Danielle Dawkins Essays (1509 words) - Crime, United States

Danielle Dawkins Essays (1509 words) - Crime, United States Danielle Dawkins Dr. Bentzen American Government 4/1/17 Racial Disparity and Mass Incarceration T he United States of America is home to the largest prison system in the world, with more than 2.3 million citizens behind bars, which represents a staggering 943 percent increase within the past century. Making up only 5 percent of the entire world population, the U.S. makes up 25 percent of the prison population globally. These app alling statistics are a product of systemic and structural oppression, which is the foundation for Mass incarceration itself. The history of mass incarceration dates back to the Reconstruction era (1865-1877). Directly after the Civil war, the south was in tatters because an integral part of its economy had been demolished: slavery. As stated by the 13 th amendment, "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any plac e subject to their jurisdiction." One should take notice to the loophole within the 13 th amendment, as exploitation of such took place immediately. Essentially, African Americans couldn't be held as slaves , but the y could be held as prisoners for the purpose rebuilding the south. At an alarming rate, many were imprisoned by the masses for petty "crimes " that otherwise would not have mattered. This period of the late 19 th century marked the first major prison boom, and it laid the groundwork for the rapid growth of mass incarceration that's still occurring to this d ay. Four presidents can be credited for this monstrosity of a prison system: Lyndon B. Johnson, Richard Nixon, Ronald Reagan, and Bill Clinton. From the "war on poverty" to the 1994 crime bill, I will expound upon the political initiatives of each of these presidents, and how their historic policies disproportionately impacted the African American community. About a century after the reconstruction period, Lyndon B. Johnson signed the Civil Rights Act of 1964 and launched many other political initiatives with egalitarian-like values. In March of 1 965, President Johnson had three bills sent to congress in hopes of furthering his p rogressive agenda. Two bills included the Housing and Development Act of 1965 , which instituted the subsidization of private homes for those of a lower socioeconomic status, an d the Voting Rights Act of 1965, which granted black Americans in the south the opportunity to fully exercise their right to vote. Although these bills were crafted with good intentions, they were actually deeply rooted in assimilationist-like assumptions held by conservatives on black culture. Conservatives were locked onto the premise that constructs such as race and class were not factors of poverty, but rather a "subculture" ridden with " s ocial pathologies" , such as illegal drug use and stre et crime . A sociologist by the name of Katherine Beckett stated, "The misbehaviors of the poor were transformed from adaptations to poverty th at had an unfortunate effect of reproducing it into character failings that accounted for poverty in the first place." T herefore, t his commonly shared belief of black communities prompted President Johnson to constitute the official "War on Poverty" . So, it should be no surprise that at the peak of his progressive agenda, Johnson introduced the Law Enforcement Assistance Act (LEAA), which essentially sparked the militarization of local police operations in small black communities. In Johnson's own words, "the federal Government will henceforth take a more meaningful role in meeting the whole spectrum of problems posed by crime." This new legislation officially transformed the "War on Poverty" into the "War on Crime" . Johnson's successor, Richard Nixon took the "War on Crime" to a level of extreme punitive a ctions that caused a drastic upsurge in incarcerated bodies, while leaving a permanent scar of thousands of families for years to come. Nixon rose to power on dog whistle politics, which are racially coded appeals that catered to that segregationists and a ssimilationists alike. He utilized fearmongering politics in order to instill yet even more prejudice and fear into Americans across the country. All seventeen of his politica l speeches were dedicated to restoring law and order, and his infamous campaign ad featured images

Ethics in Sports Management Essay Example | Topics and Well Written Essays - 1750 words

