Driving Curfews Violating Teens Rights Essay

A multi year old companion of mine headed home from work at 11:00 around evening time on a Thursday in the long stretch of July. Needing to collect enough cash to go on a band excursion to Florida, she expected to work extended periods of time, requiring cash to pay for her vehicle protection, she expected to work extended periods of time and needing to get in the same number of hours conceivable in one day, she expected to work extended periods. Bringing in cash implied such a great amount to her that she would go into work without a moment's notice. Feeling drained and needing to return home, she gets in her vehicle, secures her safety belt and starts her brief commute home. It was a dim night with clear sky’s and stars could be seen all over. The rode lit by the moon sparkling brilliant, when out of nowhere the moon light was not by any means the only light sparkling in her window. Glimmering lights from a squad car pulling her over, blinded her as she glanced in her back view reflect. Moving down her window, a cop moved toward her and said in a harsh voice, â€Å"Drivers permit and verification of protection. † She had a please-don’t-give-me-a-ticket look all over as tears filled her eyes and asked, â€Å"What did I foul up? In the wake of taking a gander at the age on her permit he reacted, â€Å" You are driving past check in time so a ticket should be given. † Attempting to enlighten him regarding getting back home from a hard day at work didn't appear to make a difference, he gave her the ticket at any rate. Her dread similar to fear felt by drivers being pulled on the network show, Cops. After the coast was clear, feeling sad, she headed home. There is an evening time driving limitation for drivers ages 16 and 17 years of age where they should be off the street by 10:00 p. m. Sunday through Thursday and by 11:00 p. m. Friday and Saturday. Eventhough this may appear to be valid, I feel curfews ought to be controlled by guardians, not by open laws. A parent should know better then the legislature if their kid is dependable enough to drive past check in time and they ought not need to be worried about their youngster getting found driving home late. Curfews have been a gigantic issue for teenagers who need to remain out behind schedule for school related exercises or occasions. For example, kids feel like they are punished when they return home from a school action past time limitation in any event, when they don't have some other decision. Feeling compelled to drive later then common, trusting they don't get pulled over, they head for home after their movement has finished. In the event that an understudy gets pulled over for driving home after check in time, it is a since a long time ago shot, yet they should ask the official accepts their tale about getting back home from a school game or movement and let them go free. Curfews ought to be given to understudies by their folks, not by the law. In the event that a kid demonstrations untrustworthy, at that point their parent ought to reserve the privilege to keep them home from the school action and keep them off the road around evening time. Then again, if a dependable youngster is out one hour past time limitation, not doing anything incorrectly, it doesn't mean it should bring about getting a ticket. Their parent allowed them to join the movement in any case so dropping out of the school related occasion isn't an alternative. An understudy ought to never consider stopping a game on account of a time limitation law. It is valid, that time limitation laws have occurred to diminish the measure of wrongdoings, notwithstanding, this has not been demonstrated valid. For instance, a study in the July 1997 York Daily Record found that almost 75% of the 200 biggest urban areas in the United States have actualized time limitation laws to bring down adolescent crime percentages. Insights indicated no help for their case. Besides, teenagers will take an interest in criminal operations regardless of whether they have a time limitation. They will either do it prior or remain out past time limit and hazard getting captured. Plus, most violations are submitted by grown-ups and are increasingly genuine and risky since they have a greater number of assets than youngsters do. The administration should believe that guardians can settle on the correct choice on what time their youngster ought to be home. They have to concentrate on increasingly significant issues like keeping wrongdoing from occurring in any case, rather than investing their energy in attempting to get kids home prior. Guardians of young people feel that there is an advantage to having curfews particularly for the wellbeing of their youngsters. They expect their youngster home by check in time. On the off chance that their kid doesn't show up home on schedule, they will realize something isn't right and they can look for help quicker if their kid should require it. Guardians feel that having a time limit is a great reason to leave an awkward circumstance, if their kid feels they need a reason to escape something incorrectly. Having a check in time additionally supports obligation. It shows an adolescent to have regard for rules and laws they dislike or comprehend. Simultaneously, guardians ought to recall that they know their young person best, and they have to set guidelines as per their own adolescent. On the off chance that a mindful young person has a decent record, they ought to be given more opportunity. A develop high schooler ought to have indistinguishable rights from guardians do. Guardians don't need to adhere to a check in time law since they are more seasoned and accepted progressively dependable. Essentially, a develop and mindful adolescent ought to have similar rights. More or less, it bodes well to have curfews dictated by guardians not by open laws. On the off chance that a capable kid has earned their folks trust, they ought to have more opportunity. Without this opportunity, issues will happen when they have to remain out behind schedule for school related exercises, occasions or for a vocation. Moreover, time limitation laws have appeared to do next to no to forestall violations all through the city. The quantity of violations has continued as before since time limit laws became effective. Without a time limitation, youngsters would find the opportunity to fondle developed and assume liability for their own activities. They could commute home securely from school exercises or a vocation with out gambling getting a ticket. Since curfews are not assisting with diminishing the measure of violations, there is no point of having one. Officials need to focus on different approaches to forestall wrongdoings in the city without giving youngsters a set opportunity to be home each night. At any rate, guardians need to protect their children so their time limit ought to consistently be dictated by them not by the law.

