Essay on Learning Disabilities - 785 Words

quot;Im just starting my sophomore year in college.... I first knew I had a learning disability when I was in first grade. A learning disability is like any other disability, but in this case its the learning process that is disturbed. There is something thats stopping me from learning in the average way. I know its not that I cant learn. I can, but I learn differently and its often much harder for me.... This in turn means that I have difficulty with reading and spelling, and also with remembering what I hearquot; (Wren 3).Like Cory, almost 20% of children, of the total school population, suffer from different types of learning disabilities. There are an even larger number of students that go undetected with L.D.s. Most of†¦show more content†¦(Levine 210). School can also bring on some social problems that go along with a learning disability. Words like stupid and retard are thrown around groups of classmates, but to a special student, these words can be damaging and very hurtful. Kids need to be taught that words like these need to be ignored. This is especially true in L.D. children (Levine 210). What most L.D. students and their parents dont know about themselves is that most L.D. students have have average or above average intelligence (Maniet 15). There is a block aid that is blocking that vast information. In the same area of social acceptance, there is the problem of discrimination, because most people think that a disability is more visual, like being in a wheelchair. People think that these students will be a strain on their time. Fellow students and teachers sometime think that L.D. students are not paying attention or hyperactive, think that they are slow, and think that they get special attention (Maniet 49). Children often feel frustrated and embarrassed and this makes a student feel like giving up. Giving up is an easy thing to do, but for a L.D. student giving up is made easier when a student feels worthless.Parents sometime feel broken hearted because their children feel worthless. Parents feel that it is their fault that their child has this problem. In some instances, it is thought that this gene can be passed from the parents, but itShow MoreRelatedLearning Disabilities : A Learning Disability893 Words   |  4 PagesLearning Disabilities Information A learning disability is a condition that may cause you to have difficulty with listening, thinking, speaking, reading, writing, spelling, or doing math. A learning disability can also affect your attention span, memory, muscle coordination, and behavior. Attention span problems, such as attention deficit hyperactivity disorder (ADHD), often happen with learning disabilities. Common learning disabilities include: †¢ Dyslexia. This causes difficulty with languageRead MoreDiagnosing Learning Disabilities662 Words   |  3 Pageschildren in the fourth grade have been recognized as reading way below the level of their peers. Many of these children are identified with a learning disability and receive remedial instruction in the resource rooms. (Aaron, P. G., Joshi, R., Gooden, R., Rentum, K. E.) The Diagnostic Criteria for learning disabilities (according to the DSM V) is a specific learning disorder which is diagnosed through an examination of the child’s developmental, educational, medical and responses of various interventionsRead More Various Learning Disabilities1834 Words   |  8 PagesLearning Disabilities Unlike other disorders an individual may have, there is no quick way and easy way to confirm or deny a learning disability. There is no x-ray, blood tests, easy and quick surveys to help educators determine whether a learning disability exists. Many of the problems with identifying and assisting children with learning disabilities are to have knowledge of the various learning disabilities and how they affect students. The lack of information available to parents and teachersRead MoreThe Specific Learning Disability992 Words   |  4 PagesUnder IDEA (2004), Disproportionality continues to exist in several categories listed, especially the categories of the Specific Learning Disability (SLD), Emotional Disturbance (ED), and Intellectual Disability (ID) ,(Gamm, 2007). Disproportionality is defined as the â€Å"overrepresentation† and â€Å"under-representation† of a particular population or demographic group in special or gifted education programs relative to the pres ence of this group in the overall student population (National AssociationRead MoreDyslexia Is A Learning Disability989 Words   |  4 PagesDyslexia is a learning disability in which people have difficulty reading, writing, and even in subjects such a math and music. In my case, I found that subjects such as reading and writing were harder for me compared to other kids my age. I was half way through my fourth grade year when I was diagnosed with dyslexia. While at first this was something I hated about myself. Now being dyslexic is something that makes me who I am today, and this is something I should never be ashamed of. By the timeRead More Learning Disabilities Essay3353 Words   |  14 PagesLearning Disabilities Eleven-year-old Anna is outgoing and bright. She attempts to work hard, but her progress in school has always been slow. She is a year behind her peers, particularly in her English class and her teachers have slowly begun to reduce their expectations of her. Her parents are worried because her confidence for learning is decreasing, and there is less motivation for her to do homework and class assignments. A psychologist found that her intelligence is in the gifted rangeRead MoreA Student With A Learning Disability1084 Words   |  5 PagesDecember of 2015, she is currently identified as a student with a Specific Learning Disability in Basic Reading Skills, Reading Comprehension, Written Expression, Mathematics Computation, and Mathematics Problem Solving as well as a Speech and Language Impairment. Meiling receives academic support twice in a six-day cycle with the learning support teacher. She is in an itinerant learning support classroom and the learning support teacher is with her in all academic classes. REEVALUATION INPUT:Read MoreCharacteristics Of Learning Individuals With Learning Disabilities810 Words   |  4 Pages Learning disabilities is a general term to describe a group of learning problems. Students with LD are highly represented in general education classes. LD is the largest single disability area. The cause of learning disabilities remains unknown but are believed to have been associated with some kind of brain function. Organic, genetic, and environmental are three major factors that have been hypothesized as possible causes. Organic factors include indications of brain differences in size or functioningRead MoreStudents With Learning Disabilities And Learning Differences2148 Words   |  9 Pagesencounter many students with learning disabilities or learning differences. These things can be anything between attention deficit disorder to down syndrome. It is the teacher’s job to understand what that child is going through in order to ensure that they receive the best available education possible. Now a teacher might say, â€Å"I am not required to know how to teach special ed ucation†, which is where most of these students will be placed. But ones with minor learning differences will be seen in everydayRead MoreMotivation Students With Learning Disabilities886 Words   |  4 PagesMotivation in Students with Learning Disabilities Rizka Puspitarani (3490616) What is Learning Disability? Learning disabilities (LD), or in some clinical cases called specific learning disorder, is a neurodevelopmental disorder which the individual is experiencing difficulties in learning and using academic skills (American Psychiatric Association, 2013). Person with LD usually shows at least one difficulty in literacy (i.e.: inaccurate or slow and takes effort to read, difficult to understand

Police Brutality Of The United States - 1378 Words

Over the past few years, the citizens of the Unites States have been witnesses of many cases of police brutality. Police officers are faced with a lot of threatening situations every day. And sadly, the police have to rely on their instincts and hope for the best. They have the power to take anyone’s civil rights away and possibly even their own life. You must have responsibility in order to retain that kind of power. Much less, that much power. The use of excessive force may or may not be a big problem, but I think it should be viewed from everyone’s perspectives. Police brutality falls in the category of the double-standard, whereas police officers are supposed to protect this world from harm and stress, not cause more of it. They should†¦show more content†¦When does justified force become police brutality? New York Times stated that from recent studies black men have a 3.5 times more chance of being killed by cops than white men. New York Times also stated that black males from age 15-19 were 21 times more likely to be killed by police than white males in that age group. Also unarmed black men were seven times more likely to be killed by police than unarmed white men. The National Institute of Justice states that â€Å"Law enforcement officers should use only the amount of force necessary to mitigate an incident, make an arrest, or protect themselves or others from harm. The levels, or continuum, of force police use include basic verbal and physical restraint, less-lethal force, and lethal force† (2015 para. 7). In the book â€Å"How Police Justify the use of Deadly Force† states three different circumstances that gives a police officer the right to use their gun for lethal force. When in danger to protect his own life, when in need to protect other lives, and to stop a violent felony or prevent a prisoner from escaping. It also states the officer can only result to the gun after all other techniques have been used (1984 pg.144). According to US Legal â€Å"Police brutality is a civil rights violation that occurs when a police officer acts with excessive force by using an amount of force with regards to a civilian that is more than necessary† (para. 1 2016).