Ethics in Sports Management - Essay Example The initial arguments will be explored and the main angles of the debate will be identified. After that, an empirical analysis of key reading materials will be conducted to identify social norms and sporting management trends and elements. This will create the basis for critical analysis in order to identify the rightful solution to the issue at hand. Scenario This essay revolves around a case where a sports manager trainee is told to give misleading information in a public relations campaign about a football team. The team has major issues with the following: 1. The drug addiction of a central star player. 2. Major management rifts concerning shareholders. 3. Personal problems with the coaching staff. 4. Race rifts within the playing body of the team. 5. Major financial challenges and crises with major financier The media has come up with numerous campaigns to expose these problems and issues. Clearly, most of the speculations and claims are true. However, the management and board s eek to undertake an image enhancing campaign. And the newly appointed sports manager trainee has been chosen to lead this campaign. The rest of the paper will examine the different moral and ethical elements of the study. Initial Argument From this scenario, it is clear and apparent that the young manager is in his pre-professional management years. At this point, he will have to balance two conflicting ideas and concepts. The first idea is the need to be honest and ethical in the delivery of information about internal conditions to external stakeholders. Thus, working as a public relations representative presents the opportunity to be ethical and show honesty and transparency as required by laws and regulations. On the other hand, the young manager also has to adapt to the norms of the organization. He will have to show that he is an asset, rather than a liability to the sports institution employing him. This is because the institution expects him to become a positive and an import ant individual to the entity. This can be done by salvaging the image of the entity and doing what will retain supporter confidence, increase returns and improve the company's image and also provide some psychological advantage to the team. However, going too far at this side of the continuum could pose some dangers. The obvious one is that the information that is given could be false and provide an over-idealistic image of the company. This could potentially harm the career of the young manager and cause far reaching damage to the football team employing this manager. Obviously, this forms the crux and the central point of the ethical dilemma at hand Relevant Ethical Models As identified above, the central issue of importance is the need to balance the observance of ethical standards and ethical codes in his approach to this image enhancing PR job with the need for the attainment of confidence amongst external stakeholders. This provides various ethical constraints which can be vie wed from two different standpoints. Anderson (1996) identifies that there are two main approaches to viewing ethics and defining what is right. The first is deontology which involve a non-consequential approach to ethics and decision making. In this area, what is right is set in a absolute standards and absolute rules. These are universal rules and regulations that guide conduct throughout the world. All human beings must adhere to the standard of ethics that is

Soccer Game Essay Example | Topics and Well Written Essays - 1000 words

Soccer Game - Essay Example The home team started dominating the match, Ronaldo showed glimpses of his ability. The opening goal was scored by Ronaldo, it was a great goal, Osasuna did not come to the Santiago Bernabeu to surrender, it took them only a few minutes to restore parity and it was game-on. Real Madrid did not take the foot off the gas this time as they kept pushing hard for another goal, it came soon after Osasuna pulled one back. This time it was Pepe who scored for Real Madrid. There was a lot of chaos in the box but Pepe’s awareness helped the team and they led 2-1. Real Madrid went 3-1 up before half-time when Higuain scored a fantastic goal, the strike curled away from the keeper and hit the back of the net. The keeper just could not do anything about it. The referee consulted his lines-man in the second-half when Mesut Ozil was brought down in the box in the second-half, it was an easy decision. A penalty was awarded and Ronaldo scored with complete ease from the spot. Madrid led 4-1 an d they were cruising. Ronaldo scored again in the next few minutes, it was his hat-trick and it was a fine hat-trick. Madrid led 5-1 at this point and they completely dominated the game and it was a very well-deserved lead. Karim Benzema came on in the second-half and scored two brilliant goals to give Real Madrid a resounding lead of 7-1, the away team was completely outplayed, they just could not stop the Real Madrid players from running riot. Angel Di Maria who plays as a winger for Real Madrid pulled his hamstring muscle and is surely going to out for several months; this was perhaps the only downside for the home team who won very comfortably to say the least. Ronaldo’s attitude has always been questioned but his fine hat-trick should silence the critics at least for the time being if not for an extended period. The involvement of the referee should also be analyzed; the referee had a great outing. He did not make any unreasonable calls and he consulted his lines-man whe never he was in doubt, a fair bit of communication took place between the referee and his subordinates. The following part of the paper would shed more light upon the very same. Interpersonal Communication The referee had a look at his lines-man who started flagging after Mesut Ozil was brought down in the box, when the lines-man flags, it means a foul has taken place; the referee has the power to overrule the lines-man but on this occasion both were reading from the same page and a penalty was awarded to Real Madrid. On many occasions the fans gets to see the referee overruling the lines-man but there are other occasions when something which the referee fails to spot gets spotted by the mines-men and this is how the game becomes better and more entertaining. Many a time players tuck each other’s jerseys’ and the referee may not see it because he may not be in the right position to see it, this is when the lines-men earn their bread and butter. Communication between th e referees and the lines-men has become so much better these days. The lines-men need not try and catch the attention of the referees, they are well connected on the pitch, they have microphones attached to their ears and every word spoken by the referee can be heard by the lines-men and every word spoken by the lines-men can be heard by the referee. Even the fourth official has the same device attached to his ears and the referee tell the fourth offici