Intro to Business Assignment 1 Coursework Example | Topics and Well Written Essays - 250 words

Introduction to Business Assignment 1 - Coursework Example Conversation 1: Topic B The businesses that the Internet has changed are TV, Music and retail industry. Television and music enterprises are bringing a large portion of their communicate on the web. Particularly the Music business has gone forthright on the web by means of shared innovation, downloading sites and spilling sites like youtube.com where clients can download, stream and tune in to the unrecorded music a watch the video. The retail business has been completing the vast majority of their activities online where clients and the channel accomplices have been offered access to the retail site where they can see their separate items. Clients can go on the web and modify their requests as per their preferring subsequent to seeing the merchandise accessible on the site. Therefore the web has gotten a component of straightforwardness and solace for the clients. The problem, of heading off to the store/outlet and seeing the product and buying it, could maintained a strategic dista nce from. Clients can sit at their homes and with a tick they can arrange the items they need. The web has been improving the tasks of these enterprises since it gives a paperless situation and where the exchanges can be completed on ongoing premise.

Blog Archive Diamonds in the Rough Core Values at Boston Colleges Carroll School of Management

Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of close to 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequence, in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at Boston College’s Carroll School of Management begin their MBA experience within a cohort of just 100 students, enjoying a close-knit  classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence” and “personal accountability.” In addition to completing a first-year project on corporate social responsibility, a hands-on consulting project and a second-year team business plan project, students at the Carroll School must complete at least  20 hours of community service, which the school requires to help instill an appreciation for and spirit of community service in its MBAs. These values are also reflected in the school’s core Management Practice course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one recent graduate commented in Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of just 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to completing a first-year project on corporate social responsibility, a hands-on consulting project, and a second-year team business plan project, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at Boston College’s Carroll School of Management begin their MBA experience within a cohort of just 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to completing a first-year project on corporate social responsibility, a hands-on consulting project, and a second-year team business plan project, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and spirit of community service in its MBAs. These values are also reflected in the school’s core Management Practice course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one recent graduate commented in Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of close to 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequence, in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within a cohort of just approximately 100 students, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice” course sequenceâ€"taken throughout the first year and into the first semester of the second yearâ€"in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  Bloomberg Businessweek’s 2012 profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough Blog Archive Diamonds in the Rough Core Values at Boston College’s Carroll School of Management MBA applicants can get carried away with rankings. In this series, we profile amazing programs at business schools that are typically ranked outside the top 15. First years at  Boston College’s Carroll School of Management  begin their MBA experience within two cohorts, enjoying a close-knit classroom environment in which they gain exposure to broad management skills, with a particular emphasis on business ethics. Both the curriculum and the student community at the school engender a set