Exploration of One of the Many Health Care Resources Free Essays

Today†s health care system is in a constant state of fluctuation and commotion. It is sometimes difficult for the health care consumer to identify a valuable resource when they need one. The purpose of this paper is to explore one of the many health care resources that are available in the greater Philadelphia area and then visit this site to learn more about it. We will write a custom essay sample on Exploration of One of the Many Health Care Resources or any similar topic only for you Order Now Philadelphia, in itself is an outstanding resource to the people of the area. In terms of healthcare resource implications this is true. There are numerous teaching hospitals, museums, clinics, and educational centers in this region. I choose to learn more about Planned Parenthood, a well-known organization in this area as well as nationally. Upon entering the clinic I knew very little about Planned Parenthood. It turned out that what I knew was only a fraction of what Planned Parenthood is really all about. According to the chairperson and president of PP, young people rely on Planned Parenthood to be truthful, confidential and non-judgmental. Women and men are grateful that it is an affordable resource, accessible to all, and respectful of all persons† decisions. Patients fell safe there because they provide safe medical care by trained professionals. Parents can feel a sense of ease because they know that their children are learning correct and valuable information concerning sex. Both donors and investors can feel confident that their gifts are an investment in the health and well being of the men, women, and children in their community. This paper will relay the information received from the site visit to Planned Parenthood in Media, Pennsylvania. It will discuss the mission, services, and financial aspects of Planned Parenthood. Mission Statement. The mission of Planned Parenthood Southeastern Pennsylvania (PPSP) is to protect and enhance reproductive freedom, to increase access to reproductive health care services and information, and to promote sexual health. This mission provides the foundation of PPSP†s services and programs that they offer to the approximately 43,000 men, women, and children of the Delaware Valley. Planned Parenthood was found by a registered nurse named Margaret Sanger in the early 1900†³s. Her belief and reason for founding PP was this, â€Å"†¦ he first right of a child (is) to be wanted, to be desired, to be planned for with an intensity of love†¦ † (Planned Parenthood, 1999). Sanger was tired of watching women young and old die from complications of pregnancies due to lack of education and health care and was tired of seeing unwanted pregnancies carried to term because women did not know their options. Her goal was to both educate and provide for these women the reproductive services that were necessary for what she called reproductive freedom. Benefits of Planned Parenthood Planned Parenthood provides numerous programs and services to the people of Southeastern Pennsylvania. I spoke with a woman named Megan (no last name was provided). She informed me of these services and programs, and helped me to gain a better understanding of what PP really is and does. Health Services. Planned Parenthood provides their services to women as well as men- it is a resource to be utilized by all. It is a common misconception that PP is for women only. They offer reproductive health care for men, women, and teens. They supply every FDA approved method of reversible birth control. These include natural family planning methods, Norplant, Depo-Provera, Birth control Pill, IUD (intrauterine device), condoms, Diaphragm, and cervical caps. Something that they offer is emergency contraception or the â€Å"morning after pill. † It decreases the likelihood of becoming pregnant even after the conception, because it decreases the healthy nature of the uterine wall. It is only effective within seventy-two hours following conception. They also offer walk-in pregnancy testing, options counseling and referrals to abortion clinics and adoption agencies. In the Media office, there are three nurse practitioners on staff who provide complete gynecological examinations including Pap tests. There is a physician who is affiliated with their office; he comes in at least twice a month or upon appointment to review all cases. The NP†s provide breast health checks and teach breast self-examinations. Mid-life services are provided for menopausal women as well hormone replacement therapy. Testing and treatment of sexually transmitted infections for men and women and confidential and anonymous HIV/AIDS testing are available as well. Planned Parenthood does perform first trimester abortions. They also offer a number of other health services such as cholesterol and blood pressure screening. Educational services. PPSP offers educational programs to pre-teens, teens, parents, and caregivers on topics of human sexuality, including health care, family planning, relationships, and HIV/Aids. There are teen peer education groups as well as Latino community workshops provided by bilingual/ bicultural educators. PPSP provides a complete resource center (bookstore and library) which provides a collection of literature on reproduction health care, sexuality, etc. Advocacy. PPSP urges political action for families/ planning and other reproductive health issues by participating in Lobby Days in Harrisburg and Washington. They are also involved in letter writing campaigns and news alerts to inform and motivate the public to become more involved in reproductive health care issues. Costs. All of the above listed services are available to all who enter the clinic at a small fee. The exception is made in the case of children who are thirteen to seventeen; their services and birth control pills are offered at no charge. In all other cases the fees for these products and services are quite low; for example, a routine gynecological examination examinations cost about thirty dollars. PP accepts most insurance plans and Medicaid, including Keystone HMO, PA Blue Cross- Blue Shield, and Personal Choice. They accept US Healthcare for surgical procedures only. Funding Revenue. From July 1, 1996 to June 30, 1007, Planned Parenthood of Southeastern Pennsylvania brought in nearly six million dollars ($5,915,000) in revenue. This included nearly $2. 5 million from patient health and surgical services, 1. million from government grants and medical assistance. Funding Expenditures. In this same fiscal year, Planned Parenthood†s total expenses (5,936,000) were in excess of their revenue by twenty-one thousand dollars. They spent about tree million dollars for patient health services and one million on surgical procedures. Over one quarter of a million was spent towards public information and advocacy. And over half a million was spent on education and training. Other funds were spent for special events, fund raising, and administration. At the end of the fiscal report there are ten pages which list the names of those who have made contributions to Planned Parenthood. These donations range from $25,000 or more to $100. PP relies on the contributions of individuals, foundations, and corporations to support their operations and activities in Southeastern PA. All contributions made to PP are tax deductible (Annual Report). I learned a tremendous amount from visiting Planned Parenthood. All of the ideas that I entered the clinic with were quickly proven wrong and limited by the woman that I interviewed. PP is a valuable resource to all women, men, and teens that are interested in maintaining or improving their reproductive health, reproductive education, or their general health. This is a resource that does not receive the publicity or recognition that it deserves. Hopefully the public is aware of what an asset Planned Parenthood is and how much they offer- more than I did before this project. We in Southeastern Pennsylvania are lucky to have PP to turn to for educational and health care needs. How to cite Exploration of One of the Many Health Care Resources, Papers

Great Gatsby (1465 words) Essay Example For Students

Great Gatsby (1465 words) Essay Great GatsbyThe Great Gatsby, by F. Scott Fitzgerald, is a novel about one mansdisenchantment with the American dream. In the story we get a glimpse into thelife of Jay Gatsby, a man who aspired to achieve a position among the Americanrich to win the heart of his true love, Daisy Fay. Gatsbys downfall was in thefact that he was unable to determine that concealed boundary between reality andillusion in his life. The Great Gatsby is a tightly structured, symbolicallycompressed novel whose predominant images and symbols reinforce the idea thatGatsbys dream exists on borrowed time. Fitzgerald perfectly understood theinadequacy of Gatsbys romantic view of wealth. At a young age he met and fellin love with Ginevra King, a Chicago girl who enjoyed the wealth and socialposition to which Fitzgerald was always drawn. After being rejected by Ginevrabecause of his lower social standing, Fitzgerald came away with a sense ofsocial inadequacy, a deep hurt, and a longing for the girl beyond attainme nt. This disappointment grew into distrust and envy of the American rich and theirlifestyle. These personal feelings are expressed in Gatsby. The rich symbolizethe failure of a civilization and the way of life and this flaw becomes apparentin the characters of Tom and Daisy Buchanan. Nick Carraway, the narrator of thestory, quickly became disillusioned with the upper social class after havingdinner at their home on the fashionable East Egg Island. Nick is forcedunwillingly to observe the violent contrast between their opportunities- what isimplied by the gracious surface of their existence- and the seamy undersidewhich is its reality (Way 93). In the Buchanans, and in Nicks reactionto them, Fitzgerald shows us how completely the American upper class has failedto become an aristocracy. The Buchanans represent cowardice, corruption, and thedemise of Gatsbys dream Gatsby, unlike Fitzgerald himself, never discovers howhe has been betrayed by the class he has idealized for so long. For Gatsby , thefailure of the rich has disastrous consequences. Gatsbys desire to achieve hisdream leads him to West Egg Island. He purchased a mansion across the bay fromDaisys home. There is a green light at the end of Daisys dock that is visibleat night from the windows and lawn of Gatsbys house. This green light is one ofthe central symbols of the novel. In chapter one, Nick observes Gatsby in thedark as he looks longingly across the bay with arms stretched outward toward thegreen light. It becomes apparent, as the story progresses that the wholebeing of Gatsby exists only in relation to what the green light symbolizes Thisfirst sight, that we have of Gatsby, is a ritualistic tableau that literallycontains the meaning of the completed book (Bewley 41). A broaderdefinition of the green lights significance is revealed in Chapter 5, as Gatsbyand Daisy stand at one of the windows in his mansion. If it wasnt for themist we could see your home across the bay, said Gatsby. You alwayshave a green light that burns all night at the end of your dock.Daisy put her arm through his abruptly, but he seemed absorbed in what hehad just said. Possibly it had occurred to him that the colossal significance ofthat light had vanished forever. Compared to the great distance that hadseparated him from Daisy it has seemed very near to her, almost touching her. Ithad seemed so close as a star to the moon. Now it was again a green light on adock. His count of enchanted objects has diminished by one (Fitzgerald94). Gatsby had believed in the green light, it made his dream seem attainable. .u02382efbcf8c77bcfcd772f04645a74a , .u02382efbcf8c77bcfcd772f04645a74a .postImageUrl , .u02382efbcf8c77bcfcd772f04645a74a .centered-text-area { min-height: 80px; position: relative; } .u02382efbcf8c77bcfcd772f04645a74a , .u02382efbcf8c77bcfcd772f04645a74a:hover , .u02382efbcf8c77bcfcd772f04645a74a:visited , .u02382efbcf8c77bcfcd772f04645a74a:active { border:0!important; } .u02382efbcf8c77bcfcd772f04645a74a .clearfix:after { content: ""; display: table; clear: both; } .u02382efbcf8c77bcfcd772f04645a74a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u02382efbcf8c77bcfcd772f04645a74a:active , .u02382efbcf8c77bcfcd772f04645a74a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u02382efbcf8c77bcfcd772f04645a74a .centered-text-area { width: 100%; position: relative ; } .u02382efbcf8c77bcfcd772f04645a74a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u02382efbcf8c77bcfcd772f04645a74a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u02382efbcf8c77bcfcd772f04645a74a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u02382efbcf8c77bcfcd772f04645a74a:hover .ctaButton { background-color: #34495E!important; } .u02382efbcf8c77bcfcd772f04645a74a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u02382efbcf8c77bcfcd772f04645a74a .u02382efbcf8c77bcfcd772f04645a74a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u02382efbcf8c77bcfcd772f04645a74a:after { content: ""; display: block; clear: both; } READ: †Lord of the Flies† by William Golding Commentary Sample EssayUpon meeting Daisy again, after a five-year separation, Gatsby discovers thatsometimes attaining a desired object can bring a sense of loss rather thanfulfillment. It is when Gatsby makes this discovery that the green light is nolonger the central image of a great dream, but only a green light at the end ofa dock. The most obvious symbol in The Great Gatsby is a waste land called theValley of Ashes, a dumping ground that lies between East and West Egg and NewYork City. Symbolically the green breast of the new world(Fitzgerald 182) becomes this Valley of Ashes. As the illusions of youth giveway to the disillusionment of the thirties, so green hopes give way to the dustof disappointment. Certainly Gatsbys dreams turn to ashes; and it isdramatically appropriate that the custodian of the Valley of Ashes, GeorgeWilson, should be Gatsbys murderer. That Wilson is the demise of Gatsbysdream- and that the dream gives way to ashes- is made clear through descriptivedetail. Over the desolate area, known as the Valley of Ashes, brood the eyes ofDr. T. J. Eckleburg. Gatsby is a kind of T. J. Eckleburg; he has created agod like image of himself, but the image is doomed- the dream will turn to dust-and like Eckleburg, Gatsby also has occasion to brood over the ashes of thepast, over the solemn dumping ground of worn out hopes (Lehan 121). Thedeath of Gatsby comes ironically from George Wilsons total misunderstanding ofthe world from which the Buchanans and Myrtle come. The eyes of Dr. Eckleburg,brooding over the Valley of Ashes, become what is left of the Son of God Gatsbyhas imagined himself to be. As the novel closes, the experience of Gatsby andhis broken dream become the focus of that historic dream for which he stands. Inthe final thoughts of the novel, Fitzgerald would like the reader to see a muchbroader picture of the theme- a vision of America as the continent of lostinnocence and lost illusions. He compares Gatsbys experience to that of theDutch Sailors who first came to Long Island and had an unspoiled continentbefore them. As Nick lies on the beach in front of Gatsbys home, his last nightin the East, he contemplates this thought, I became aware of the oldisland that flowered once for Dutch sailors eyes a fresh green breast of thenew world. Its vanished trees, the trees that had made way for Gatsbys house,had once pandered in whispers to the last and greatest of all human dreams; fora transitory enchanted moment man must have held his breath in the presence ofthis continent, compelled into an aesthetic contemplation he neither understoodnor desired, face to f ace for the last time in history with somethingcommensurate to his capacity for wonder. I thought of Gatsbys wonder when hefirst picked out the green light at the end of Daisys dock. He had come a longway to this blue lawn, and his dream must have seemed so close he could hardlyfail to grasp it. He did not know that it was already behind him(Fitzgerald 182). Gatsbys greatness was to have retained a sense of wonder asdeep as the sailors on that first landfall. Gatsbys tragedy was to have had,not a continent to wonder at, but only a green light at the end of Daisys Dockand the triviality of Daisy herself. The evolution of such triviality wasGatsbys particular tragedy and the tragedy of America. Gatsby fades into thepast forever to take his place with the Dutch sailors who had chosen theirmoment in time so much more happily than he. By the close of the novel,Fitzgerald has completely convinced the reader that Gatsbys capacity forillusion is touching and heroic, despite the worthlessnes s of the objects of hisdreams. It is through combining faultless artistry with symbolism thatFitzgerald paints a vivid picture of the dream destined to fail because itsbasis was illusion. not reality The Great Gatsby Cary L. Pannell Eng. 206 Roughdraft of Final Word Count 1328 Thesis: The Great Gatsby is a tightly structured,symbolically compressed novel in which predominant images and symbols reinforcethe idea that Gatsbys dream exists on borrowed time. I. American Rich symbolizethe failure of a civilization. A. Fitzgeralds feelings toward wealthy B. Nicksdisappointment with Buchanans C. Rich fail as aristocracy D. Gatsby betrayed byclass he idealized II. Green light symbolizes hope. A. Gatsbys beingsignificant to symbolism of green light. B. Green light ceases to be anenchanted object. III. Most obvious symbol is Valley of Ashes. A. Hope gives wayto dust of disappointment. B. Death and destruction of dreams lie among ashes. .u36dcf07fcaea30731fb232f0ae689f2b , .u36dcf07fcaea30731fb232f0ae689f2b .postImageUrl , .u36dcf07fcaea30731fb232f0ae689f2b .centered-text-area { min-height: 80px; position: relative; } .u36dcf07fcaea30731fb232f0ae689f2b , .u36dcf07fcaea30731fb232f0ae689f2b:hover , .u36dcf07fcaea30731fb232f0ae689f2b:visited , .u36dcf07fcaea30731fb232f0ae689f2b:active { border:0!important; } .u36dcf07fcaea30731fb232f0ae689f2b .clearfix:after { content: ""; display: table; clear: both; } .u36dcf07fcaea30731fb232f0ae689f2b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u36dcf07fcaea30731fb232f0ae689f2b:active , .u36dcf07fcaea30731fb232f0ae689f2b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u36dcf07fcaea30731fb232f0ae689f2b .centered-text-area { width: 100%; position: relative ; } .u36dcf07fcaea30731fb232f0ae689f2b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u36dcf07fcaea30731fb232f0ae689f2b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u36dcf07fcaea30731fb232f0ae689f2b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u36dcf07fcaea30731fb232f0ae689f2b:hover .ctaButton { background-color: #34495E!important; } .u36dcf07fcaea30731fb232f0ae689f2b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u36dcf07fcaea30731fb232f0ae689f2b .u36dcf07fcaea30731fb232f0ae689f2b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u36dcf07fcaea30731fb232f0ae689f2b:after { content: ""; display: block; clear: both; } READ: Martin Luther King Jr. EssayC. T.J. Eckelbergs eyes are God-like symbol. IV. America the continent of lostinnocence and illusions. A. Gatsbys experience compared to Dutch sailors. B. Gatsbys tragedy was triviality of Daisy. Conclusion: Symbolism and artistrypaint a vivid picture of a dream destined to fail. BibliographyBewley, Marius. Scott Fitzgerald and the Collapse of the AmericanDream. Modern Critical Views F. Scott Fitzgerald. New York: Chelsea HousePublishers. 1985. p. 41. Fitzgerald, F. Scott. The Great Gatsby. New York:Charles Scribners Sons. 1925 Lehan, Richard D. The Great Gatsby. F. Scott Fitzgerald and the Craft of Fiction. Chicago: Southern Illinois UniversityPress. 1966. p. 121. Way, Brian. The Great Gatsby. Modern CriticalInterpretations F. Scott Fitzgeralds The Great Gatsby. New York: Chelsea HousePublishers. 1986. p. 93.