An Overview Of The Digital Divide

An Overview Of The Digital Divide This essay defines and addresses the significance of the digital divide providing evidence to support its existence in the United States. It analyzes findings from various research reports and case studies identifying factors that cause the divide. The digital divide is a technology gap between the haves and the have-nots. As a result of these gaps, 21st century learners will fall further behind and will not be able to reap the full benefits of our fast-growing technology driven society. The digital divide is the technology gap between people with access to digital and information technology and those with limited or no access (NTIS, 1998). The digital divide is often referred to as the technology gap between the haves and the have-nots. There are many factors that inhibit student access to computers and the internet. There is a digital divide among computer and internet access by race, income, education and location, as well as physical disabilities (Fourie Bothma, 2006). Research shows that Caucasian Americans access to digital and information technology at 46.1% nearly doubles that of African Americans at 23.5% and Hispanic Americans at 23.6%. Asian Americans and Pacific Islanders exceed all racial/ethnic groups at 56.8% (Athena Alliance, 2001). Minority groups are at a disadvantage when it comes to having access to computers and the internet but it is not because they are minorities. Their limited access is because they are at a socio-economic disadvantage due to lower education levels and poorer incomes (Solomon, 2002). The technology gap by race seems to be closing significantly. This is due to the availability of computers and internet access at schools, libraries and community centers. Yet, there is still a technology gap in low-income and rural communities. Socio-economic factors play a major role in the technology gap between students. Poverty remains a major factor that limits students access to technology. Only 35% of households in lower socio-economic groups have internet access while 59% of middle income groups, 73% of upper middle income groups, and 83% of those in top income groups have access to the internet (Gartner Group, 2000). Now more than ever, unequal adoption of technology excludes many from reaping the fruits of the economy. Sectors of the population are excluded from the power and the economical benefits offered (Fourie Bothma, 2006). Divisions among the population are not just due to income but also location. There is a digital divide by geographical location. For students in high-poverty and rural areas, libraries can be the only way to get online (Barack, 2005). A digital divide separates rural America from the rest of the nation when it comes to broadband internet use and access. Only 24% of adults in rural America have high-speed internet access, compared to 38% of urban Americans and 40% of suburban Americans who have access (Perkins, 2006). Efforts are being made by the government and the private sector to increase connectivity in rural America. People with disabilities face a significant digital divide as well. Despite regular increases, both metro and non-metro people with disabilities have lower rates of internet use than their geographic counterparts with no disability (Dobransky, 2006). Surveys consistently report that people with disabilities have only half the rate of internet access of people without a disability (RTC, 2006). Obstacles that Americans with disabilities face include how costly adapted hardware and software can be, limited locations for internet access, workplace internet access maybe unavailable because of unemployment, and internet content may be frustrating because sites are not accessible to people using assistive technology (NTIS, 2000). Educators at all levels must keep up with the digital world inhabited by a new type of learner whose worldview is often developed through surfing the web, instant-messaging, and online activities like video games or social networking sites like Facebook and Myspace (Menard, 2008). To level the playing field for these 21st century learners or digital natives, we must bridge the technology gap that exists among these students by racial/ethnic, socio-economic, educational and geographical factors, as well as limited accessibility due to physical disabilities. According to Menard (2008), todays young people were born into the Internet era and face a life saturated by digital media. Their interaction with technology will deeply affect the way these learners interact with their environment. To be successful in todays technology driven society, students must have equal access to computers and information technology. References Barack, L. (2005). Gauging the digital divide. School Library Journal, 51(8), 21. Retrieved August 12, 2009, from Research Library. (Document ID: 882387801). Dobranksky, K. Hargittai, E. (2006). The disability divide in Internet access and use. Information, Communication Society, 9, 3, 313-334. Fourie, I. Bothma, T. (2006). Addressing the digital divide in teaching information retrieval: A theoretical view on taking students from ICT access to knowledge sharing. The Electronic Library, 24(4), 469-489. Retrieved August 12, 2009, from Research Library. (Document ID: 1142659581). Gartner Group (2000). The digital divide and American society. Available: http://www.3gartner.com Menard, J. (2008). Higher ed responds to the digital generation. The New England Journal of Higher Education, 23(1), 13. Retrieved August 12, 2009, from ProQuest Education Journals. (Document ID: 1529959711). NTIA (1998). Falling through the net: Defining the digital divide. NTIA No. PB99156614 Available: http://www.ntia.doc.gov/ NTIA (2000). Falling through the net: Toward digital inclusion. A report on Americans access to technology tools. NTIA No. PB99144487. Available: http://www.ntia.doc.gov/ NTIA (2000). Falling through the net: A survey of the have nots in rural and urban America. Available: http://www.ntia.doc.gov/ntiahome/net2/falling.html Perkins, B. (2006). Location spawned digital divide can cost you. Realty Times. Available: http://realtytimes.com RTC (2006). Disability and the Digital Divide: Comparing Surveys with Disability Data. Available: http://rtc.ruralinstitute.umt.edu Solomon, G. (2002). Digital equity. Its not just about access anymore. Technology Learning, 22(9), 18-26. Retrieved August 12, 2009, from ProQuest Computing. (Document ID: 115857641).

