounter: â€Å"Thank you for coming back to me† †¢ Drummer Hodge: Thomas Hardy â€Å"A saddish life. Though not unappreciated†¦Unkissed. Unrejoicing. Unconfessed. Unembraced† Representation of Gender †¢ â€Å"History’s a commentary on†¦ the continuing incapabilities of men†¦Ã¢â‚¬  (Lintott) †¢ â€Å"Five centuries of masculine ineptitude† cf â€Å"The utter randomness of things† (Lintott) †¢ Question: How are the masculine and feminine represented in The History Boys 18. Schools as sexual sites – Fisher et al †¢ Sites of sexual opportunity, tension and competition †¢ Reinforced by popular culture, peer support †¢ Dominance of heteronormativity †¢ Male environments – homoeroticism of The History Boys 19. Representation of Sexuality 1 †¢ Representation of Male Adult Sexuality: †¢ â€Å"The transmission of knowledge is itself an erotic act† (Hector) †¢ â€Å"This is a school and it isn’t normal† (The Headmaster) †¢ â€Å"A grope is a grope† (Lintott) 20. Representation of Sexuality 2 †¢ Representation of Male Adolescent Awakening: †¢ Dakin’s ‘conquest’ †¢ Scripps’ faith †¢ Posner’s ‘in-love’ 21. Representation of Sexuality 3 †¢ Dakin’s proposition of Irwin †¢ Irwin’s response †¢ Question: What do you think of the representation of male (homo)sexuality in The History Boys? 22. Learning Styles †¢ â€Å"Mr. Hector’s stuff’s not meant for the exams. It’s to make us more rounded human beings† (Timms) †¢ â€Å"We’ve got the most important exam in our lives†¦We’re just sat here reading literature†¦Ã¢â‚¬  (Lockwood) †¢ â€Å"Hector produces results but unpredictable and unquantiï ¬ able†¦There’s inspiration, certainly, but how do I quantify that?† (The Headmaster) †¢ â€Å"Lying works† (Dakin to Irwin) †¢ â€Å"He was a good man. But I don’t think there’s time for his kind of teaching anymore† (Irwin on Hector) †¢ â€Å"One of the hardest things for boys to learn is that a teacher is human. One of the hardest things for a teacher to learn is not to try and tell them† (Lintott) Bennetts presentation of marriage Education: Intetextuallity Analysis of women: shovinism

Factoid Friday

Aaron Smith Factoid Friday Paper 3/5/2018 Donald Trump's presidency has brought a lot of controversy with it. His constant tweeting, his blunt statements, and his act-now-think-later mentality have earned him both praise and criticism since the moment he announced he would run for United States President. One act that has stirred up a lot of mixed emotions is President Trump's announcement of a ban that would prevent transgender individuals from serving in the military. This ban, which was first announced via President Trump's twitter account in late July, will override an Obama-era plan that was previously in place specifically to allow transgender individuals to serve in the military (Davis, 2017). Perhaps what is the most frustrating development of this ban for many people is the fact that it was revealed shortly after President Trump declared his great respect for members of the LGBT community and intentions to protect their individual rights and freedoms during his presidential campaign. While many have cited discrimination as the reason behind this act, President Trump and his staff have ensured the public that this ban is purely for national security reasons, and he wanted to assure the LGBT community that this is not a betrayal (Cooper, 2017). This ban has been a hotly debated topic for quite a while. While both the Trump administration, supporters of the ban, and those opposed to the ban all have valid arguments, anyone who is willing to fight and die for his or her country and its freedoms should have the opportunity to do so. This statement holds especially true for Americans because the United States was founded on this very principle. While the military shouldn't pay for gender reassignment surgeries and treatments, recruitment options should be open to all Americans, including transgender individuals. There are many reasons why this is acceptable, including the fact that transgender people are already serving in the military, transgender individuals provide little to no disruption of military activities, and the transgender ban is currently being scrutinized in court for its constitutionality. Taking all of this into consideration, it's hard to see a reason why transgender individuals shouldn't be allowed to fight for the freedom our country provides. It's difficult to argue that transgender individuals shouldn't be allowed in the military simply because there are already transgender people serving in the military today. In fact, as of 2016, there are an estimated 6,630 actively serving transgender individuals in the military and anywhere from 2,030 to 7,160 individuals serving in reserves. Along with these numbers, an estimated 150,000 transgender individuals have served since the year 2012, which is about 21% of all transgender adults in the United States according to UCLA