18 Awesome ACT Hacks to Help You Ace the Test

18 Awesome ACT Hacks to Help You Ace the Test SAT / ACT Prep Online Guides and Tips Wouldn't it be great if there was a key that unlocked all the shortcuts to success on the ACT? Although that dream might be a little unrealistic, the advice in this article will give you the next best thing in the form of mini-strategies that will cut down on your stress levels and improve your scores. Can You Actually â€Å"Hack† the ACT? To a limited extent, yes. The strategies in this article may lead to a small increase in your scores, but they won’t fix major issues you have with the content of the test.Understanding the format and how to get around some of the trickier parts of the ACT is important, but there’s no substitute for in-depth studying. Consider these tips as supplements to your regular studying rather than cure-alls for your more serious issues with the material on the test.We’ve written a guide on how to study for the ACT that you can check out for more insight into the review process. Overall ACT Hacks Here are some techniques that you can use on all parts of the ACT to earn the best possible score on each section. #1: Skip Hard Questions at First On every section of the ACT, you need to pace yourself carefully to avoid running out of time before you get to all of the questions.If you come across a question that completely stumps you, don’t linger. Struggling with one question for too long can damage your scores because it takes up time you could have used to answer easier questions later in the section.You can always come back to the questions you skipped if you have time, but you shouldn’t prioritize one tricky question over getting through the section before time is called. #2: Fill in an Answer Bubble for Every Question The ACT has noguessing penalty, so it’s in your best interests to fill in an answer choice for every question on the test.Even if there are only 30 seconds remaining in a section and you have five questions left, you should fill in those bubbles at random in case you get lucky.If you do, you’ll earn more points, and if you don’t, your score will be no different than if you’d left the questions blank. #3: Know the Test Structure Since this is a standardized test, you should prepare by becoming familiar with how it’s structured.If nothing on the test comes as a surprise to you, you’ll feel much more relaxed.You'll be able devote all of your mental energy to understanding the content rather than navigating an unexpected test format. This article provides a complete guide to the format of the ACT, including skills tested, number of questions, and length of each section. #4: Use Process of Elimination Process of elimination is the most effective strategy for answering questions on the ACT.It’s much easier for look for reasons to get rid of answers than it is to pick the correct choice out of the lineup right away.Be picky about what it means for an answer to be correct. This is especially applicable to questions in the English and Reading sections.If you can’t find evidence in the passage that definitively supports an answer choice, get rid of it! You don't have to guess what's behind each door - you'll be able to find clues that rule out 3 out of 4 answers. If you answer correctly, you'll get a brand new karaoke machine. Be sure to claim your prize from the College Board. You deserve this. ACT English Hacks Here are a few tricks specific to the English section that will help you find the answers to questions that might otherwise stump you. #5: Choose the Most Concise Answer The essence of good writing is saying what you mean in the most accurate way without any extra unnecessary words. When you’re trying to decide between a few different phrasings for a sentence in the English section, usually the least wordy choice is correct.There are exceptions to this rule, but it’s enough of a common trend that if you’re totally stumped by a question, picking the shortest answer is a fairly safe bet. #6: Tread Carefully With NO CHANGE Answers Many students are either too wary of NO CHANGE answers or too eager to pick them.Always double check before choosing NO CHANGE, but if you genuinely feel that it’s the right answer, try not to doubt yourself too much.NO CHANGE answers make up around a quarter of the correct responses to questions where they’re presented as an option. Don’t assume that a NO CHANGE option is any less likely to be correct compared to the other choices. #7: Read Around the Question Context is important on ACT English because all the questions are based on longer passages.When answering a question about the structure of a sentence, you should always read the entire sentence, not just the part that you’re asked to revise.It might even be helpful to read the preceding and following sentences so that you can get a feel for how the different answer choices affect the flow of the passage.This will help you see that some phrasings sound more awkward than others when considered in a larger context. Context is always important. For all we know, this is just a disembodied pair of arms underneath a pile of clothes. ACT Math Hacks The Math section is the most challenging part of the ACT for many students. Here are some hacks that will help you get through tough problems. #8: Plug In Answers The great thing about multiple choice tests is that the correct answer is always right there in front of you - all you have to do is find it. Thismeans that you can often work backward to find the correct answers to math problems on the ACT even if you’re not sure of the actual solution method.This can take longer than just solving the problem the old-fashioned way, so it shouldn’t be your first move, but if you’re stumped it’s a viable way to solve problems successfully. #9: Use the Diagrams Diagrams on the Math section exist to help you, so make sure you take advantage of them.Diagrams are useful in estimating the correct answer even if you aren’t sure how to solve the problem.If you need to calculate a dimension of a shape, for example, consider how large that dimension looks compared to other parts of the diagram that are already labeled. In doing this, you can ensure that your answer makes logical sense. #10: Memorize Important Formulas The ACT doesn’t give you a list of formulas like the SAT, so you have to know the most commonly used formulas off the top of your head.Make sure you take a bit of time to review this list of formulas before the test. For example, you should know that the cosine of angle B in this image is equivalent to the length of side C divided by the length of side a. ACT Reading Hacks The Reading section involves a great deal of time pressure and high-level reading comprehension skills.These strategies will help you on the road to overcoming these challenges. #: Decide Whether to Skim or Skip You should go into the Reading section with a strategy in mind for how you want to approach the passages.Some people can read the passages normally all the way through and still make it to the end of the section, but for most students, it’s smart to adopt a more efficient alternative approach. One option is to skim the passage before starting work on the questions.This usually means reading the intro paragraph, first and last sentences of each body paragraph, and conclusion paragraph.These parts of the passage usually provide the most critical information about the central topic. Another option is to skip the passage initially and head straight for the questions.You can answer questions about small details by going back and searching for them in the passage.Save the broader questions for last after you’ve already gotten a handle on what the passage is about by putting together the smaller details.Experiment with each of these strategies on practice tests so you know what works best for you and saves you the most time. #12: Read Your Favorite Subject First In the ACT Reading section, the passages are always in the same order with regards to their subject matter.You can take advantage of this by determining the optimal order in which to read the passages beforehand.It’s best to start with the subject matter or writing style that you feel most comfortable reading because you’ll get through that passage faster than the others and probably won't struggle as much with the questions.It would be a bad idea to save the subject you like most for last because you might run out of time before getting to that question set. #13: Always Find Direct Evidence You should never make assumptions to get to your answers to questions on the Reading section.If you think that two answers seem equally valid, reread the relevant part of the passage and carefully analyze the evidence.There is only one irrefutably correct answer, and you'll always be able to point to something in the passage that gives it away. The resigned pain in this child's eyes resembles the attitude with which most students approach ACT Reading passages. ACT Science Hacks Here are a few ACT hacksyou can use to make the science section a little less intimidating and more manageable. #14: Save Conflicting Viewpoints for Last Conflicting viewpoints is the most time-consuming part of the ACT Science section for almost every student.It involves much more reading than the other parts of the section, which mostly consist of data interpretation.It’s best to save conflicting viewpoints for last so youcan get through all the quicker passages first. #15: Visuals Are Your Friends The ACT science section appears complicated because there are detailed explanations of experimental procedures combined with diagrams and charts. However, most of this information only exists to make you freak out about all the stuff you think you don’t understand. You can ignore most of the background information and just focus on the data provided in the visuals when answering questions. These questions are mostly based on logic, not complex science. #16: Don’t Bother Studying Science Terms The Science section on the ACT doesn’t have much in common with the tests that you’ve taken in high school science classes.It’s not necessary to study terms because there won’t be any obscure concepts that you need to understand independently.Anything obscure that you need to know to answer the questions will be defined for you in the passage.Succeeding on the Science section is about getting used to the format and digging down to the logical core of each question. Science is tooooootally tubular. ACT Writing Hacks If you’re taking the ACT with Writing, here are some ways to ensure that you end up with a decent score even if you’re not completely confident in your writing abilities. #17: Include an Introduction and Conclusion Introductions and conclusions are the most important aspects of any ACT essay.The graders pay close attention to the first and last paragraphs of each essay because they provide insight into the quality of the rest of your writing.The introduction is even more critical to your score than the conclusion because it includes a thesis statement, which gives the reader a preview of the rest of your essay.Make sure your intro contains a clear thesis statement that will make it easy for the grader to give you points! #18: Write at Least Two Pages There’s no official length requirement for the ACT essay, but you should aim for at least two pages of writing to ensure that your argument is fully developed.Essays that are less than two pages typically score lower because they don’t include enough details or explain their ideas completely.If you have an introduction, three body paragraphs, and a conclusion, making your essay at least two pages probably won’t be an issue. Conclusion: How to Hack the ACT You need to have strong fundamental knowledge of the content to earn a high score, but there are still a few simple ACT hacks you can use to make the test easier for yourself without doing a bunch of extra studying. Here's a consolidated list of all the strategies I've gone over in this article: Overall ACT Hacks Skip Hard Questions at First Fill in An Answer for Every Question Know the Test Structure Use Process of Elimination ACT English Hacks Choose the Most Concise Answer Tread Carefully with NO CHANGE Answers Read Around the Question ACT Math Hacks Plug in Answers Use the Diagrams Memorize Important Formulas ACT Reading Hacks Decide Whether to Skim or Skip Read Your Favorite Subject First Look for Direct Evidence ACT Science Hacks Save Conflicting Viewpoints for Last Visuals Are Your Friends Don't Bother Studying Science Terms ACT Writing Hacks Include an Introduction and Conclusion Write at Least Two Pages These tactics will help you become a more efficient and confident test-taker as long as you use them in tandem with a responsible long-term study plan! What's Next? Are you looking for a reliable guide to preparing for the ACT? Check out ourlist of the best ACT review books released this year. You might not have time to get through a whole review book before you take the ACT. If that's the case, this article has a list of critical last-minute strategy guides that you should read. Feeling ambitious? This guide will tell you exactly what you need to do to work towards a perfect score on the test. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Captain John Smith more success than John Rolfe essays