Moving On With a Disability :: Papers

Moving On With a Disability 'Disability' something that disables a person, a physical incapacity caused by injury or disease. To me the word was somewhat closer to home. I am going on fourteen and am seated in a wheelchair permanently, I always have been. Cameron is the name, walking is the game. The wish more like. Being stuck in a wheelchair is very infuriating and when I am in that mood, just don't try and get me out. Talking of going out I don't. Well very rarely. I stay in my room most of the time with my books and my tutor. It is where I want to be. It is no-one's fault I am in this way and there is nothing anyone can do about it. I need to face facts; I am glued to the chair. " Good morning Cam!". He stood there like he did every morning at 9am sharp, but DiÃÆ'Â ¡z was not a sharp man. Messy struck me as more of the correct word. My tutor was in his mid thirties with short, brown hair. He hadn't shaved. Stubble the colour of cigarette ash clung to his jaw. His big round glasses bounced as he walked. His clothes were shabby and he often wore the same items for days running. DiÃÆ'Â ¡z was a good friend; my only friend and he shared my love of books. He often brought me a book from his collection. They were about all sorts but I liked the detective ones best. I wished I was Sherlock Holmes. Mind you I wished I could walk too but as Mum always says, ' Life does not come on a silver plate.' Well it should come on a gold one, that's what I think! I don't think you can understand what it is like not to be able to do something that everyone else can. I definitely don't think I can explain it! When I wake up, I cannot dress myself. How would that make you feel? Incompetent maybe? That's how it makes me feel. Everyone else can dress themselves, why can't I?

John Steinbeck section Essay

â€Å"Yea, an’ besides we gunna have to if we wanna have any fun, you know, won’t be much fun jus’ me and George. † Candy observed innocently. Slim chuckled fondly, while George whispered a soft, â€Å"Yea, won’t be much fun†¦ † He sighed contemplatively and looked down at the ground in deep thought. He was jerked out of his daydream at the sound of a bullet, the bullet coming from Carlson’s gun. He looked up and around at the nearby tree, the tree that towered over the ranch, casting a long shadow over a part of the bunkhouse. He took one last glance and turned away. The gunshot was heard again as Carlson pulled closer to the cart. â€Å"Can’t let ya leave wit’ out saying goodbye†¦ ya kno’†¦ † Carlson shifted uncomfortably while looking down at the ground. â€Å"Ok then. Thanks for the concern. † George said abruptly. â€Å"ppreciate it. † With that, George joined Candy at the front of the cart, and set off. A few days had passed and things seemed to be going as slow as ever, the days seemed like months and the nights like years. Nothing exciting had happened to George and Candy, all except for a frog that was hopping along. The monotonous sound of the horse’s hooves threatened to send George into a deep slumber. And Candy, he just sat next to George occasionally lifting his left hand to rub his stumped wrist. Just then, a woman appeared. Not just any woman, the most beautiful woman in the world according to George. Her light brown hair with streaks of a deep red that almost looked brown in the light was delicately waved. It framed her oval face perfectly. Her emerald green eyes looked at George wistfully, as if to decide whether he was approachable. Her soft pink lips parted as she slid her perfectly manicured fingers into her mouth. She whistled at the cart to grab George’s already given attention. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section.