of core values: “honesty and integrity,” “mutual respect,” “pursuit of excellence,” and “personal accountability.” In addition to taking a class on public speaking and a structure, analysis, and integration workshop, students at the Carroll School must complete at least 20 hours of community service, which the school requires to help instill an appreciation for and a spirit of community service in its MBAs. These values are also reflected in the school’s core “Management Practice Experience” simulation, in which students learn to think critically about the challenges involved in business leadership. As one graduate commented in  a past Bloomberg Businessweek profile of the Carroll School, “In the background of your core classes, and many electives, is a strong consideration on the moral and ethical dilemmas that often arise in the business world. I never felt that ‘morality’ was being pushed on us, but the consequences of each decision we make were always placed in front of us and we were left to make up our own mind.” Share ThisTweet Diamonds in the Rough

Saint Augustine Of Hippo Once Stated - 1247 Words

Saint Augustine of Hippo once stated, â€Å"The world is a book and those who do not travel read only one page.† It was after stumbling across this statement that I was influenced to call up my friend and suggest a road trip. When we started off, it was a beautiful day. The bright morning sun peeked over the Appalachian mountains to bid us farewell as we packed our belongings into the 2011 Chevy Cruze. Dew still perched on the delicate leaves of various summer flowers while we rode down the road towards Tennessee. My friend Sarah drove. Her fingers tapped the steering wheel in rhythm to the Carrie Underwood song blaring from the radio. It was the radio’s job to keep us awake since we had left so early in the morning; however, it was not doing a good job as I fell asleep only twenty minutes into the ride. Sarah had to wake me up at the rest stop just outside of Roanoke, Virginia. â€Å"Hey, Allyson,† she called as she shook my shoulders, â€Å"it would be nice if you woke up, so I could take a nap.† I just mumbled an incoherent string of words in response. â€Å"I can just drive right back to Pennsylvania. We don’t have to take a road trip.† That got me up. I had so much invested into this trip like money and time. I sat in the driver’s seat and watched the road continuously channel under the car sort of like a conveyor belt. It was hypnotizing, just keeping my eye on the road. Before either Sarah or I knew it, we were already parked in front of our hotel in Gatlinburg,Show MoreRelatedSt. Augustine, The City Of God1236 Words   |  5 PagesReport on St. Augustine, The City of God Saint Augustine, The City of God,tr. J.W. Leedom; reprinted in C. Warren Hollister et al., eds, Medieval Europe: A Short Source Book (New york, N.Y.: McGraw-Hill, 1982; 4th ed.2002), 17-19. The City of God is written by Augustine, the Bishop of Hippo, in the early fifth century of the current era. The writings of Augustine deal with the intellectual problems Christians faced. Augustine lived in a time where the Roman Empire was in decline. King Alaric sackedRead MoreTheological Understandings of Mediated Grace2903 Words   |  12 Pages[4] Julian of Norwich, a fourteenth century anchoress, stated a similar belief in her work Showings, saying that â€Å"the soul may be always like God in nature and in substance.†[5] This makes sense considering that analogies compare otherwise different things by examining the similarities of particular qualities that they share. In this theory of imago dei, Julian believed that grace restored us to our original state of purity - thus grace once again acts as a bridge between the human and the supernaturalRead MoreEssay about Religious Challenges to Constructing a Democratic Iraq3427 Words   |  14 Pagesrequirement is that every scholar interpret the Quran in accordance with his or her historical background. This will lead to a practical understanding of the religion. One important observation about the religion and its relationship with government is stated by the leading scholar, Ãâ€"mer (2003), Islamic theology does not contain a comprehensive list of injunctions about the theory of political governance. The Quran only mentions a number of moral principles, which are relevant to political governance

Support Children and Young People with Disabilities and...

