Criminal Justice and Your Constitutional Rights

Criminal Justice and Your Constitutional Rights Sometimes, life can take a bad turn. You’ve been arrested, arraigned, and are now set to stand trial. Fortunately, whether you are guilty or not, the U.S. criminal justice system offers you several constitutional protections. Of course, the overriding protection assured to all criminal defendants in America is that their guilt must be proven beyond a reasonable doubt. But thanks to the Due Process Clause of the Constitution, criminal defendants have other important rights, including the rights to: Remain silentConfront witnesses against themBe tried by a juryProtected from paying excessive bailGet a public trialGet a speedy trialBe represented by an attorneyNot be tried twice for the same crime (double jeopardy)Not to be subjected to cruel or unusual punishment Most of these rights come from the Fifth, Sixth, and Eighth Amendments to the Constitution, while others have come from the decisions of the U.S. Supreme Court in examples of the five â€Å"other† ways the Constitution can be amended. Right to Remain Silent Typically associated with well-recognized Miranda rights that must be read to persons detained by the police prior to questioning, the right to remain silent, also known as the privilege against â€Å"self-incrimination,† comes from a clause in the Fifth Amendment which says that a defendant cannot â€Å"be compelled in any criminal case to be a witness against himself.† In other words, a criminal defendant cannot be forced to speak at any time during the detention, arrest and trial process. If a defendant chooses to remain silent during the trial, he or she cannot be forced to testify by the prosecution, the defense, or the judge. However, defendants in civil lawsuits can be forced to testify. Right to Confront Witnesses Criminal defendants have the right to question or â€Å"cross-examine† witnesses who testify against them in court. This right comes from the Sixth Amendment, which gives every criminal defendant the right to â€Å"be confronted by the witnesses against him.†Ã‚  The so-called â€Å"Confrontation Clause† has also been interpreted by the courts as prohibiting prosecutors from presenting as evidence oral or written â€Å"hearsay† statements from witnesses who do not appear in court. Judges do have the option of allowing non-testimonial hearsay statements, such as calls to 911 from people reporting a crime in progress. However, statements given to police during the investigation of a crime are considered to be testimonial and are not allowed as evidence unless the person making the statement appears in court to testify as a witness. As part of the pre-trial process called the â€Å"discovery phase,† both lawyers are required to inform each other and the judge of the identity and expected testimony of the witnesses they intend to call during the trial. In cases involving the abuse or sexual molestation of minor children, the victims are often afraid to testify in court with the defendant present. To deal with this, several states have adopted laws allowing children to testify via closed-circuit television. In such instances, the defendant can see the child on the television monitor, but the child cannot see the defendant. Defense attorneys can cross-examine the child via the closed circuit television system, thus protecting the defendant’s right to confront witnesses. Right to Trial by Jury Except in cases involving minor crimes with maximum sentences of no more than six months in jail, the Sixth Amendment assures criminal defendants the right to have their guilt or innocence decided by a jury in a trial to be held in the same â€Å"State and district† in which the crime was committed. While juries typically consist of 12 people, six-person juries are allowed. In trials heard by six-person juries, the defendant can only be convicted by a unanimous vote of guilty by the jurors. Typically a unanimous vote of guilt is required to convict a defendant. In most states, a non-unanimous verdict results in a â€Å"hung jury,† allowing the defendant to go free unless the prosecutor’s office decides to retry the case. However, the Supreme Court has upheld state laws in Oregon and Louisiana allowing juries to convict or acquit defendants on ten-to-two verdicts by 12-person juries in cases where a guilty verdict cannot result in the death penalty.   The pool of potential jurors must be chosen randomly from the local area where the trial is to be held. The final jury panel is selected through a process known as â€Å"voir dire,† in which lawyers and judges question potential jurors to determine if they might be biased or for any other reason unable to deal fairly with the issues involved in the case. For example, personal knowledge of the facts; acquaintanceship with parties, witnesses or attorneys occupation which might lead to bias; prejudice against the death penalty; or previous experiences with the legal system. In addition attorneys for both sides are allowed to eliminate a set number of potential jurors simply because they do not feel the jurors would be sympathetic to their case. However, these juror eliminations, called â€Å"peremptory challenges,† cannot