Captain John Smith more success than John Rolfe essays Captain John smith was more important to the success of Virginia by 1630 then John Rolfe.. Like many famous heroes, John Smith was feisty, abrasive, self-promoting, and ambitious. He was an experienced soldier and adventurer, the man who boldly went out and got things done. If not for him, the colony may have failed at the start. John Rolfe is best successful for having introduced tobacco as a commercial crop to Virginia colonists. The production of this valuable commodity shaped the future development of the colony and provided an economic incentive for future expansion and settlement of the New World. Rolfe is best remembered of his marriage to Pocahontas. This marriage brought a much-need period of peace between the Indian and the colonists until Powhatans death. But John Smith was more successful then John Rolfe because of the myths he himself created. Smith promoted the Virginia companys interests in the New World and he provided the leadership necessary to save the colonists during the early years of the settlement. Although many of his narratives seem boastful and swashbuckling, his accounts were intended to lure adventurous new settlers to Virginia. When the colonist suffered harsh winter, lack of fresh water, and the spread of disease made in Jamestown difficult for the settlers. Attacks by the native Indians, hoping that the settlers would give up and leave, raided their camps, stealing pistols, gunpowder, and other necessary supplies. Captain John Smith stepped forward as the leader of the colony when it became apparent that the council of seven was ineffective. He led expeditions into the interior and traded with the Indians for corn. In 1607, Smith and several other colonists left the fort to explore the local area. Unfortunately they ran into an Indian hunting party and were promptly captured by the Indians. Smith was treated kindly and a great feast was prepa ...