Outline the legal entitlements of disabled children and young people and those with special educational needs. Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislation in the UK over recent years which have affected this and a gradual increase in entitlements for these pupils. The table below has a brief outline of the legal entitlements of disabled children and young people and those with special†¦show more content†¦Children’s Rights, Empowerment and Advocacy This takes action to ensure children and their families know what their rights are and how to put this entitlement into practice. Children are empowered to secure their rights and make their voice heard. Young children can be represented by an advocate to speak and interpret on their behalf. Education (Handicapped Children) Act 1970 This Act transferred the responsibility of children with special educational needs looked after by the health service to the local authority and as a result many special schools were built. Education Act 1993 This act required the code of practice be introduced for guidance on identification and provision of special educational needs. The role of the SENCO was introduced in schools and parents were able to challenge local authorities about providing for pupils with SEN. Every Child Matters (2004) This aims is to ensure that every child has the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, abuse and neglect, crime and anti-social behaviour among children and young people. The five outcomes which mattered most to children and young people were: ââ€"  being healthy ââ€"  staying safe ââ€"  enjoying and achieving ââ€"  making a positive contribution ââ€"  economic well-being 1.2 Describe the assessment and intervention frameworks for disabledShow MoreRelatedSupport Children and Young People with Disabilities and Special Educational Needs.1846 Words   |  8 PagesNVQ Support Teaching and Learning In Schools Level 2 Trainee : Chris Gerry Trenance Learning Academy Newquay Unit TDA 2.15 – Support children and young people with disabilities and special educational needs. 1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs. Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. TheyRead MoreThe Mental Disabilities Include Autism, Down Syndrome And1348 Words   |  6 PagesThe mental disabilities include autism, Down syndrome and many more. They need support from their parents, guardians, teachers, the government, and anyone else is taking part in their day-to-day lives. Such children need attention so that they do not miss on the important parts of their lives. This study aims to look at the people involved in their lives and the roles and responsibilities they play. For those children and young people who researchers identify as having such needs, will be hard toRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 Pagesin work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). These rights are extensive, including the right to education and the right for children and young people to have their views respected. The Children Act 1989 sets out the duty of local authorities to provide services according to the needs of all children and young people. Every ChildRead MoreLife Long Learning for Students with Disabilities Essay example639 Words   |  3 PagesProviding services for young students with disabilities is not negotiable. This is because, these young learners requires special care and services in their day to day activities. Developmental disability has become a common diagnosis in children these days. This disability starts during a child’s development period and may last for a life time. Special educational programs are available for children with development disabilities. The diagnosis of developmental disabilities can be done at an earlyRead MoreIdentify the Current Legislation and Codes of Practice to the Promotion of Equality and Valuing of Diversity.1402 Words   |  6 Pagesguidelines and procedures for ensuring equality. These policies must take account the rights of all children and young people. The policies in place work to ensure equality and inclusion; this can be conducted through the teaching and learning that occurs in the setting. However, the policies must also pay regard to the values and practice which are part of all aspects of school life. All work with children should be underpinned by the principles and values as stated in the National Occupational StandardsRead MoreSpecial Educational Needs And Disability887 Words   |  4 Pages(SEND) stands for Special Educational Needs and Disability. QUOTE A learner’s needs may be too complex for a class teacher to fully cater provide for. It is possible that more support and even specialist help maybe needed for example speech and language therapy. â€Å"This is usually when a child is described as having ‘special needs†. (Somerville Primary School, 2016). It is true that having SEND can affect a learner’s capacity to learn. A Send learner may show inappropriate behaviour, find it hardRead MoreNew Send Code Of Practice And How It Affects Schools And Teaching Practices1295 Words   |  6 Pagesthe new legislation that the government had put into place last year. The key piece of legislation is The Children and Families Act 2014. †¢ The