be based on the race, sex, religion, national origin or other personal characteristics of the juror. Right to a Public Trial The Sixth Amendment also provides that criminal trials must be held in public. Public trials allow the defendant’s acquaintances, regular citizens, and the press to be present in the courtroom, thus helping to ensure that the government honors the defendant’s rights. In some cases, judges can close the courtroom to the public. For example, a judge might bar the public from trials dealing with the sexual assault of a child. Judges can also exclude witnesses from the courtroom to prevent them from being influenced by the testimony of other witnesses. In addition, judges can order the public to leave the courtroom temporarily while discussing points of law and trial procedure with the lawyers. Freedom from Excessive Bail The Eighth Amendment states, â€Å"Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.† This means that any bail amount set by the court must be reasonable and appropriate for the severity of the crime involved and to the actual risk that the accused person will flee to avoid standing trial. While the courts are free to deny bail, they cannot set bail amounts so high that they effectively do so.   Right to a Speedy Trial While the Sixth Amendment ensures criminal defendants a right to a â€Å"speedy trial,† it does not define â€Å"speedy.† Instead, judges are left to decide whether a trial has been so unduly delayed that the case against the defendant should be thrown out. Judges must consider the length of the delay and the reasons for it, and whether or not the delay had harmed the defendant’s chances of being acquitted. Judges often allow more time for trials involving serious charges. The Supreme Court has ruled that longer delays can be allowed for a â€Å"serious, complex conspiracy charge† than for â€Å"an ordinary street crime.† For example, in the 1972 case of Barker v. Wingo, the U.S. Supreme Court ruled that a delay of over five years between arrest and trial in a murder case did not violate the defendant’s rights to a speedy trial. Each judicial jurisdiction has statutory limits for the time between the filing of charges and the start of a trial. While these statutes are strictly worded, history has shown that convictions are rarely overturned due to claims of a delayed trial. Right to Be Represented by an Attorney The Sixth Amendment also ensures that all defendants in criminal trials have the right â€Å"†¦ to have the assistance of counsel for his defense.† If a defendant cannot afford an attorney, a judge must appoint one who will be paid by the government. Judges typically appoint attorneys for indigent defendants in all cases which could result in a prison sentence. Right Not to Be Tried Twice for the Same Crime The Fifth Amendment provides: â€Å"[N]or shall any person be subject for the same offense to be twice put in jeopardy of life or limb.† This well-known â€Å"Double Jeopardy Clause† protects defendants from facing trial more than once for the same offense. However, the protection of the Double Jeopardy Clause does not necessarily apply to defendants who might face charges in both federal and state courts for the same offense if some aspects of the act violated federal laws while other aspects of the act violated state laws. In addition, the Double Jeopardy Clause does not protect defendants from facing trial in both criminal and civil courts for the same offense. For example, while O.J. Simpson was found not guilty of the 1994 murders of Nicole Brown Simpson and Ron Goldman in criminal court, he was later found to be legally â€Å"responsible† for the killings in civil court after being sued by the Brown and Goldman families. Right to Not be Punished  Cruelly Finally, the Eighth Amendment states that for criminal defendants, â€Å"Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.† The U.S. Supreme Court has ruled that the amendments â€Å"Cruel and Unusual Punishment Clause† also applies to the states. While the U.S. Supreme Court has held that the Eighth Amendment forbids some punishments entirely, it also forbids some other punishments that are excessive when compared to the crime  or compared to the defendant’s mental or physical competence. The principles the Supreme Court uses to decide whether or not a particular punishment is â€Å"cruel and unusual† were solidified by Justice William Brennan in his majority opinion in the landmark 1972 case of Furman v. Georgia. In his decision, Justice Brennan wrote, â€Å"There are, then, four principles by which we may determine whether a particular punishment is cruel and unusual.† The essential factor is â€Å"that the punishment must not by its severity be degrading to human dignity.† For example, torture or an unnecessarily long and painful death.â€Å"A severe punishment that is obviously inflicted in wholly arbitrary fashion.†Ã¢â‚¬Å"A severe punishment that is clearly and totally rejected throughout society.†Ã¢â‚¬Å"A severe punishment that is patently unnecessary.† Justice Brennan added, â€Å"The function of these principles, after all, is simply to provide means by which a court can determine whether a challenged punishment comports with human dignity.†

