Practice question answer free essay sample

Alan believed that Bhu, a fellow student, had stolen his mobile phone. Alan saw Bhu at college, went up to her and said, â€Å"We sort out thieves like you. † As Bhu hurried away in a panic, Alan’s friend, Carol, sprayed Bhu with red paint. A small amount of paint went into Bhu’s eyes. She was taken to hospital where her eyes were treated to remove the paint. As she went home, and just before her sight was fully recovered, she tripped up a kerb and fractured her skull. Refer to the scenario when answering the remaining questions in this section. 1. Discuss Alan’s criminal liability for his statement to Bhu, â€Å"We sort out thieves like you. † (7 marks) I think that Alan would be trialled for assault under s. 47 of the Offences Against the Person Act 1861. This crime cannot be battery as no force has been used, neither can it be GBH or ABH as no wounding or injury has been caused. We will write a custom essay sample on Practice question answer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Assault offences can be done by: silence alone- as shown in the case of R v Ireland; as written words- shown in the case of R v Constanca; Psychological- as represented in Smith v Chief superintendent of Working Police Station; and even by raising your fist at someone in a threatening way- as shown in Stevens v Myers. The actus reus of assault is any act that causes the victim to apprehend an immediate infliction of unlawful violence. There is no need for physical contact to occur between the victim and the defendant. By saying ‘we sort out thieves like you’ Alan has committed the actus reus of assault, as the defendant went up to the victim and threatened him while standing in front of him. This could have finished with immediate violence towards the victim. Also, Bhu ‘hurried away in panic’ which tells us that he took the threats seriously. The mens rea of the act is the intention or recklessness as to either putting the victim in fear of unlawful force or applying unlawful force such as in the case of Savage (1991). Alan’s act was intentional as shown by the fact that Alan blamed a ‘fellow student’ Bhu. This shows that Alan and Bhu did not get on too well as he would not accuse his friend of stealing his phone. Also, they were standing face to face when Alan was threatening Bhu. He could have foreseen that Bhu would fear, as shown by the fact that Bhu then ‘hurried away in panic’. So, therefore, guilty.

Lord Of The Flies Description Essays - English-language Films, Films

Lord Of The Flies Description Essays - English-language Films, Films Lord Of The Flies Description Setting The story takes place on an island somewhere in the ocean. The island is described by the author as tropical and boat shaped. Along the coast there are sandy beaches followed by a variety of vegetation and creepers. There are also the orchards, which rise up to the treeless and rocky and rugged mountain ridge which extends out of the ocean. Judging from the predicament and dialogue in this story the date in which it takes place is probably the mid 1900's during World War II. The mood created in this story is very complex and rapidly changing. It changes from that of a scary, recessive mood to a light, and cheery one. The way in which the story is written the mood can change literally from chapter to chapter. In the beginning it starts out light and happy and as the novel progresses and the boys start to battle, it starts to become dark and savage. Characters Jack is red-headed and thin he is also introduced as the leader of the boys' choir. To his dismay he loses the election for leader and he becomes the head hunter and is also in charge of maintaining the signal fire. As the story progresses he and his hunters begin to slack-off and abandon their duties in caring for the fire. In the end Jack and his hunters leave Ralph and start their own tribe on the rocky side of the island. Ralph is a tall, blond and is one of the oldest boys on the island. In the beginning of the story he is pictured as the leader of the boys when he blows the conch shell to call the first assembly. During the course of the story he tries to maintain the structure of their civilization and is continually forced to compete with Jack for approval from the boys. Piggy is a fat, asthmatic boy with bad vision. Throughout the story his weaknesses are preyed upon by the other boys much like that of the pigs on the island, thus the name. But despite his appearance, Ralph begins to depend upon Piggy for intellectual and spiritual guidance. Do to his vision, Piggy had unusually thick glasses, which was a benefit to the others on the island, and aided in the lighting of the signal fire and in the roasting of the pigs. Simon was a skinny, silent boy with black hair. He was neither liked nor hated and was abnormally silent throughout the story. The way he is portrayed in the story it is as if he were always contemplating life and his situation on the island. Aside from thinking, Simon also does the necessary chores and obeys all commands from his superiors. Exposition The story starts with a large group of boys crawl on to the beach of a tropical island in the middle of the Pacific Ocean. Their plane was been shot down, and World War II has begun to take place. The boys figure that civilization, as they know it, may no longer exist. Ralph is elected as the leader of the group and Jack decides to be the hunter and provide food for the group. The boys explore the island. They find that it is hard to believe that they're really on their own but their adventuring proves their suspicion. While adventuring Jack's first try at slaying a wild boar fails. Rising Action Another assembly is had and they talk about the need for hunters. One of the smaller boys, says he fears a horrid beast that he saw in the vast jungle. The fear of the beast, of the dark, and of what is unknown about the island begins to affect the boys' ways of thinking. Ralph makes an executive decision and convinces everyone that they need a signal fire to aid in their being rescued. Starting a fire is impossible until they use Piggy's glasses, they are so thick they act as a magnifying glass, igniting the tinder. To Ralph's dismay the boys begin to abandon the fire to play, finding it hard work keeping the fire going. Their fears of the terrifying beast grow worse when the twins, Sam and Eric, see the beast once again. This is