SEND Code of Practice is part of the wider plan to improve outcomes for disadvantaged children. †¢ Feb 2011 – the DfE published its Green Paper titled ‘Support and Aspiration’ a new approach to special needs and disability. †¢ March 2014 – Children and Families Bill received Royal Assent. †¢ 22nd April 2014 – The statute came into force †¢ June 2014 – FinalRead MoreEquality Diversity and Inclusion in Work with Children and Young People956 Words   |  4 PagesEquality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflectedRead MoreEquality Diversity Inclusion1538 Words   |  7 Pages1.1 Explain what is meant by. Equality Equality is treating people fairly and making sure that everyone is given a fair chance and that their individual needs are met. It’s about giving all sections of the community equal access to employment, education and other services that are provided whilst valuing and respecting them. Recognising that different sections of the community require specific measures to make sure they receive equality. Recognising how and why some groups are underrepresentedRead MoreDiscrimination and Special Educational Needs Essay848 Words   |  4 PagesReform Act 1988 Introduced a national curriculum for all children, including those with special needs. Encouraged tendency towards in-class additional support rather than special classes for those with special educational needs. Sex Discrimination Act 1975 Outlaws discrimination on the grounds of gender or marital status in employment, education, transport and the provision of goods and services. Special Educational Needs and Disability Act 2001 Amended parts of the DDA (to include education Support Children and Young People with Disabilities and... NVQ Support Teaching and Learning In Schools Level 2 Trainee : Chris Gerry Trenance Learning Academy Newquay Unit TDA 2.15 – Support children and young people with disabilities and special educational needs. 1.1 – Outline the legal requirements of disabled children and young people and those with special educational needs. Most schools and academies now have written policies and parts of their mission statements specifically made for the inclusion and equality of SEN children. They must be in written form and should also be posted on the website for access to all who require it. There should also be policies which show the rights and responsibilities of those within the environment. The policies may be a number of†¦show more content†¦Knowledge and understanding of the way the world works: Using materials around us to make things from our environment. Using ICT tools to gain information about life. Learning about their role in the world and what they could achieve. Personal, social and emotional development: How they feel about themselves and helping them to develop a sense of self and how to respect others. Other social skills include getting dressed and undressed, washing themselves. Also wanting to learn and getting excited when learning. Physical Development: Helping with coordination of body parts and how you can use hands and feet to move things. How to control your movements in an effective manner. The importance of a good, healthy diet and how it can affect performance. Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving. Communication, literacy and language: You need to assist the children in confidence building with positive praise. Also making sure they can communicate in a proper manner viaShow MoreRelatedSupport Children and Young People with Disabilities and Special Educational Needs2247 Words   |  9 PagesOutline the legal entitlements of disabled children and young people and those with special educational needs. Anyone providing services for children with special needs – health, education or social service departments, as well as voluntary organisations – must act within the legal framework. Legislation can change at any time and all health, education and social care practitioners, also Early Years workers, should be alert to new Acts and Regulations. There have been many changes to legislationRead MoreThe Mental Disabilities Include Autism, Down Syndrome And1348 Words   |  6 PagesThe mental disabilities include autism, Down syndrome and many more. They need support from their parents, guardians, teachers, the government, and anyone else is taking part in their day-to-day lives. Such children need attention so that they do not miss on the important parts of their lives. This study aims to look at the people involved in their lives and the roles and responsibilities they play. For those children and young people who researchers identify as having such needs, will be hard toRead MoreTda 2.4 Equality, Diversity and Inclusion in Work with Children and Young People1458 Words   |  6 Pagesin work with children and young people The current legislative framework protecting the equal rights of all children and young people are stated in the United Nation’s Convention on the Rights of the Child (1989). These rights are extensive, including the right to education and the right for children and young people to have their views respected. The Children Act 1989 sets out the duty of local authorities to provide services according to the needs of all children and young people. Every ChildRead