How Ser or Estar Affects Spanish Adjectives

How Ser or Estar Affects Spanish Adjectives Although ser and estar both mean to be, to the native Spanish speaker they dont mean the same thing. As a result, some adjectives can change in meaning depending on whether theyre used with ser or estar. One common example is listo. When used with ser, it typically refers to being clever or intelligent: El mono es listo, flexible e innovador. (The monkey is clever, flexible and innovative.) But when used with estar, it often means ready: Dice que no est lista para convertirse en madre. (She says she isnt ready to become a mother.) One reason for the change in meaning is because ser is typically (although there are exceptions) used with enduring or innate qualities - and in the case of listo, you might think of clever as similar in meaning to the idea of always ready. Following are some other adjectives that you can think of as changing in meaning depending on which form of to be they are used with. Important note, especially for beginning Spanish students: As always, context is essential to correctly understanding what is said. The rules may be more flexible in real life than the way they are presented here. Also, the meanings given below arent the only possible ones. Aburrido ser aburrido (to be boring):  ¿Quià ©n dijo que la ciencia era aburrida? (Who said science was boring?) estar aburrido (to be bored): Recià ©n lleguà © a este paà ­s con mis padres al principio estaba aburrida. (I recently arrived in this country with my parents, and at first I was bored.) Bueno ser bueno (to be good): Escuchar à ³pera es bueno para el corazà ³n. (Listening to opera is good for the heart.) estar bueno (to be tasty, fresh, sexually attractive): Si haces una ensalada con lechuga est buena, pero si le pones pepino y un buen alià ±o,  ¿no est mejor? (If you make a salad with lettuce it is tasty, but if you add a  cucumber and a good dressing, isnt it better?) Cansado ser cansado (to be boring, tiresome, tiring): Buscar trabajo es cansado cuando te llenas de ansiedad. Looking for work is tiring when you are full of anxiety. estar cansado (to be tired): Estaban cansados de la situacià ³n en su paà ­s. They were tired of the situation in their country. Despierto ser despierto (to be sharp, alert): Los dos eran despiertos pero nadie hablaba. (The two were alert but nobody spoke.) estar despierto (to be awake): Los dos estaban despiertos y podà ­an comunicarse. (The two were awake and could communicate with each other.) Enfermo ser enfermo (to be sickly, an invalid): El perro llegà ³ a ser enfermo y murià ³. (The dog became sickly and died. Also, in context, ser enfermo is sometimes used to refer to mental illness.) estar enfermo (to be sick): Desde hace un aà ±o, yo estaba enferma de està ³mago. (Since a year ago I have had a stomach illness.) Interesado ser interesado (to be selfish): Creen que el hijo de Lupillo es interesado y materialista. (They think Lupillos son is selfish and materialistic.) estar interesado (to be interested): Rusia est interesada en las reservas de litio que tiene Bolivia. (Russia is interested in the lithium reserves that Bolivia has.) Malo ser malo (to be bad): Siempre nos han dicho que automedicarse es malo. (We have always been told that self-medicating is bad.) estar malo (to be ill, to be in bad shape): Parece que el disco duro est malo. (It appears that my hard disk is in bad shape.) Orgulloso ser orgulloso (to be proud in a bad way, such as by being boastful): Mi esposo es orgulloso y prepotente. Yo tolero muchas veces su indiferencia y egoà ­smo. (My husband is prideful and arrogant. I often put up with his indifference and egotism.) estar malo (to be proud of something or someone in a positive way): Mi madre estaba orgullosa de lo que sus hijos estaban haciendo. (My mother was proud of what her children were doing.) Rico ser rico (to be wealthy or rich): La presentadora de televisià ³n es la ms rica y la à ºnica mujer entre los millonarios de Estados Unidos mayores de 50 aà ±os. (The television host is the richest and only woman among the U.S. millionaires more than 50 years old.) estar rico (to be delicious): Fuimos en familia al restaurante, y todo estuvo rico y fresco. (We went as a family to the restuarant, and everything was delicious and fresh.) Seguro ser seguro (to be safe): Es seguro tomar taxi en Ciudad de Mexico. (It is safe to take a taxi in Mexico City.) estar seguro (to be certain): No est seguro de lo perià ³dicos o revistas que ha leà ­do. (She isnt certain of the newspapers or magazines that she has read.)