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Principles of Social Crime Prevention Practices This essay shall evaluate the impact of Social Crime Prevention Principles on the Development of Effective Crime Prevention Practices. However, it has been suggested that the underlying Principles of Social philosophy of Crime Prevention have little to offer either towards the Development of Effective Crime Prevention Strategies or the actual Prevention of Crimes. There have been various arguments on this matter however, this essay will re-evaluate various and valid theories to establish the above argument while focusing on such effects on Youth Offending in the UK. Crime is an act or omission that violates the law and is punishable upon conviction. It includes Criminal Code offences against a person or property, drug offences, motor vehicle offences and other provincial or federal statute offences. This definition has also been buttressed by the definition from Oxford dictionary as. An action or omission which constitutes an offence and its punishable by law or an action or activity considered to be evil, shameful or wrong: (Online Oxford English Dictionary, 2010:n.p.). However it has been further explained in the Criminal Justice Reform of British Columbia that not every act could be classed as Criminal act. For instance, à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Disorderly behaviour such as aggressive panhandling, public urination and sleeping in the street are not necessarily criminal acts, but they do affect communities by a gradual erosion of the quality of life. (Criminal Justice Reform, 2010:n.p.). Therefore, it will be important to mention here that some factors have to be present in order to establish weather a Crime has been committed or not. These factors are; suitable target, motivational offender and non availability of capable guardian. (Clark Eck, 2003). Meanwhile, Social Crime Prevention is a Crime Prevention strategy that could adapt to the changing Social environment rather then the physical environment. This strategy involves engaging the offending age in various community based activities which invariably bring together children, youths and some marginalised groups in the community. The term Social Crime Prevention can simply implies the introduction of any program which endeavour to change patterns of behaviour, social conditions, self-discipline or values in order to reduce the possibility of offending. One could argue that amongst some of the viable social crime prevention initiatives are parental support programs, early childhood training such as personal discipline and self respect, publicity programs to change male thoughts about the use of violence in resolving domestic disputes, supports for disadvantaged families and provision of good, relevant education such as inclusion of black history month and extra curriculum support for the children. Social Crime Prevention can be categorised into the following areas; 1. Prevention which focuses on institutions such as schools and employers rather than on individuals. 2. Preventative Diversion programs for at risk groups. 3. Community Development approaches. 4. Media and other publicity aimed at changing Social Values. 5. Early childhood or Developmental Prevention. The aim of Social Crime Prevention is to support community relationships by increasing the levels of informal Social Control, and consequently deterring determined or potential offenders. Social Crime Prevention could centre on making those who are at risk of offending feel more reckon with in the community. For instance, a Youth Social club and activity group. On the other hand a scheme such as Neighbourhood Watch could be designed to strengthening unofficial protection in the community as a way to fight Youth Crime in which community members are keeping an eye out for one another, increasing surveillance. Social Crime Prevention measures also have significant benefit in areas other than Youth Crime. For instance, in encouraging young people to stay at school which reduces truancy, in setting up support networks for people which addresses issues of loneliness and safety. Neighbourhood watch is generally understood to be a community-based activity supported by local police that is directed towards crime prevention. It involves residents becoming more responsive to the risk of crime and taking action to protect their own and their neighbours property. (Heal et al, 1988). Youth offending is not just a question of rational choice by young people, it is also the result of lack of structural opportunities for young people in terms of education, employment, housing, adequate income and construction of leisure opportunities. (Barry McNeill, 2009). Considering various strategies to control Youth offending, Community-focused Prevention programmes could be classified as follows: i) Community organisation This typically build community based associations, and linkages to local schools, churches, etc. which however can provide effective socialisation for young people, to include local adults as positive role models. (Hope, 1995). ii) Community defence This approach is targeted at preventing victimisation by deterring of offending by the people who are not members of the community. For example, this may include housing authorities cordoning and restricting access to problematic estates to residence only. Other crime prevention strategies could be brought to bear through environmental design (CPTED), defensible space measures, and the purposeful organising of community close watch through Neighbourhood Watch; iii) Theory of broken windows which could also be called zero tolerance seeks to control both physical disorder like graffiti, litter, vandalism; rowdy street behaviour and threatening neighbours. iv) Risk based programmes are relatively recent approaches that seek to identify risk factors amid the entire community populations, to identify those most at risk, and to deliver preventive resources specifically for them. However, the pattern and believe behind this concept is that changes in community can be brought about by changing individuals rather than vice versa. This is contrarily to the earlier crime prevention strategies. These strategies include approaches targeted on victimisation, e.g., strategies aimed at the protection of victims and the deterrence of repeat victimisation and those aimed at the improvement. (Home Office Research Study 187, 1998). Structural change has a similar concept to community development. These strategies see the core changes in society with the utmost consequences for crime diminution as stemming principally from the operation of more overall level policies in economic improvement, employment, housing markets, education, health provision, and the delivery of welfare, benefits and other social services. In this view, much of the space for action against community level social dislocation to include crime depends on the interaction of social policies which even though experienced locally may not be agreeable to amend at the local level. (Home Office research, 1998). Crime Prevention through Social Development or Social Crime Prevention as contained in the UN Guidelines 2002 could be; promote the well-being of people and encourage pro-social behaviour through social, economic, health and educational measures, with a particular emphasis on children and youth, and focus on the risk and protective factors associated with crime and victimization. (Para, 6a). It is progressively more known that modernization and adaptation of initiatives are essential rather than modification, if they are to be relevant to solving problems faced in developing contexts, the resources available, and the capacity of the local state or civil society. International organizations in particular have stressed the scale of the challenges presented for developing countries. Young populations, rapid socio-economic changes, lack of education and/or sufficiently good quality and relevant training, inequality of opportunity, poverty and social exclusion, rapid urbanization and globalization, have all contributed to high rates of offending among young people, and on a scale beyond that experienced in the North. (Shaw Travers, Ed. 2007). The nature of interventions that can be integrated into social and educational crime prevention may include those that are of general programmes, or those targeted specifically to areas or individuals, long or short term programmes, one-off events such as education or training programmes, and could also be targeted on family, community or schools or institution-based. However, many early-intervention schemes have afterwards been introduced in other countries e.g. Nurse Family Partnerships in the US, the Netherlands (Every opportunity for every child-youth and family programme 2007-2011); and the UK (Pilot schemes were extended to 20 sites in 2008); The Healthy Families programme in the USA, Canada; Switzerland; Germany and the Czech Republic. (Crime Prevention Strategy 2008-11). It is believed that children who are given clear standards of behaviour and have positive social bonding with adults are less likely to get involved in crime. (Crawford A, 2007). Sports, cultural and learning have long been integrated into crime prevention strategies. International organizations such as UNESCO, UNODC and UN-HABITAT have all sustained such initiatives in recent years. The use of youth sports and leisure activities in the prevention of crime has a long history, and that it has sometimes been criticized or dismissed as unsuccessful or that is limited when considering the long-term value it has in preventing offending. Much of the criticism was as a result of failure to evaluate programmes, and simple assumptions that playing basketball at midnight will by some means keep young people out of violence. It has been observed in a recent study of sports and leisure industry in the UK, that most councils and local agencies have commissioned sport and leisure activities targeted to at risk groups, rather than providing universal activities. (Audit Commission, 2009). The review stressed the need for coordinated long-term national and local funding of such activities in areas of high deprivation, and for young people to be consulted in the planning of activities to ensure that they are accessible and relevant, as well as attention to evaluation (only 27% of the schemes could be evaluated). Beyond their objective of diverting youth from the temptation of committing a crime, sports and cultural activities are seen to encourage self expression and esteem, life skills and social skills, and education, as well as providing diversionary activities to reduce opportunities for offending, or exposure to risks of offending. Examples included programmes developed by local authorities or services, which aim to reduce the risk of street gang recruitment Projet Les Couleurs de la Justice,Montreal, Canada.(National Crime Prevention Strategy, Public Security Ministry, Quebec). In Brazil, young people have themselves set up innovative initiatives, such as the AfroReggae Cultural Group, Brazil. This group seeks to improve relations between police and young people in disadvantaged areas, teaching the police about reggae, drumming, break dancing and graffiti art. The results have been positive, and have led this group to work in partnerships with other countries such as Haiti and the UK to develop similar projects (e.g. Afro Reggae Partnership, UK). (http://www.favelarising.com/about-afroreggae.html). There is considerable diversity in the aims and provision of sports and cultural projects. In any way, causes of Youth Offending motivational factors shall also be looked into in this context. Quantitatively, there is no single cause of youth crime that can be pointed out. However, researches in a number of countries have consistently identified factors in childhood, adolescence and early adulthood that could increase the risk of a young person offending. These risk factors can be categorised under the following sub-categories; Family When the parents are involved in criminal activities; Or poor parental supervision and control; Neglect from parents and those acting in the capacity of guardianship, Exposure to erratic discipline or being treated harshly Low family income or partial isolation from the community; Family conflict and domestic violence; School Lack of motivation and commitment to go to school Truancy in school without the knowledge of parents Disruptive behaviour at school (including bullying) Low achievers as role models Expulsion from school due to attitude or behaviours Community Lack of unity amongst the dwellers in the community Conspicuous opportunities for crime Easy access to drugs and weapons High children population densities Personal Their personality Lack of sense of belonging in matters that concerns or affects the society Early participation in irrational behaviour Associating with peers that are involved in anti-social behaviour Exposure to hanging out with friends unsupervised. Early adulthood They have no academic or vocational qualifications They have no work experience or any tangible skill Unemployment or on a low income They receive no advice or support or lack of mentoring Homelessness, or are threatened with homelessness However, is worth mentioning here that the list is far more comprehensive that this but have limited the extract to just a few for the purpose of this essay. (Bienhart et al, 2002). Effective monitoring of the youth justice system is necessary for a successful delivery of the aim of preventing offending by children and young people. It is very essential to understand the patterns of youth crime, its causes and the success of different strategies of intervention in preventing further offending which can help in planning youth justice services, target resources and inform sentencing decisions. Amongst the duties of Youth Justice Board is monitoring the function of the youth justice system and the work of youth offending teams across England and Wales. Local monitoring and the sharing of monitoring information locally are also important. Local agencies need to have an accurate measure of local youth crime and the related risk factors. The basic test must be are we reducing youth crime (Home Office document, 1998). There are various Youth crime prevention strategies which are backed by government and organisations. However, Government plans to build on and support existing initiatives such as Grants for Education Support and Training which was aimed at providing  £1.5 million to support drug education and crime prevention programmes between 1997-1998. There is Home Office-sponsored Safer Cities programmes and Crime Concerns, Youth Crime Prevention work, including Youth Action Groups which entails using young people to tackle problems such as bullying, graffiti, vandalism and drug misuse. Crime Concerns work is partly funded by an annual Government grant of  £750,000. However, work with the National Neighbourhood Watch Association and the National Association for the Care and Resettlement of Offenders to encourage young people to be part of the solution to crime, not part of the problem. (Audit Commission, 1996. ISBN 1862400075). It was considered by the government that it will be necessary to reform the criminal justice system in England and Wales to enable them have more constructive outcomes with young offenders. Its proposals for reform build on ideology underlying the concept of restorative justice which is restoration, reintegration and responsibility; Restoration involves young offenders apologising to their victims and making amends for the damage they have done while Reintegration is all about young offenders paying their debt to society, putting their crime behind them and integrating into the law abiding community. The responsibility of the consequences of their offending behaviours lies in their hand and their parents who need to ensure that further offending is prevented. Meanwhile, the new approach is intends to ensure that the most serious offenders continue to be dealt with in a criminal court to provide punishment, protect the public and prevent re-offending. Also, provide an opportunity for less serious offending to be dealt with in a new non-criminal panel, enforced by a criminal court. It aims at allowing young people to be actively and effectively involved in decisions about themselves by encouraging them to admit their faults and face the consequences of their behaviour in whatever way it comes. This also involves the victim in proceedings, but only with their active permission; and Concentrate on preventing offending. (Mirrlees-Black et al, 1993). Television and movies have made popular the cult of heroes, which promotes justice through the physical eradication of enemies. Many researchers have concluded that young people who watch violence behaviours or acts tend to behave more aggressively or violently, principally when annoyed. This is mainly characteristic of 8- to 12-year-old boys, who are more susceptible to such influences. Individuals are brought into violence by the Media in three ways. First, movies that show violent acts which excite viewers and the belligerent energy can then be transferred to everyday life, causing an individual to be involved in physical doings on the streets. This type of influence is momentary, which could last from several hours to several days. Secondly, television can portray ordinary daily violence committed by parents or colleagues or peers. It is very common nowadays to find television shows that do portray such patterns of violence, because viewer endorsement of this type of programming has ensured its continuation. As a result, children are repeatedly exposed to the use of violence in different circumstances and the number of violent acts on television appears to be ever-increasing. And lastly, violence depicted in the media is illusory and has a surrealistic quality but the real pain and agony resulting from violent actions are very hardly ever shown. The penalties of violent behaviour often seem negligible. Over time, television causes a shift in the system of human values and indirectly leads children believe and think violence as a desirable and even courageous way of re-establishing justice. It has been concluded by The American Psychological Association that television violence accounts for about 10 per cent of violent behaviours among children. (APA Commission on Violence and Youth, Washington, D.C., 1993). In conclusion, it appears there are disparities among the theoretical nuances uttered through the various Social and developmental based programmes propounded by the academics with vested political enterprise such as the succession of theories provided by the home office intelligentsia and the perpetual re-offending by some Youths especially in deprived Communities. Although vast sums of tax payers money have been thrown on such initiatives without much to show for it in terms of impeding the tide to re-offending it appears therefore especially in recessionary times such as this when the government is concerned more about savings than anything else, one could perhaps take solace on Lord Judge the Lord Chief Justice contentions that re-offenders should be brought to justice without considering the costs which could undermine the rule of law.

Medicine an Elusive, Tempestuous Creature :: Medicine College Admissions Essays

Admissions Essay - Medicine an Elusive, Tempestuous Creature    We shall not cease from exploration/ And the end of our exploring Will be to arrive where we started/ And know the place for the first time T.S. Elliot Four Quartets Medicine has proven to be an elusive, tempestuous creature. It has appeared to me in visions nightmarish and calm, despairing and joyous. My pursuit has been an odyssey, taking me farther into my heart than I ever dreamed possible. However, before I could even begin to approach the emotional, physical and Intellectual demands of a physician's life, I had to gain a better understanding of myself, my identity and beliefs. Only with this stronger sense of self have I felt the confidence to give my best and my all, and to make my contribution to society.    My first in-depth exposure to medicine was as a high school Intern at the Children's Cancer Research Institute (CCRI) In San Francisco. It was a disturbing, If fascinating, Introduction to oncology. I witnessed a holocaust from within --pain, fear and horror in patients my own age and younger. The Internship compelled me to reconsider my commitment to medicine, and persuaded me to resolve my feelings about death and dying and perhaps investigate other careers. At the same time, the patients so inspired me, and I felt so glad to be alive after I left CCRI, that I could never really forget. It became an image seared into my memory, a standard by which I judged all other experience.    In college, opportunities for travel and exploration beckoned me away from medicine. I researched and wrote about America's heartland and the California coastline for Let's Go: USA. My interest in Americana led to an Internship at Common Cause In Washington DC, where I organized citizens' lobbying efforts. I found Journalism and law pleasant diversions, but under no circumstances would I wish to remain. Though extremely worthy professions, they did not suit my particular tastes. Nonetheless, they did give me a firm grasp of my stand on political and social Issues, and further piqued my Interest in travel and exploration.    During my junior year in England, I did some serious introspection. My British friends, though in a friendly manner, challenged my most basic assumptions, and by doing so, challenged me. Everything, from the way I held my dinner fork to my egalitarianism, was fair game.

How to Establish and Maintain a Safe and Supportive Learning Environment Essay

‘’A suitable learning environment is crucial for effective learning to take place. This involves not only the venue and resources used, but also your attitude and the support you give to your students’’ ( Gravells A 2012, pg 24). In providing an ideal learning environment, you might have to be creative and work with the settings you are provided with. You must consider your student’s health and safety needs, and work within the boundaries of your organisation policies. Should there be any concerns about health and safety you must inform your organisation’s designated personnel. At no time should your learner’s health and safety be compromised. To establish purposeful learning in your given environment you must arrange the physical space to be conducive to discussion, and you as the facilitator should be easily seen by your learners. The toilet facilities should be clearly accessible, and any disable needs are met. When food and drink are provided, it should be suitable for everyone. For example the vegetarians, kosher and halal preferences, should be catered too as far as possible. If you have a break time it is good practice to let your learners know when this will take place. Knowing this can help your learners focus on their learning. Delivering your sessions with passion can help to motivate your learners. It is your responsibility to be prepared; making sure your environment is clean, and at the right temperature. If it is too hot, be considerate and open doors or windows- do try to solve or manage the problem. Also the quality of your lesson, tells your learners, you are professional and serious about your job. In such an environment your learners can feel ‘’safe secure, confident, and valued’’ (Gravells A 2012 pg25). This safety first approach is reflective of Maslow’s Hierarchy of needs, which states if one’s basic needs are met, and one feels comfortable, then one can feel a sense of belonging, which positively affects self esteem, this in turn can have a positive effect on learning Maslow 1987. (Gravells A 2012 pg 42).