MoreLife Long Learning for Students with Disabilities Essay example639 Words   |  3 PagesProviding services for young students with disabilities is not negotiable. This is because, these young learners requires special care and services in their day to day activities. Developmental disability has become a common diagnosis in children these days. This disability starts during a child’s development period and may last for a life time. Special educational programs are available for children with development disabilities. The diagnosis of developmental disabilities can be done at an earlyRead MoreIdentify the Current Legislation and Codes of Practice to the Promotion of Equality and Valuing of Diversity.1402 Words   |  6 Pagesguidelines and procedures for ensuring equality. These policies must take account the rights of all children and young people. The policies in place work to ensure equality and inclusion; this can be conducted through the teaching and learning that occurs in the setting. However, the policies must also pay regard to the values and practice which are part of all aspects of school life. All work with children should be underpinned by the principles and values as stated in the National Occupational StandardsRead MoreSpecial Educational Needs And Disability887 Words   |  4 Pages(SEND) stands for Special Educational Needs and Disability. QUOTE A learner’s needs may be too complex for a class teacher to fully cater provide for. It is possible that more support and even specialist help maybe needed for example speech and language therapy. â€Å"This is usually when a child is described as having ‘special needs†. (Somerville Primary School, 2016). It is true that having SEND can affect a learner’s capacity to learn. A Send learner may show inappropriate behaviour, find it hardRead MoreNew Send Code Of Practice And How It Affects Schools And Teaching Practices1295 Words   |  6 Pagesthe new legislation that the government had put into place last year. The key piece of legislation is The Children and Families Act 2014. †¢ The SEND Code of Practice is part of the wider plan to improve outcomes for disadvantaged children. †¢ Feb 2011 – the DfE published its Green Paper titled ‘Support and Aspiration’ a new approach to special needs and disability. †¢ March 2014 – Children and Families Bill received Royal Assent. †¢ 22nd April 2014 – The statute came into force †¢ June 2014 – FinalRead MoreEquality Diversity and Inclusion in Work with Children and Young People956 Words   |  4 PagesEquality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflectedRead MoreEquality Diversity Inclusion1538 Words   |  7 Pages1.1 Explain what is meant by. Equality Equality is treating people fairly and making sure that everyone is given a fair chance and that their individual needs are met. It’s about giving all sections of the community equal access to employment, education and other services that are provided whilst valuing and respecting them. Recognising that different sections of the community require specific measures to make sure they receive equality. Recognising how and why some groups are underrepresentedRead MoreDiscrimination and Special Educational Needs Essay848 Words   |  4 PagesReform Act 1988 Introduced a national curriculum for all children, including those with special needs. 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Utilitarianism The And Influential Moral Theories

Utilitarianism is one of the most renowned and influential moral theories. The basis of act utilitarianism is maximizing utility, that is, doing the things that maximize happiness over suffering. Utilitarians reject moral codes that are based on customs or traditions given by leaders or supernatural deities because they judge the truth or justifiability of morality as its positive contribution to all beings. Both act utilitarians and rule utilitarians concur that the overall aim in determining the morality of our actions should be to create the best possible results, but they differ in their methods. However, do the methods of act utilitarianism stand up to the traditional rule utilitarian style? Per say that a person maximizes the utility of each specific action that they do, then they have maximized the overall utility that is within their power. If a person occasionally choses options that produce less positive results than other solutions, the total positivity of their actions wo uld be less than the amount of positive than could have been created. This reason is what allows act utilitarians to argue that humans should apply the utilitarian principle to specific acts, not to classes of similar actions. Act utilitarianism is the most natural interpretation of utilitarian ideals, and elaborates further into what is morally correct, as opposed to the traditional rule utilitarian style. For instance, the Ten Commandments are a set of traditional rules that focus on generalShow MoreRelatedThe Most Influential Moral Theories : Virtue Ethics, Deontology, And Utilitarianism2412 Words   |  10 Pagesthe moral criteria that we as human beings have. They are the rules of the game that are supposed to guide us through our decision making in life and how to behave to one another as part of a society. 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Capital Punishment deters murder, and is just Retr Essay Example For Students