researchers. In contrast, only 10% of the general non-transgender population has served (Hamblin, 2017). The fact that a higher percentage of transgender individuals has served in the United States military compared to those who do not identify as transgender should serve as an eye-opener to many. After all, active military service poses many risks, especially during times of conflict or war. In fact, several American and British armed forces members in Afghanistan were asked about the threats that they faced. The statistics, which are represented by the above image, are quite shocking. Roughly half of all individuals interviewed said that they saw at least one person killed while actively serving. One in every six people witnessed a close friend being injured or killed. One in four were injured by an IED, three in four experienced long-range attacks with rockets or mortars, and half had been attacked at close range with machine guns (Gee, 2017). The point of these statistics is that serving in the United States military can be dangerous, and if such a high percentage of transgender adults are willing to serve in the United States military and risk injury, they shouldn't be denied the ability to do so. The decision to serve in the United States Military should be respected regardless of any drama created by gender. Along with the fact that transgender Americans have already proved that they are willing to make the same sacrifices as their military comrades, a large majority of transgender individuals cause little to no disruption of military activity while serving. In fact, as far as disruption of military activity is concerned, transgender individuals who could possibly be disrupting military activity by getting reassignment surgery account for less than 1% of all available members. The actual number of all individuals estimated to have surgical treatments while actively serving was between 25 and 130 individuals – hardly enough to cause any meaningful hindrance to military activities (PBS, 2017).In regards to this same issue of military disruption, eighteen other countries were examined in a study to determine if transgender service members cause any noticeable problems. Overall, the study â€Å"didn't find any readiness or cohesion implications† involving transgender individuals. Many countries revealed concerns about bullying issues at one point, but it was later determined that simple policy changes were able to deal with this issue (PBS, 2017). If other countries are able to work around the minor ‘difficulties' that transgender individuals may pose, then why can't the United States as well? Surely if this situation is able to work for other countries, it can for Americans as well. Along with this information, President Trump's proposed ban has received legal criticism as well. There are concerns that this ban would violate the Constitutional rights of those individuals affected by the ban. One example of the legal obstacles that this ban has faced occurred in August of 2017. Two gay rights groups filed a lawsuit to ‘ban' the ban before it could be instated. This lawsuit was filed on behalf of five transgender women who are openly and actively serving in the military, for they feel strongly that this ban would violate their constitutional rights (Cooper, 2017). Although the lawsuit itself wasn't the cause, the individuals who filed the suit earned at least a temporary victory in late October, for the ban was temporarily blocked in court by a federal judge (Kheel, 2017). This same judge responsible for the blockage was quoted saying that the ban â€Å"does not appear to be supported by any facts.† Along with this, another federal judge reviewed this ban in court and halted the ban altogether (Marimow, 2017). He stated that active-duty transgender service men and women already suffer harmful consequences because of the president's policy. Some examples of said consequences include being set apart as inherently unfit, facing the threat of discharge, the inability to move ahead with long-term medical plans, and the inability to commission as an officer.Due to these two federal court rulings, it is clear that there is much to be concerned about regarding the legality of the ban. A third court case was carried out with the National Center for Lesbian Rights (NLCR) and the GLBTQ Legal Advocates ; Defenders (GLAD) as the plaintiffs. They argued that the ban violates the Fifth Amendment rights of all transgender service members, and they pushed for the removal of the ban on funds for gender reassignment surgery (which accompanied the transgender ban). Judge Colleen Kollar-Kotelly presided over the court. After the case ended, she wrote a 76-page memo emphasizing the fact that the plaintiffs' Fifth Amendment claim is a strong one that will prove difficult to refute once it reaches the Supreme Court. The fact that this ban has been heavily criticized, and