Passed vs Past

Passed vs Past Passed vs Past Passed vs Past By Ali Hale Sandi from Inspiration for Writers wrote to ask: â€Å"Can you do a segment on Past vs. Passedif you havent already? Too many get these words mixed up.† Very happy to oblige, Sandi! Past – relates to location The word past locates something in time, and sometimes in space. It can be used as an adjective, noun, or adverb. Past as an adjective The first definition which the OED gives for past as an adjective is â€Å"Gone by in time; elapsed; done with; over.† For example: â€Å"The days for mourning are now past.† When attributed to a group of people, past can also mean â€Å"Having served ones term of office; former.† (OED) All past presidents of the United States were male. And in grammar, we have more examples of past being used as an adjective, such as in â€Å"past tense† and â€Å"past participle†. Past as a noun The main meaning for the noun form of past, given by the OED, is â€Å"The time that has gone by; a time, or all of the time, before the present.† In the past, standards were higher. â€Å"We cannot live in the past.† Past as a preposition As a preposition, past can mean: â€Å"Beyond in time; after; beyond the age for or time of; (in stating the time of day) so many minutes, or a quarter or half of an hour, after a particular hour.† (OED) It is almost half past five. It can also be used for location: â€Å"Beyond in place; further on than; at or on the further side of; to a point beyond.† (OED) My house is the one just past the turning. Past as an adverb The first meaning the OED cites for past being used as an adverb is â€Å"So as to pass or go by; by.† For example: The ball sped past the goalkeeper. Passed – a verb in the past tense Passed is the past participle of the verb â€Å"to pass†. It can be an intransitive verb (one which doesn’t require an object) or a transitive verb (one which requires both a subject and one or more objects). â€Å"To pass† means â€Å"To proceed, move forward, depart; to cause to do this.† (OED) This can refer to movement forwards in time, in space, or in life (such as â€Å"to pass an examination†). For example: The weeks passed quickly. (Intransitive: subject â€Å"the weeks† and no object). I passed all my exams! (Transitive: subject â€Å"I† and object â€Å"my exams†.) He passed the ball well during the match earlier. (Transitive: subject â€Å"He† and object â€Å"the ball†.) When do â€Å"past† and â€Å"passed† get confused? Often, writers muddle the words past and passed in sentences such as: â€Å"The heroes passed a village on their way towards the mountains.† It’s common to see this written as: â€Å"The heroes past a village on their way towards the mountains.† But the word should be passed, as (in this sentence) it’s the past participle of the verb â€Å"to pass†. An easy way to tell is to rewrite the sentence in the present tense, as though you’re describing something which is happening currently: â€Å"The heroes pass a village on their way towards the mountains.† or â€Å"The heroes are passing a village on their way towards the mountains.† However, if you wrote: â€Å"The heroes walked past a village on their way towards the mountains.† It’s correct to use past. The verb in this sentence is â€Å"walked†, and the â€Å"past† is acting as an adverb. Unusual uses of the word â€Å"passed† Most of the time, passed is a verb, as described above. There are a few occasions when it can be used as a noun or an adjective, though. For example: â€Å"Don’t speak ill of the passed.† (noun) This comes from the phrase â€Å"passed-away†. â€Å"A passed pawn† (adjective) Term used in chess. â€Å"A passed ball† (adjective) Term used in baseball. â€Å"A passed midshipman/fireman/surgeon† (adjective) Someone who has passed a period of instruction and qualified through examination – apparently this usage arose in the navy. Have you come across any other unusual uses? Are there still any cases where you’re not sure whether to use passed or past? Share your examples with us in the comments below! Why Do People Confuse â€Å"Past† and â€Å"Passed†, Anyway? The words â€Å"past† and â€Å"passed† are homonyms (or homophones): they sound alike, but they’re two different words. This makes it easy to confuse them when writing – just like people often confuse the words â€Å"there†, â€Å"their† and â€Å"they’re†. It doesn’t help that â€Å"past† and â€Å"passed† have quite similar meanings, each referring to movement relating to a fixed point (in time, space, or even life). This means it’s a lot easier to muddle them up than it is with some other homonyms with very different meanings, like â€Å"blue† and â€Å"blew†. For a whole list of homonyms that commonly get confused, check out 25 Confused Homonym Pairs. Quick Rules of Thumb When Dealing With â€Å"Past† and â€Å"Passed† If you’re still struggling with â€Å"past† and â€Å"passed†, remember, â€Å"past† can’t be used as a verb. If you find it hard to identify a verb, try replacing â€Å"passed† with the words â€Å"went by†, and see if your sentence works: The heroes passed a village on their way towards the mountains. The heroes went by a village on their way towards the mountains. Time passed slowly that afternoon. Time went by slowly that afternoon. (This won’t work in every case – e.g. â€Å"He passed his exams† won’t sound right as â€Å"He went by his exams† – but it’ll help you a lot of the time.) Alternatively, as mentioned above, you can rewrite the sentence in the present tense, as though it’s happening right now. Right/Wrong Examples of the Use of Past and Passed Sometimes, it’s helpful to take a look at some examples so you can double-check if you’re using â€Å"past† and â€Å"passed† the right way: Right: He ran straight past the bus stop. (â€Å"Past† is acting as a preposition here and could be replaced with the word â€Å"by†) Wrong: He ran straight passed the bus stop. (â€Å"Passed† can’t be a preposition.) Right: He passed the bus stop on his run. (â€Å"Passed† is a past-tense verb here and could be replaced with â€Å"went by†.) Wrong: He past the bus stop on his run. (â€Å"Past† can’t be a verb.) Right: She passed the time by reading a novel. (Here, â€Å"passed† is a transitive verb and â€Å"time† is the direct object.) Wrong: She past the time by reading a novel. (â€Å"Past† can’t be a verb.) Right: It is past the time you should be home. (â€Å"Past† is a preposition here. You could replace it with â€Å"after† or â€Å"beyond†.) Wrong: It is passed the time you should be home. (â€Å"Passed† can’t be a preposition.) Hopefully this helps clear up any â€Å"past† vs â€Å"passed† confusion for you. Past vs Passed Quiz For each sentence, select whether past or passed is correct. 1. The time [past/passed] slowly that afternoon. passed past 2. If I had a time machine, Id rather travel to the future than the [past/passed]. passed past 3. The bus will arrive at half [past/passed] six. passed past 4. My friend [past/passed] all her exams. past passed Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Types and Forms of HumorFor Sale vs. On SalePresent Participle as Adjective

American Political system

Not to long ago the American Political system under went a major transition. One of the many controversies that are still shadowing this transition is the acts or misacts of the former President. Just recently he announced that he had chosen a location in Harlem to be used as his post-presidential office. Most people reacted to this decision by saying hes deceiving African-Americans in Harlem to cover up his burdens when he left the White House... the pardons or the gifts that were taken from Whitehouse. The article I will be analyzing is by Jay Nordlinger about the recent move to Harlem by Ex-President Clinton. Nordlinger is an editor for the National Review whos been covering the Clintons for a couple of years. Published by The Weekly Standard: a very conservative magazine, Nordlinger tries to explain the recent move as an attempt to put out the fire that have erupted the Clintons since leaving the White House. From what I perceived reading this article the main issue Nordlings is trying to prove is that whether our former president is using African-Americans to talk to White people? Meaning does Clinton do what he does because he wants to help the African-American society or just to improve Americans impression about him? Nordlinger undoubtedly states that the ex-president misleads the African-American society and he does everything for a purpose: to get out the many controversies that follow him day to day. He says Clinton does it over and over: runs to black people when he gets into a jam. According to Nordlinger the former President knows his relationship with black people is terrific, so he has a habit of using black people as props. The article even relates Clintons with Fidel Castro. Sometime in 1960 Fidel Castro publicly changed his expensive midtown hotel a hotel in Harlem to show commonality with the people there. So when Castro came back to New York for the U.N. gathering he was ...

What does 'mixed' mean in contemporary Britain Essay

What does 'mixed' mean in contemporary Britain - Essay Example When individuals become mixed in their identities and lifestyles, social (national) identity too by default become mixed. The prevailing practice of multiculturalism and the corresponding intersection of identities, based on race, nationality, ethnicity and sex, have led to the mixing of identities in the present day society in the United Kingdom. Mixedness is quite often wrongly attributed to the different heritage of individuals and communities. It is only partially true as mixedness is also the product of the contemporary society which actively mixes the identities of both individuals and communities which previously existed exclusive of each other. One could easily argue that mixedness is essentially a question of the present as it is constantly (re)produced in the present society. Mixedness happens in the present and strengthens itself through the present. For instance, when people marry persons from other communities, they actually (re)create mixedness. In other words, mixednes s is always in the making. Mixedness is not simply an ascribed status of people have hereditary status of coming from what is traditionally known as interracial mixed families. Mixedness could also be derived from the present in a vibrant multicultural society. Mixedness is constantly produced in the multiple avenues opened up by the practice of multiculturalism and an existing multiracial multicultural environment. Here, the identities are not constant and permanent. It exists in constant flux and always becoming fluid. Therefore, mixedness is not a marginal phenomenon occurs with some marginal mixed group. It is the general state of affairs of the contemporary British society. Mixedness is no more simply a question of the existence of a mixed race in the United Kingdom. The mixed groups are usually defined in terms of their commonalities, which are defined by shared inheritance, culture and beliefs. But, the idea of mixedness does not stick to mixed groups alone. Mixedness is the mainstream. In other words, the mainstream has gone mixed and it is increasingly being more mixed by a variety of social, economic and political forces. It characterises the mainstream society as everyone gets mixed in a multicultural society in one way or another. Many research studies, according to Song (2010), have proved that no mixed group in the United Kingdom is coherent both as a community and in lived-in experiences. Identity, Lifestyle and Representation The passage from modernity which was characterised by colonialism to postmodernity, defined in terms of postcolonialism has changed the outlook of British society forever. At present, â€Å"the demise of colonialism as an explicit political formation has given rise to understandings of postcoloniality and, perhaps ironically, an increased recognition of the role of colonialism in the formation of modernity† (Bhambra , 2007, p.878). In Bhambra’s scheme, the old British society was characterised by the ‘W hite malestream’ vis-a-vis the marginalised colonial subjects. The White British society existed as the product of modernity and was predominantly characterised by a homogenous White culture. But, the increased immigration from the postcolonial societies to the United Kingdom is altering the British social landscape in an unprecedented manner wherein the Whiteness did not exist as pure or as the founding culture of the British nation. The identities of British people are no more constructed against nationality, ethnicity, race or sexuality. The mixed identities of the British people are self constructed. And, it is possible to argue that the socially and culturally determined self construction of new mixed identities is induced by the