Capital Punishment deters murder, and is just Retr Essay ibution. Capital punishment, is the execution of criminals by the state, forcommitting crimes, regarded so heinous, that this is the onlyacceptable punishment. Capital punishment does not only lower themurder rate, but its value as retribution alone is a good reason forhanding out death sentences. Support for the death penalty in theU.S. has risen to an average of 80% according to an article written byRichard Worsnop, entitled Death penalty debate centres onRetribution, this figure is slightly lower in Canada where supportfor the death penalty is at 72% of the population over 18 years ofage, as stated in article by Kirk Makir, in the March 26, 1987 editionof the Globe and Mail, titled B.C. MPs split on Death Penalty. The death penalty deters murder by putting the fear of deathinto would be killers. A person is less likely to do something, if heor she thinks that harm will come to him. Another way the deathpenalty deters murder, is the fact that if the killer is dead, he willnot be able to kill again. Most supporters of the death penalty feel that offenders shouldbe punished for their crimes, and that it does not matter whether itwill deter the crime rate. Supporters of the death penalty are infavour of making examples out of offenders, and that the threat ofdeath will be enough to deter the crime rate, but the crime rate isirrelevant. According to Isaac Ehrlichs study, published on April 16,1976, eight murders are deterred for each execution that is carriedout in the U.S.A. He goes on to say, If one execution of a guiltycapital murderer deters the murder of one innocent life, the executionis justified. To most supporters of the death penalty, like Ehrlich,if even 1 life is saved, for countless executions of the guilty, it isa good reason for the death penalty. The theory that society engagesin murder when executing the guilty, is considered invalid by mostsupporters, including Ehrlich. He feels that execution of convictedoffenders expresses the great value society places on innocent life. Isaac Ehrlich goes on to state that racism is also a point usedby death penalty advocates. We will use the U.S. as examples, sincewe can not look at the inmates on death row in Canada, because theirare laws in Canada that state that crime statistics can not be basedon race, also the fact that there are no inmates on death row inCanada. In the U.S. 16 out of 1000 whites arrested for murder aresentenced to death, while 12 of 1000 blacks arrested for murder weresentenced to death. 1.1% of black inmates on death row were executed,while 1.7% of white inmates will die. Another cry for racism, as according to Ehrlich, that is raisedby advocates of the death penalty is based on the colour of thevictim, for example if the victim is white, it is more likely thatthe offender will get the death penalty than if the victim had beenblack. This is true, if you look at the actual number of people whoare murder. More people kill whites and get the death penalty, thenpeople who kill blacks and get the death penalty. The reason for thisis that more whites are killed, and the murders captured. Now if welook at the number of blacks killed it is a lot less, but you haveto look at these numbers proportionately. Percent wise it is almostthe same number for any race, so this is not the issue. .u50ef99cdb42e45b284b5135c8758b4e5 , .u50ef99cdb42e45b284b5135c8758b4e5 .postImageUrl , .u50ef99cdb42e45b284b5135c8758b4e5 .centered-text-area { min-height: 80px; position: relative; } .u50ef99cdb42e45b284b5135c8758b4e5 , .u50ef99cdb42e45b284b5135c8758b4e5:hover , .u50ef99cdb42e45b284b5135c8758b4e5:visited , .u50ef99cdb42e45b284b5135c8758b4e5:active { border:0!important; } .u50ef99cdb42e45b284b5135c8758b4e5 .clearfix:after { content: ""; display: table; clear: both; } .u50ef99cdb42e45b284b5135c8758b4e5 { 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; } .u50ef99cdb42e45b284b5135c8758b4e5:active , .u50ef99cdb42e45b284b5135c8758b4e5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u50ef99cdb42e45b284b5135c8758b4e5 .centered-text-area { width: 100%; position: relative ; } .u50ef99cdb42e45b284b5135c8758b4e5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u50ef99cdb42e45b284b5135c8758b4e5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u50ef99cdb42e45b284b5135c8758b4e5 .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; } .u50ef99cdb42e45b284b5135c8758b4e5:hover .ctaButton { background-color: #34495E!important; } .u50ef99cdb42e45b284b5135c8758b4e5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u50ef99cdb42e45b284b5135c8758b4e5 .u50ef99cdb42e45b284b5135c8758b4e5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u50ef99cdb42e45b284b5135c8758b4e5:after { content: ""; display: block; clear: both; } READ: Tess Of The DUbervilles EssayIn a 1986 study done by Professor Stephen K. Layson of theUniversity of North Carolina, the conclusions made by Ehrilich wereupdated, and showed to be a little on the low side as far as thedeterrence factor of capital punishment. Professor Layson found that18 murders were deterred by each execution is the U.S. He