Behavior Goals for Individual Education Plans

Behavior Goals for Individual Education Plans Behavioral Goals may be placed in an IEP when it is accompanied by a Functional Behavioral Analysis (FBA) and Behavior Improvement Plan (BIP). An IEP that has behavioral goals should also have a behavioral section in the present levels, indicating that behavior is an educational need. If the behavior is one that could be handled by changing the environment or by establishing procedures, you need to attempt other interventions before you alter an IEP. With RTI (Response to Intervention) entering the area of behavior, your school may have a procedure for being sure that you attempt interventions before you add a behavioral goal to an IEP. Why Avoid Behavioral Goals? Behavioral goals will automatically withdraw a student from the progressive discipline plan in place in your school, as you have identified behavior as a part of the students disability.An IEP that has a BIP attached often labels a student when he or she is moved to another teacher, either to a new classroom or to a new schedule in middle school or high school.A BIP must be followed across all educational environments and can create new challenges not only to the teacher of record but also for specials, general education classroom teachers. It will not make you popular. It is best to attempt behavioral interventions such as learning contracts  before you move to a full FBA, BIP and behavioral goals.​ What Makes a Good Behavioral Goal? In order for a behavioral goal to legally be an appropriate part of an IEP, it should: Be stated in a positive manner. Describe the behavior you want to see, not the behavior you dont want. i.e.: Dont write: John wont hit or terrorize his classmates. Do Write: John will keep hands and feet to himself. Be measurable. Avoid subjective phrases like will be responsible, will make appropriate choices during lunch and recess, will act in a cooperative manner. (These last two were in my predecessors article on behavioral goals. PLEEZZ!) You should describe the topography of the behavior (what does it look like?) Examples: Tom will remain in his seat during instruction 80 percent of observed 5 minute intervals. or James will stand in line during class transitions with hands at his side, 6 out of 8 daily transitions. Should define the environments where the behavior is to be seen: In the classroom, Across all school environments, In specials, such as art and gym. A behavior goal should be easy for any teacher to understand and support, by knowing exactly what the behavior should look like as well as the behavior it replaces. Proviso We do not expect everyone to be quiet all the time. Many teachers who have a rule No talking in class usually do not enforce it. What they actually mean is No talking during instruction or directions. We are often not clear about when that is happening. Cueing systems, are invaluable to help students know when they can talk quietly and when they must remain in their seats and be silent. Examples of Common Behavior Challenges and Goals to Meet Them. Aggression: When John is angry he will throw a table, scream at the teacher, or hit other students. A Behavior Improvement Plan would include teaching John to identify when he needs to go to the cool down spot, self- calming strategies and social rewards for using his words when he is frustrated instead of expressing it physically. In his general education classroom, John will use a time out ticket to remove himself to the in class cool down spot, reducing aggression (throwing furniture, shouting profanities, hitting peers) to two episodes a week as recorded by his teacher in a frequency chart. Out of Seat Behavior: Shauna has difficulty spending much time in her seat. During instruction she will crawl around her classmates legs, get up and go to the classroom sink for a drink, she will rock her chair until she falls over, and she will throw her pencil or scissors so she needs to leave her seat. Her behavior is not a reflection only of her ADHD but also functions to get her the teacher and her peers attention. Her behavior plan will include social rewards such as being line leader for earning stars during instruction. The environment will be structured with visual cues which will make it clear when an instruction is happening, and breaks will be built into the schedule so Shauna can sit on the pilates ball or take a message to the office. During instruction, Shauna will remain in her seat for 80 percent of five minute intervals during 3 of 4 consecutive 90 minute data collection periods.