RUINED Essay Example | Topics and Well Written Essays - 750 words

RUINED - Essay Example The play is an amalgamation of both harrowing and shocking experiences brought together by Kate Whoriskey’s ensemble, sets by Derek McLane and scintillating music by Dominic Kanza. In her 2007 play Nottage paints shocking and evocative portraits of the lives of African Americans while portraying the horrific sufferings and brutalization suffered by them during the decade long civil conflict that took place in the Congo. The clear message of Nottage was to bring about an awareness among the people about the atrocities meted out to the minorities of African Americans and to put an end to such practices in the future. Through the darkest moments of ‘Ruined’ there emerges and shines out awe inspiring nobility and profound tenderness that melts the heart. ‘Ruined is the kind of play that serves as a homage to all those resilient women who have to pull themselves together and lead a new life after they have been ‘ruined’. The primary aim of the playwr ight was to bring a problem that seemed too far away, right into the midst of contemporary society. According to what Nottage states -   "But I wanted to create an emotional bridge, so that when people are reading those articles, they feel that they're connecting with living, breathing human beings, not just statistics." (Lynn Nottage, 2007) The central theme of the plot revolves around the present-day Democratic Republic of the Congo, and traces a young woman’s nightmarish journey to a business savvy woman running a brothel called Mama Nadi during the thick of the Civil War. The director, Seret Scott, was quite capable in unifying the whole act together as a lot of trouble was taken for the costumes, lighting and the setting of each scene. For example, most of the scenes were set in a bar or brothel that was located in a mining area in the Congo rain forest. The regular clients were rustic rebels, miners and government officials who were in charge on that particular area o n any given day. These people were rough and with no sympathy. According to Nottage, â€Å"Rape has become a weapon of war† and these women were raped and mutilated in the most callous manner. The characters in the play each played their part very well and I am sure that their performances would have helped many people identify with them. Though I disliked the character of Mama Nadi, yet I liked the way she performed as the mistress of the brothel house. The reason why I disliked her character was because even though she was a woman herself, she had no sympathy for the other women who were so brutally treated. She goes by rules that are to be followed and everything is business for her. One of the characters that I like in the play is that of Christian played by Oberon K.A. Adjepond, who supplies Mama Nadi with whatever she needs for the house. Christian is a decent character who loves poetry and spontaneously recites a few lines of poetry throughout the play. The reason why I like this character is because he is quite reliable and trustworthy, especially when considering the type of people he is surrounded with. He tries to lend support to the ladies when the bad guys come and argues with them, but it is rather surprising that he somehow gets away with what he says. Sophie is another character that I like in the play. I feel sorry for the way she was brutally raped. Even Mama Nadi who is considered to have a cold heart, is seen to show some understanding and tenderness towards Sophie and this understanding can be

Addressing a Wide Range of Skills and Abilities in Classroom Personal Statement

Addressing a Wide Range of Skills and Abilities in Classroom - Personal Statement Example They like to discuss things with peers, record lessons and listen to them, and engage in debates. Kinesthetic learners learn by doing things with hands for example, they highlight their notes and repeat lessons while jogging in the park. If I teach a visual learner through audio, I might not get good results which I might get if I teach him through visual aids. Moreover, I would like to experiment with different teaching methods, like making groups of students and encouraging them to discuss the subject matter; giving individual attention to each student to know his characteristic capabilities; and, making pairs of them and assigning them different tasks according to their skills. I would create a holistic environment that persuades students to work in groups and engage in vigorous group activities to discuss and experiment with their topic while focusing on the practical illustrations. This will help me address their myriad skills.