in some cases acted upon, by not one, not two, but three highly-esteemed judges only serves to prove that this ban is in violation of the Fifth Amendment and is highly discriminatory against transgender individuals who are only trying to serve their country. This ban has only encountered setback after setback in court, yet the Secretary of Defense is still being pressured to produce a plan for both carrying out the ban and dealing with currently enlisted transgender individuals. Although President Trump is still pushing for action to be taken, the ban is still being processed through the courts as an appeal is being sought after due to the decisions made from past cases (Lopez, 2017). Although there are many ‘arguments' out there that support the idea of a United States Military with a transgender ban, they lack substantial evidence, and the evidence that is presented is far from accurate in most cases. President Trump's two main reasons for the ban, disruption of military service and health and medical costs, are easily discredited when all of the facts are lined out.In regards to ‘disruption of services,' it's clear to see why this isn't a legitimate issue for the United States Military. First of all, there is roughly, on estimate, a total of 13,500 transgender individuals serving actively, in the reserves, or in the National Guard. Of these 13,500 transgender individuals, only an estimated 25-130 active members will ever undergo long-term surgical treatments that would cause disruption while serving. These numbers, compared with the estimated 1,281,900 total of all active service member, along with the 801,200 estimated to be in reserve, account for far less than even one percent of the military's total service members (PBS, 2017). So, assuming that the highest estimate of 130 military members undergo surgical treatment while serving, an extremely insignificant fraction of all military members would be incapable of carrying out military duties while recovering. This accounts for .0015% of all available ‘manpower' at any given time for the military (PBS, 2017). That percentage is hardly worthy of being referred to as a ‘disruption.' The second main ‘reason' behind this ban is the potential costs. The President and his staff worry that the medical treatments and surgeries that transgender individuals require is an expensive and unnecessary cost to the United States Military budget. While gender reassignments and other surgeries are certainly expensive, as stated in the previous paragraph, only about 25-130 individuals will even have the operation done (PBS, 2017), and the military has historically not been required to pay for these surgeries unless they are proven medically necessary on a case-by-case basis. Along with this information, a study in The New England Journal of Medicine in 2015 found that the total costs for these surgeries and treatments would amount to somewhere between 4.2-5.6 million dollars, or roughly ten percent of the annual military healthcare budget. For those that think this is a large amount of money, the annual amount of taxpayer dollars spent on medication for erectile dysfunction alone is over ten times this amount at 84 million dollars annually. Claiming that transgender medical costs are expensive and unnecessary is plain wrong. While not all treatments are medically ‘necessary,' several treatments are. Denying transgender individuals from serving in the military due to medical costs would be the equivalent of denying a diabetic the ability to serve; it makes no sense. President Trump has made a lot of changes since he was elected into Presidency. While his decisions usually at least make some sense, the transgender military ban makes no sense at all. His two main reasons for this ban, which were potential disruption of military activity and medical costs, are backed by little to no evidence, and his ban is coming across as discriminatory both in the public eye and in court so far. Transgender individuals should not be denied the right to serve because they have been allowed to serve (not openly) for several years with little to no problem, they don't cause any disruption or hindrance to military activity, and the ban itself is being reviewed for its potential violation of the Fifth Amendment and discrimination against transgender individuals. All of this effort for a ban that isn't necessary should be spent on something more useful to America.BibliographyBlake, Aaron. â€Å"Jim Mattis didn't undermine President Trump's transgender military ban. Trump already had.† The Washington Post. Last modified August 30, 2017. Accessed September 20, 2017.http://www.washingtonpost.com/news/the-fix/wp/2017/08/30/trumps-haphazard-transgender-military-ban. Cooper, Helene. â€Å"Trump says transgender ban is a ‘great favor' for the military.† The New York Times. 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