Games to Support Skills for Children with Disabilities

Games are an effective tool to support instruction in special education. When your students know how to play a game, they can play it independently. Some board games and many electronic games are available commercially or online, but they dont always support the skills that your students need to build. At the same time, many online computer games fail to support social interaction, which is an important benefit of supporting instruction with board games. Reasons for Games Drill and Repetition: Students with disabilities often need lots and lots of practice on skills, beyond what they would receive in a general education class, in a more naturalistic approach to instruction. We also know that students have difficulty generalizing skills, so games that use math or reading skills in a game will motivate children to use those skills across more social settings.Social Skill Training and Practice: Many children with disabilities, especially developmental disabilities such as autism spectrum disorders, have difficulty with social interactions. Board games support waiting, turn taking, and even losing gracefully, which both typical, and children with special needs struggle with. Games can even be designed to support social skills, such as a social skill game that requires students to complete a social task successfully (Say hello to a friend, etc.), to stay on a square on the board, or you can make some social skills cards for existing games (Chance cards on Monopoly?).Peer-Mediated Instruction:  Children with disabilities benefit from having skills modeled by typically developing, non-disabled peers. Those skills will include both academic and social skills. The typical peers will be sure to check the work of their challenged peers and can supervise play. Games as part of inclusion give both groups opportunities to practice skills, exercise some socially appropriate behavior, and build positive peer relationships. Bingo Kids love bingo. Kids with disabilities love bingo because it doesnt require knowing lots of rules, and since everyone plays through every game, it scores well on the engagement scale. It requires that they listen; identify the numbers, words, or pictures on the card; place a cover on the squares (fine motor skills), and recognize the pattern of covered squares. Many bingo games are commercial and available through online or brick and mortar stores. Teaching Made Easier, an online subscription tool for making games is an excellent way to make sight word, number, or other sorts of bingos, including picture bingos. Kinds of Bingo Games   Vocabulary Building Bingos: These bingos have children cover pictures of animals or items in other categories to build receptive language.  Number Recognition Bingos: Teaching Made Easier makes it possible to customize the range of numbers used for Bingo. You can make one set of cards that uses numbers from twenty to forty to give students practice in recognizing numbers larger than twenty, but not the whole shooting match up to 100. You can also ask students with strong number recognition to read the cards, as it helps them build their skills in reading numbers aloud. Educators often recommend that some recitation in math instruction is included to be sure the numbers also get into students mouths.  Math Fact Bingo: Call numbers and have students cover matching math facts (i.e., call 12 and students can cover 2 x 6 or 3 x 4) Board Games You can build a board game based on any number of different games: Parchesi, Sorry, Monopoly. The simplest games are simple games that start at one place and end at the finish line. They can be used to support counting, or they can be used to support specific skills. You can use dice, or you can create spinners. Many Math series provide spinners that you can adapt: Once again, Teaching Made Easier provides a template for spinners. Kinds of Board Games Counting Games: An example is Halloween Rumble. Start with a serpentine path divided into squares, use dice (to building counting and adding skills) or a spinner. You can use a spinner for skip counting games (by 2s and 5s).Social Skills Games: Design this after games like Life or Monopoly, where students take cards to complete a social skill. Perhaps you might have a stack of requests such as, Ask a friend for help on your math, or a greeting: Greet a teacher in school. Quiz Show Games A great way to help students prepare for a test is a Quiz Show format. Build your game like Jeopardy and make you categories support whatever topic your students are preparing for. This is an especially good tactic for a secondary teacher who can pull a group from a content area class to prepare for a test. Games Create Winners! Games are a great way to engage your students, as well as give them lots of opportunities to practice skills and content knowledge. They seldom realize that the whole time they are competing with their classmates, they are supporting learning with their peers. It can provide some formative assessment information, letting you see whether a student understands a skill, a content area or a set of concepts.