The Influence of Culture at Movie Translation Essay Example for Free

The Influence of Culture at Movie Translation Essay Outline Thesis Statement: Difference in eastern western culture causes a thing different in value orientation, Translation of a work of a movie gets a way of direct translation, and, its possible to admit for an audience. It’s need to changed the Culture in the movie. ?. Introduction: Chinas movie translation enterprise has passed through more than 50 year magnificent course, Movie translator offered many outstanding translated movies to the mass audiences. Through these outstanding translated movies, the audience while understood foreign land local conditions and social customs also to feel the language infinite charm, many splendid dialogues have become the beautiful line which struggled is on everybodys lips. If there will be bread. All would have. (the former Soviet Union film Lenin in 1918) has inspired generations of adversity live audience in China . Evidently, the film as the mass media, its social effects are incalculable. However, in academic fields, Because of the impact of secular bias, the film is certainly very cold : Translation Studies, Translation Studies seem to completely ignore this area for the. To this end, Chinas famous scholars Television translation Professor Qian Shao wrote that Television translation of the translation is far less atte nti on to literary translation. This translation of the Television disproportionate role in the community. This phenomenon frequently This should arouse the attention of the translation industry. ?. Language and culture. The language is a country culture carrier, reflects this countrys the political economy, the material culture, the religious belief, the manners and customs and so on. The language is different, the thinking mode, the behavior way as well as the language expression way is also different. This shows that the translation is not as simple as it is not only doing language, in which it stresses culture in the story. ?. Cultural reconstruction The movie translation namely has the general character with other literary work translation also to have its own particularity. Same is all is expresses in the thought with the language art, different is the movie translation needs simultaneously to achieve manifests in the writing, forms in the sound, expresses in the audience. ?. The culture touches up Strictly speaking, the translation of a film like filling a word, thinking the contents can not be altered. Each expression has the style Melody has also been strictly limited. If translator neglected I type of the law, regardless of the words priorities, said the mayor short, meaning the right can be, Well, the voice-over : guns, then there will be the following. ?. Conclusion : The choice of film translation modes largely contributes to the reception of a source language film in a target culture. The influences of culture factor are leading. the influences of objective factors on film translations Abstract: Difference in eastern western culture causes a thing different in value orientation,Translation of a work of a movie gets a way of direct translation, and, its possible to admit for an audience. It’s need to changed the Culture in the movie. Key word: Translation of a movie Culture gap Chinas movie translation enterprise has passed through more than 50 year magnificent course, Movie translator offered many outstanding translated movies to the mass audiences. Through these outstanding translated movies, the audience while understood foreign land local conditions and social customs also to feel the language infinite charm, many splendid dialogues have become the beautiful line which struggled is on everybodys lips. If there will be bread. All would have.  (the former Soviet Union film Lenin in 1918) has inspired generations of adversity live audience in China . Evidently, the film as the mass media, its social effects are incalculable. However, in academic fields, Because of the impact of secular bias, the film is certainly very cold : Translation Studies, Translation Studies seem to completely ignore this area for the. To this end, Chinas famous scholars Television translation Professor Qian Shao wrote that Television translation of the translation is far less attention to literary tr  anslation. This translation of the Television disproportionate role in the community. This phenomenon frequently This should arouse the attention of the translation industry. 1? Language and culture The language is a country culture carrier, reflects this countrys the political economy, the material culture, the religious belief, the manners and customs and so on. The language is different, the thinking mode, the behavior way as well as the language expression way is also different. The language in the sound film is the essential constituent, in the movie work the splendid dialogue, the fragment makes one be worth hearing a hundred times, cannot dismiss from mind for a very long time. The culture in the society on like the memory in the individual, was the people all feasible thing precipitation gets down in the past life, turned the language slowly, turns the writing, turns music, turns the custom, turns the construction, turns the clothing, even turned not the obvious thinking mode, did not affect the future thought, the experience and the motion. Language and cultural interdependent. Language is the crystallization of culture, culture is transmitted through language. Pragmatic exchanges as a medium for the inevitable translation different language deal can not but be with their respective culture communication. Translation understanding of the basic links and expression is subject to the original language and translated phrase structure rules, and their rules for the use of double requirement. Understand the results of the original language is the meaning and bearing the cultural information, It familiar with the original language of the rules and structure of the use of rules of the community, which can not be divorced from the original language of social and cultural factors; expression with the purpose of understanding found in the information with the target language in its social and cultural context for the effective exchange. It consistent with the structure of language translation rules and the rules for the use of the conditions, So in kee pin  g with the target language the social and cultural factors collide, the integration phase, therefore, the mission of the translation, in the final analysis, is a social and cultural context to get out and then enter a social and cultural context, and its appearance and the language is the language of communication, and the essence of culture and cultural exchanges. Therefore, the cultural translation by the point of view of language is the carrier of culture, culture is the language of the regulation, translation is culture and culture of dialogue, cross-cultural transmission. As such, the translator must be familiar with the two cultures. Translation cross-cultural communication is the intermediary links, culture and communication with the dual nature. And the dissemination of culture and integration, is like a wave-particle duality its tablets is a cultural, The wave is spread. (15) In other words, Culture and Communication each other for the survival of that culture is the spread of content, is culturally. cultural context of communications. Therefore, we can say this is the process of translating culture and the culture of dialogue, the dissemination of culture, translation itself is a culture, is spread occurs in the language exchanges in the process of cross-cultural communication. This shows that the translation is not as simple as it is not only doing language, in which it stresses culture in the story; We should not only understand one language, one culture, but also links the two languages, two cultures This is the minimum condition For this one, everyone is very difficult to do. Cultural Images a cultural symbol, it has a relatively fixed unique cultural meaning, and some are still rich with meaning Lenovo far-reaching, as long as the people I mentioned them, a tacit understanding between each other immediately, very easy to communicate ideas. phenomena and the implication of the two images is an important component. Phenomena is the significance of the information carrier, which was formed image of the objective facts; implies is phenomena in a certain language and the cultural environment of the extended meaning. Imagery that is the function in a variety of contexts, with concrete to the abstract performance, known or easy to know the unknown or enlightenment is difficult to know. If the Song Dynasty poet Su Shi, in his famous Ode of Chibi before, using such Ephemeroptera Chaoshengmusi small insects to describe life is short, people are very insignificant : Ephemeroptera sent to earth, there has been a drop in the proverbial bucket. English Proverb It is the last straw that breaks th e camel s back. meaning camel overloading, with a straw it will be crushed. Proverbs imagery words the last straw Finally a rice grass, and vividly symbolize of a people or something intolerable to the pole. 2? Cultural reconstruction The movie translation namely has the general character with other literary work translation also to have its own particularity. Same is all is expresses in the thought with the language art, different is the movie translation needs simultaneously to achieve manifests in the writing, forms in the sound, expresses in the audience. But Chinese, English belong the entirely different two big language families, Chinese are the glyph English are the alphabetic scripts. Movie translator must carry on the successful cut between these two kind of entirely different language families is not an easy matter. The cultural reconstruction finds at everywhere in the movie translation. The English movie ? Red Shoes? , mainly narrated an England ballerina cannot make the correct choice facing love and the enterprise, finally moves towards the cliff the chilly wan story. At first when domestic showing, the movie is translated â€Å"the red dance shoes†, although the literal translation is faithful to English original intention, also threads up the plot, but appears after all writes in a straightforward manner, arouses audiences any association with difficulty. Later period, the identical movie film title is translated on a foreign outstanding movie exhibition tour â€Å"the red water chestnut to be colorful†, thin savors thin, although the movie flipped the translator to compare with that double delicate red dance shoes the red water chestnut which the Chinese audience women and children all knew, the implication red water chestnut grew in the muddy water sludge, actually tender and beautiful enchanting, curved red water, justed like China ancient times females womans bound feet, the womans bound fe  et although exquisite, but condensed how many females tears of blood, some has even paid the life price for it. Therefore passes â€Å"the red water chestnut to be colorful† this film title to cause the audience to associate is putting on like the red water chestnut dance shoes dancing girl gorgeous actually star crossed. Translators ingenious borrowing â€Å"the red water chestnut† a word, the Chinese culture will graft the movie in the implication, the success has restructured one the cultural image which for the Chinese audience familiar, will comprehend, accepts[Www_LunWenNet_Com]. The American movie ? Waterloo Bridge? , described First World War period, young attractive actress Masurium La knew young military officer Luo on the Waterloo bridge to depend on, has combined to make or become the lover. But after, Masurium La learned Luo Yi died in battle the battlefield, is in deep sorrow, in order to survive reduces for the prostitute. When Luo appears according to the miracle, she is unable facing the reality, for love and the reputation, she arrives once more with Luo according to the first love place, got killed on the wheel billowing Waterloo bridge. It is well known, in 1817 England has made the Waterloo bridge in the Thames river bank investment, commemorates the Wellington duke by this to direct the English army to defeat the battle of waterloo victory which Napoleon obtains. If the literal translation film title is â€Å"the Waterloo bridge†, as soon as looked for the first time, the audience can think this is one goes to war the related war piece with Napoleon or is the introduction an  d this building related documentary film. In the Chinese several millennium cultural histories, with the bridge correlation love story, such as, the cowherd and the weaving maidens â€Å"meeting of lovers†, the Shanxi Province Lantian â€Å"the blue bridge meets† and so on. â€Å"The blue bridge meets† plot has places of the many equally good results from different methods with Waterloo the Bridge. Therefore the translator finally translates the film title â€Å"the soul to break the blue bridge†, has avoided the audience ingeniously because the city cultural difference, the historical perspective knowledge lacks losing which causes, as soon as borrows â€Å"the blue bridge† to cause the audience to see the film title instantly comprehends this is about love movie. British film Night Merry in the conversation: Peter: Oh, this? Well, I like privacy when I retire. Yes, I’m very delicate in that respect. Prying eyeeees annoy me. Behold the walls of Jerichho! Err, maybe not aaas thick aas the ones that Joshua blew down with his trumpet. I just show you my heart’s in the right place, I’ll give you my best pair of pajamas. Do you mind joining the Israelites? White said this is a very representative, because in the meantime, said there were Jericho walls, Joshua. Israelis and three Bible of the historical story of the words. As we all know, the prevalence of Buddhist East, particularly in China, Chinese viewers can get some idea of Buddhism, and the Western culture, especially the Western religious history knows very little about the culture. Hence the film switch for a moment the Chinese audience of the above three is a link between a difficult matter. They do not understand this, Jericho wall, Joshua and Israelis between what is the relationship. Literal translation for the above not only Chinese audiences Lee puzzling. It also lost the film translation of real meaning. To enable the Chinese audience aware of this three terms of relations so that the text of those involved in the special cultural imagery fullness, Translator in the film translation of this text as follows embellishment : Peter : this? I do not want to break the interference by others, in that regard I am very sensitive, others do not want to be peeped at. You see this as the Bible of the Jericho walls, Although not as good as the Bible Israeli commander Joshua trumpet blown by the thickness, than it much safer. You see, I did not bugle call, in order to express my impartiality, and I put my pajamas happens to the best of you right. You do not want the Israelis? Because of the Jericho wall, Joshua The Israelis from the Bible of the words added to the story the necessary cultural meaning Xiurun words, audiences not only understand the story of the source The next in the Context also realize a final word Israel refers to the specific. Xiurun strengthened the language in the context of transparency; Enhance the cultural image in the audience understanding of the definition. The movie translates the Chinese-adapted reconstruction the significance to lie in it to be able effectively to achieve promptly the movie work the concealed implication, causes the effect which the audience understands. 3? The culture touches up As a result of the East and West culture difference, movie translator should help the audience to understand as far as possible these with a nationalitys history, the region culture, the religious custom and so on have the close correlation language phenomenon. In if the movie translation does not do to certain specific cultural image any touches up processing, considers the matter in and of itself the literal translation, can create this cultural image the damage, the cultural implication is torn to pieces. American movie Waterloo Bridge, from the very beginning, has this kind of section of offscreen voices: Announceer’s Voice: At 11:15 this morning, the Prime Ministeer, speaking to the nation from Numbeer Ten Downing Street,announced that Great Britain is at war with Germany. Right â€Å"Numbeer Ten Downing Street† this concealment culture image geographic name does not give supplement showing the speech, believed the overwhelming majority China ordinary audience meets the uninformed at sea its cloud. First the audience does not know â€Å"Numbeer Ten Downing Street† in any place. Next, they did not know the radio announcer mentions â€Å"Numbeer Ten Downing Street† in here to have what special implication especially. In order to enable the movie translation to reach it in the limited time in the mass audiences. The translator suitably to above translates the document to appropriately supplements touches up, â€Å"Numbeer Ten Downing Street† will translate English prime minister the mansion. Through supplements â€Å"English prime minister the mansion†, causes the audience now at last truly realized â€Å"Numbeer Ten Downing Street† true meaning. Here, â€Å"Numbeer Ten Downing Street† conceals the image three-dimensional unfolds in audiences front, the audience understood only then truly has typically the terr ito ry culture geographic name â€Å"Numbeer Ten Downing Street† complete cultural connotation. Film translation somewhat like two-man, and the dramatis personae-mouth assembly actor voices sound, words and phrase as its mouth. Translation task is to provide a blueprint for the dubbing, asked to guarantee the accurate, vivid, touching premise, in an attempt to length Rhythm, ventilation, pause and even open-mouth, and other aspects of cooperation with the dramatis personae seek to speak expression, consistent tone, finally give the audience heard the sounds, to see people who know Which statement from the mouth. Translation must take into account a standstill, rhythm and movement, the characters, but also improved the formal and resourcefulness language, humor, intended implication, subtext. Finally, you need to think opera is staged, but also singalong. It is these elements give the script translation stage theater seeks to rebuild the formal beauty of character. Strictly speaking, the translation of a film like filling a word, thinking the contents can not be altered. Each expression has the style Melody has also been strictly limited. If translator neglected I type of the law, regardless of the words priorities, said the mayor short, meaning the right can be, Well, the voice-over : guns, then there will be the following : For example, too long phrase translation, dubbing can only accelerate the pace of drive the results become calm mind anxiously. the occurrence of the character shown impetuous lightly; Instead, the translation of long sentences too short, dubbing can only slow down the stall the results become agitated enthusiasm sluggish indifference able decisive become Had no resolution. and so on and so forth. 4? Cultural Image Conversion. Linguists believe that all the world to see the same objective, different ethnic languages will give it brush different colors. Because of this, the cultural dislocation images will be specific performance as a metaphor for the culture of body image on the difference. In other words, in a cultural tradition implies a positive image of a beautiful culture in another culture podiums become negative implication of the ugly Cultural Images. British film Wuthering Heights has this kind of a fragment Isabella: It’s a brother’s duty,dear Edgaar, to introduce his sisteer to some other type than fops and pale young poets. Edgar: Oh, you want a dragon? Isabella: Yes, I do. With a fiery mustache. In Translation dragon is the key word. In the English language, the dragon as a devil interpretation. Whenever the term and Western ideologies will immediately showed an ugly face of the devil are threatening manner toward humans, It is not difficult to see the dragon in Western language and culture implicitly pejorative. In Chinese culture dragon symbolizes the word elegance, and the supremacy of Italy, former emperor of the Chinese people to call the real dragon the emperor. Thus, the Dragon related to the majority of terms agreed with great reverence. If the Chinese refer to themselves as descendants of the dragon; Long for their children for the future of promising succeed. Dragon in the East and West languages, its cultural image of the natural implication is absolutely contrary. In short, although the phenomena, but the implication is completely different. Evidently carabiniere hard Translation dragon is clearly inappropriate. When the Chinese audience watching the film Humi he ar, carabiniere the word They certainly will immediately think of he may be the Royal Cavalry. But Yishabeila answer to allow the audience to the films elaborate those induced by consciousness altering clouds. Viewers can not help but ask : The upright Royal Cavalry, is how a red-hot long-bearded? In Chinese tradition, history and culture, Only those who have more heads and hands of a terrible monster green eyebrows, red bearded face. Such copying can not handle things to the language and the cultural dislocation Images of the thorny issues, also not translated this vividly the true meaning of dialogue, but to the semantic context of the link set up a language barrier. Therefore, in the cases of China and Egypt and Yishabeila increase in the last paragraph of dialogue might translate as follows : Edgar : Oh, you want a dragon Oh, you do not want to marry a barbarian! ?Isabella : Yes, I do. With a fiery mustache. Yes, also a long-bearded red-hot. As the East-West cultural differences, the film tr ans lation of many English words if the hardware directly translated, will make the Chinese audience unacceptable and endorsements. In addition, the film version of the translation of film screen switching time constraints, not as translated literary works, in some obscures Office to make some notes, so we will have to give white audience : a, a view that is fully understood. The translator should be based on national audience from the audience were dubbed in Tibetan taste to appreciate the art of perspective, Selection of the national language and the original art is most similar to the unit, most close to the national audience for the familiar, readily accept the terms and cultural imagery to the film translation. In summary, in the Trans-Culture background must accurately express the implication which the movie must reflect, macroscopically, the translator wants to understand the culture contains, the translation elementary theory and the skill, and in on microscopic must observe the different language family carefully the national culture tradition, the cultural content and the cultural psychology difference performs to contrast and the analysis. Only then in considered the foreign land culture under the premise â€Å"the letter, reaches, elegant† merges into one organic whole, causes the translation â€Å"the god, the shape† and the cyclopentadiene, like this can guarantee the culture â€Å"the facsimile† the realization, can complete the cultural translation truly. References 1? Huzhengrong,? General Communication? [M], Beijing Broadcasting Institute Press,1997 2? Zhouyueliang,? Ancient Chinese Culture History? [M], Beijing Broadcasting Institute Press,2000 3? Fanzhongying,? Practical Translation? [M], Foreign Language Teaching and Research Press,1994. 4? Dengyanchang? Liurunqing,? Language and culture? [M], Foreign Language Teaching and Research Press,1989 5? Wangbinqing,? Cultural Translation? [M], Nankai University Press,1995 6? Chendehong? Zhangnanfeng,? Featured Western Translation Theory? [M], City University of Hong Kong Press,2002 7? Guojianzhong,? Translation of cultural factors? [J],? Foreign Language? ,1998 8? Hugongze,? Translation Theory of Evolution and Development? [M], Shulin Publishing Limited,1994 9? Wanghongzhi,? Re-interpretation of the letter Dayaxin : 20th-century Chinese Translation?  .