also foundthat executions increases in probability of arrest, conviction, andother executions of heinous offenders. According to a statement issued by George C. Smith, Director ofLitigation, Washington Legal Foundation, titled In Support of theDeath Penalty, support for the death penalty has grown in the U.S.,as the crime rate increased. In 1966, 42% of Americans were in favourof capital punishment while 47% were opposed to it. Since the crimerate United states has increased, support for the capital punishmenthas followed suit. In 1986, support for capital punishment was 80%for and only 17% against with 3% undecided, but most of the undecidedvotes said they were leaning toward a pro capital punishment stance,if they had to vote on it immediately. Let us now focus on Canada. The last two people to beexecuted, in Canada were Arthur Lucas and Ron Turpin. They wereexecuted on December 11, 1962. The executions in Canada were carriedout by hanging. The death penalty was abolished in Canada in thelatter part of 1976, after a debate that lasted 98 hours. The deathpenalty was only beaten by 6 votes. If we look back to 1976, the yearthe death penalty was abolished in Canada, threats of death, werebeing made to Members of Parliament and their immediate families frompro death penalty advocates. Most members of parliament, voted ontheir own personal feelings, as opposed to the views of their voters.2The same was the case in British Colombia, where accepting ofthe death penalty, if it was reinstated 1987 , by the federalgovernment was discussed. The M.P.s were split, 17 out of 29 were forthe death penalty. This showed, that even the majority of the M.P.swere in favour of the death penalty in B.C. Support for the deathpenalty in British Col umbia at the time was almost 70%, but the M.P.sfelt that it was up to them to vote how they felt was right, and notto vote on which vote would give them the best chance for a secondterm.3In 1987, the Progressive Conservative government wanted to holda free vote on the reinstatement of Capital punishment, but Justiceminister Ray Hnatyshyn, who was opposed to it, pressured the M.P.s,into voted against the bill. Ray Hnatyshyn, was the deciding factor,if not for him, it was widely believed that the reinstatement ofcapital punishment would have gone through, and the death penaltywould be a reality today.4Capital punishment is such a volatile issue, and both sides areso deeply rooted in their views that they are willing to do almostanything to sway all of the people they can to their side. We personally feel, and our views are backed up by proof, inthe form of studies by the likes of Isaac Ehrlichs 1975 and Prof. Stephen K. Laysons, that was published in 1986, and polls that havebeen taken both in Canada and the United States over the past fewyears. All of these studies and surveys show that capital punishmentis a valid deterrent to crime, and obviously the public, and societyas a whole are in favour of it. The death penalty makes would becapital offenders think about weather committing a crime is reallyworth their lives. Even if capital punishment did not deter crime,the simple fact that it will allow society to get even with murders. .u639213b5a87e854d4af6ecaefd53e485 , .u639213b5a87e854d4af6ecaefd53e485 .postImageUrl , .u639213b5a87e854d4af6ecaefd53e485 .centered-text-area { min-height: 80px; position: relative; } .u639213b5a87e854d4af6ecaefd53e485 , .u639213b5a87e854d4af6ecaefd53e485:hover , .u639213b5a87e854d4af6ecaefd53e485:visited , .u639213b5a87e854d4af6ecaefd53e485:active { border:0!important; } .u639213b5a87e854d4af6ecaefd53e485 .clearfix:after { content: ""; display: table; clear: both; } .u639213b5a87e854d4af6ecaefd53e485 { 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; } .u639213b5a87e854d4af6ecaefd53e485:active , .u639213b5a87e854d4af6ecaefd53e485:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u639213b5a87e854d4af6ecaefd53e485 .centered-text-area { width: 100%; position: relative ; } .u639213b5a87e854d4af6ecaefd53e485 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u639213b5a87e854d4af6ecaefd53e485 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u639213b5a87e854d4af6ecaefd53e485 .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; } .u639213b5a87e854d4af6ecaefd53e485:hover .ctaButton { background-color: #34495E!important; } .u639213b5a87e854d4af6ecaefd53e485 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u639213b5a87e854d4af6ecaefd53e485 .u639213b5a87e854d4af6ecaefd53e485-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u639213b5a87e854d4af6ecaefd53e485:after { content: ""; display: block; clear: both; } READ: Methanol As Fuel EssayCapital punishment also insures peace of mind because it insures thatmurders will never kill again. Works Cited1 From: Take Notice, (Copp Clarke Pitman Ltd., 1979) page 1632 From: Article written by David Vienneau published in the March 24,1987 edition of the Toronto Star, titled, Debate Agonizing for MPs. 3 From: Article written by Kirk Makir, published in March 26, 1987edition of the Globe and Mail, titled, BC MPs Split on Death PenaltyDebate. 4 From: Article written by Hugh Winsor, published in April 29, 1987edition of the Globe and Mail, titled, Debate on Death Penaltyplaced on hold.