Honesty Research Paper Example | Topics and Well Written Essays - 1250 words

Honesty - Research Paper Example In developing the concept of honesty, one finds that by going from the initial definition of the word honest to the cultural differences expressed in one different language, the true concept, of honesty requires the existence of human relations. The purpose of this paper is to prove the thesis that Honesty in the dictionary sense is not the best policy. The online dictionary definition of honesty implies "fairness and straightforwardness of conduct". The second definition is keeping to the facts: sincere. (Merriam-Webster) Fairness and sincerity are a contradiction. If an older child beat up his brother because his brother broke one of his games, the parent would admonish the violent reaction of the older brother over the younger brother's breaking the toy. Our society does not adhere to violence. The broken toy could have been an accident or a deliberate act. If his parents were sincere, they would ascertain as to why he broke the toy. If both boys were at fault, fairness would dictate that both would be punished. It is rarely the case as the punishment is different for each child and culturally given to the older of the twoIn reality, honesty is governed by a set of rules which go beyond our comprehension of the word. Most of us think that honesty exist. It exist if the rules are followed. In the second source, Mr Dougherty analys es Cringe comedians. He entitles his article Honesty is the best policy. (Dougherty ) People no longer want to spend time thinking through the significance of thought provoking jokes. We are in the "now" society. If it is not attained within 30 seconds, it is not worth it. Cringe comedians come up with one line jokes attacking the truths of life. They twitter their way thru the commentary of life's problems. Life can be split into two twits: alleviating the fears of life by throwing freezing water to chill the problem. A comedian who basis all his one line cringes on self deprecation makes at least one person in the audience feel that there is one person who is better off than the comedian . or the comedian has mastered the art of persona and gives members of the audience what they want to hear as each one has a different concept of honesty. The first comedian uses self deprecation to alleviate fear and the second comedian uses self deprecation to share honest aspects of the "person a". There are people in the audience who can relate to both sorts of tweets. The word tweet is used in a derogatory fashion to show the rapidity in which cringe comedians respond to humor. The concept of honesty is used as the dictionary describes as "straightforwardness" . This limits the point that there is a set of rules to the concept of honesty. As the previous source is somewhat weak, the following source is from a journal. The concept of honesty can be broken down into mathematical equations. A fundamental principal of man is that all human relations are based on the concept of honesty. As this is a rather grandiose principal, the writer has broken it down into equations. The concept of Honesty:

Practice Ethically and Challenge Equality Case Study

Practice Ethically and Challenge Equality - Case Study Example Jane Schulz (2007) argues that ethics is â€Å"a set of moral principles or values†. Discussions regarding the origins of ethics and values have stirred debates in more than one way. It is especially hard to conclude whether they are inherited, learned by experience or both. As a nurse who performs direct patient care in the community, I have witnessed the best and worst of ethical behaviors in both my clients and other health staffs in different settings. On more than one occasion,   I have had to acknowledge my own ethical value system, challenge it, and develop it throughout my life but never so much as I have since I began my nursing career. The reflection will highlight NMC, NOS and produce evidence within the practice evidence criteria, using Gibbs (1988) to help me present my reflection in a natural sequence of events. The framework is iterative and enables me to ask myself a series of questions at stopping points, to help me put the experience in an organized manner. In order to respect the service user’s confidentiality in concordance with the Nursing & Midwifery Council (2004; 2008) code of professional conduct – point 5.1. The author shall refer to the service user as ‘Kendal’ throughout this essay. I first met Kendal in his house in sequence to an internal reference from our team to support him with dental hygiene/health check to follow up with his anxiety medication. He is one of my direct allocated cases; he is from the Caribbean, aged 23 and nonverbal. Kendal uses limited speech and can be very challenging at times. Staffs are unsure of what to do and how to support him as he was found to be harming himself most of the time. Staff thought that he could be expressing dental pain and hence, he was referred to our team. I responded to his needs appropriately by reading out more information to him that were uploaded from previous professionals on FRAMEWORK I.

The Importance of Nutrition and Sleeping Habits In The Classroom Essay

The Importance of Nutrition and Sleeping Habits In The Classroom Having good nutrition and sleeping habits is very important for education. It is important for children and adolescents to perform well in the classroom so that they get the most out of their education. Having poor sleeping habits or poor eating habits can have many harmful effects on a child’s classroom performance. If children have good eating habits as well as good sleeping habits they will perform better and be able to live up to their potential. Good nutrition is very important for children in all areas of their life but it is a key factor in how they perform in the classroom. One study showed that â€Å"taller more healthy children have higher levels of verbal development† and healthier children have â€Å"positively associated performance on reading, spelling, and arithmetic tests† (conceptual). Classroom tests are a very good indicator of how a child performs in school. The study shows that children with good nutrition have done better than children with health problems or who are under-nourished. Another study correlates with the first in showing that â€Å"children who had more adequate diets scored higher on the cognitive battery than those with less adequate intake† ( ). Good nutrition helps cognitive function which is defined as â€Å"the ability to learn categories, to process and structure information, and to learn and react to social and environmental cues. Cognitive function also includes the ability to ask appropriate questions and provide appropriate answers with in a given environment and to identify and solve relevant problems† (Cline). Cognitive function is important for good performance in the classroom because if a child cannot convey t... ...nd teachers would be able to get more accomplished with their students during the day. Studies show that there is a direct correlation between good sleeping habits in children and increased learning ability. Children who get adequate sleep have better cognitive function, are more inclined to concentrate better, and formulate questions better for things they do not understand. Good nutrition and good sleeping habits are important to good classroom performance. They both can greatly improve learning ability and cognitive function having a positive affect on children’s education. When children have poor sleeping habits and poor nutrition their learning ability is less and classroom performance is lower. Both factors are very important for children’s education and good habits should be developed early ensure that they will do well throughout school and in life.

Juvenile and False Confession

I have heard the police repeat the Miranda right time and again in television movies involving police and crime suspect. Prior to my MS in forensic psychology program in Walden University, I had not the slightest idea that the words embedded in Miranda rights are actually legal right, I thought they were mere lines used in movie acting and I never envisaged its importance; even Police in Nigerian movies recites this right to crime suspects even though the Nigerian constitution is silence about such right.Historically, Miranda right was a landmark decision of the United States Supreme Court which passed 5-4 in 1966 in the lawsuit Miranda v. Arizona, 384 U. S. 436. Miranda rights gives suspects the right to remain silent when arrested, the knowledge that any statement made can be used against them in a Court of law and an understanding they have the right to an attorney and they reserve the right to waive this right and succumb to interrogation by the police. Research abound that addre sses the inability of juveniles in fully comprehending the implication of waiving Mirada rights.Ferguson, Jimenez & Jackson (2010) conducted literature review of relevant research studies and lawsuits to establish the fact that juveniles are not properly developed to make informed decisions when it comes to upholding their right to remain silence in the wake of police arrest and their competence to stand trial. Studies has confirmed the fact that age an IQ level of juveniles is related to juveniles’ ability to comprehend Mirada rights (Goldstein, Condie, Kalbeitzer, Osman, & Geier, 2003).Grisso (1997) also noted that juveniles’ limited understanding of legal terminologies leads to increased risk of waiving their Miranda rights. Ferguson, Jimenez and Jackson further reviewed articles on cognitive and psychological abilities in juvenile citing the MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice. The foundation’s study indicated that adolescents and adult differed significantly in psychosocial abilities.The most important result of this research work which symbolized a compilation of findings from literature reviewed on competency to stand trial and vulnerability to false confession which is of immense value to the police setting is the finding by Kassin and Norwick (2004) which indicated that innocent individuals were more likely to waive their Miranda rights than guilty individuals because of their faith in the legal system. Another important finding was gotten from the review ofViljoen, Klaver and Roesch (2005) study which revealed that defendants aged between 11 to 17 years, older ones remained silent while younger ones were more likely to confess. This was in consonant with Redlich and Goodman (2003) who assessed false confession between 3 age groups: 12 to 13, 15 to 16 and 18 to 26. the 12 to 1 age group were more prone to false confession. Older juveniles were however more prone to false confession when presented with â€Å"evidence. † Overall, the research found juveniles between the age of 12 and 16 were practically vulnerable to false confessions.The various results reported is of immense value in police settings. The police using the results of this research must pay particular attention to defendants who refuse to waive their Miranda rights because as Kassin And Norwick (2004) study has revealed, innocent defendants are quick to waive their Miranda rights. However, care must be taken by police to find out the waiving of rights by defendants is due to psychological immaturity on account of age of the defendant (Goldstein et al. , 2003) or is due to the defendants’ lack of understanding of legal terminologies (Grisso, 1997).The results of this research also revealed that juveniles between the age of 16 to 18 may give false confession when presented with â€Å"evidence. † The police must explore other ways of interrogating juveniles to obtain reliable an d correct information other than presenting false evidence which influences juveniles negatively thereby leading them to make false confession. Knowledge gleaned from Eckhardt, Norland, and Bradley(2004) study is that sometimes, offenders’ maladaptive behavior is specific to the individual characteristic of the perpetrator.Forensic psychology professionals working in police setting must understand juveniles on account of their age lacks the capacity to understand legal terminologies which may be one of the reasons they more readily waive their Miranda rights (Grisso, 1997). Forensic Psychology Professionals in police settings must therefore work with juveniles with the understanding that their stage of psychosocial development is below that of the adults. REFERENCES Eckhardt, C. , & Norlander, B. (2004). Anger Hostility and Male Perpetrators of In- Timate Partner Violence: A Meta-Analytic Review. Clinical Psychology Rev- Iew 25, 119-152Ferguson, A. C. , Jimenez, M. M. & Jacks on, R. L. (2010) Juvenile False Confessio- ns and Competency to Stand Trial: Implication for Policy Reformation and Research. The New School Psychology, 7 (1) Goldstein, N. E. , Condie, L. O. , Kalbeitzer, R. , Osman, D. & Geier, J. L. (2003). Juvenile Offenders’ Miranda Rights Comprehension and Self-Reported Likelihood of Offering False Confession. Assessment 10 (4): 359-369. Grisso, T. (1997). The Competence of Adolescents as trial defendants. Psycholo- Gy Public Policy and Law, 3 (1) 3-32. retrieved from http://www. apa. org/ Pubs/journals/law/ Kassin, S. M. & Norwick, R. J. (2004).Why People Waive ther Miranda Rights: The Power of Innocence. Law and Human behavior, 28 (2), 211-221. Ret- Rieved from http://www. springer. com/psychology/law+&+psychology/ Journal/10979 Redlich, A. D & Goodman, G. S. (2003). Taking Responsibility for an act not Committed: The Influence of Age and Suggestibility. Law and human Beh- Avior, 27 (2),141-156 DOI: 10. 1023/A:1022543012851 Viljeon, J . L. & Roesch, R. (2005). Competence to Waive Interrogation Interroga- Tion Rights and Adjudicative Competence in Adolescents Defendants: Co- Genitive Development , Attorney Contact, and Psychological Symptoms. Law and Human Behavior, 29(6):723-743