Operations Management wk5 Assignment Example | Topics and Well Written Essays - 500 words

Operations Management wk5 - Assignment Example On the other hand, in the stable workforce strategy, the output is varied by changing the work hours through flexible work arrangements. In the level strategy, a stable workforce which works at a constant output rate is maintained. According to Chase, et al. the â€Å"shortages and surpluses are absorbed by fluctuating inventory levels, order backlogs, and lost sales† (2005). Since production planning strategies involve demand forecasting, production planning and work scheduling, an activity where it can be applicable is in buying groceries. One must have an idea of his needs either for the week or month, depending on how often one goes to the grocery. He has to know his level of consumption of grocery items for a certain period of time to ascertain how many of such items he will buy. My organization is a T-shirt manufacturing firm. The material requirements planning systems (MRPs) are used in our organization. First, we get orders from customers and forward these data to the production department. The production department then comes up with a production schedule to meet delivery requirements. The purchasing department is also furnished a copy of the data on the orders to determine the amount of raw materials to order. The company has a bill of materials on hand which gives information on the amount of materials needed to produce the goods ordered. My company also makes use of an inventory record file which is always kept updated An advantage of the MRP is that the company is able to closely monitor and manage its inventory of raw materials and finished goods. The bill of materials makes it easier to specify the amount of raw materials needed to complete the orders. The major drawback of the MRP is that it requires accurate data. Another disadvantage of the MRP is that it only considers the materials and not the production capacity nor the conditions in the work area. An interesting fact on MRP that can be mentioned is that one is able to

Boston tea party Research Paper Example | Topics and Well Written Essays - 1000 words

Boston tea party - Research Paper Example Protests may be successful because it awakens the government to revise its rule, as in Congress can amend legislations. In the history, Americans found their protests for exorbitant taxes for tea effective. Their protest actions led to recall of the 25% tax on tea leaves by the parliament. Finding that a protest is a significant weapon, nationalism among the Americans became a widespread action that eventually led to a revolt for a cry of independence. How this transpired will be the topic of this paper. The Boston Tea Party The love for tea of the Europeans started importation, competition and monopoly. Since the tea leaves are not grown in the West, Europeans had to import it from the East Indies.1 Seeing fortune opportunities, many companies sought to compete and started importing tea leaves to the West. The costly war between France and India was just over and British storehouses were nearly empty. In subsequent events, the action of King George III was a fiscal monetary policy, because he imposed taxes to the American colonies. He had two economic visions at that time. One was to regain money lost, and the other is to reinstate their authority to the American colonies which they have neglected because of war.2 Taxes and monopoly When the monarchy started to tax products sold to America, people began to despise the rule. People became angrier when the royalty declared the tea a monopoly of the East India Company. And this was seen by historians as the biggest mistake of the King because this sparked nationalism that started the revolution. As a protest, the Boston Tea Party began. It was not really a party in the real sense, but a nomenclature given to protests to the levy imposition. On December 16, 1773, the first protest was done by a group of Boston patriots who posed themselves as Indians to gain access to the three English ships that held tea cargoes3. Protesters split open every chest and dumped its contents to the sea. Overall, the protesters in the first Boston Tea Party threw to the sea, three hundred fort-two chests of tea4. Similar protest actions followed in several seaports. On the Second tea party, done on March 7, 1774, 16 chests of tea were again thrown off to the sea. Of course, throwing of the tea into the sea is a only symbolic gesture that is a lead up to revolt for independence and a sign of protest. Shown below is a manifesto urging the citizens to protest, posted all over Boston on November 29, 1773, shortly after the arrival of 3 ships carrying tea owned by the East India Company5 Since tea has grown to be of much importance to the Americans and they found English tea to be very expensive because of taxes, Bostonians looked for alternatives such as smuggling. They found cheaper source from Holland thus evading the 25% tax slapped on them. Smuggling resulted to about half a million pounds and reduction of the English’ income6 This loss resulted to another economic policy from the parliament. To address t hese losses another fiscal policy repealed the 25% tax imposition on tea thus making the Dutch leaves much affordable.7 The Act further strengthened campaign for anti-smuggling. Seeing that Tea Law aroused more protests and was not very effective, The Stamp Act of was put into effect on March 22, 1765. This required every Americans to â€Å"pay a tax on every piece of printed paper they used. Ship's papers, legal documents, licenses, newspapers, other publications, and even playing cards were taxed. The money collected by the

Electric vehicle Essay Example for Free

Electric vehicle Essay 1. Summarize the content of this movie. Keep it to the space below, please. Electric car was around in 1960s. During the energy crisis in 1970s and 1980s electric cars started disappearing. In 1990s first electric car EV1 from a company named General Motors became popular in California simply because it was more environmental-friendly while it was affordable. A Zero-emissions vehicle mandate require companies to offer electric cars if they wanted to continue selling gasoline vehicles. The oil industries were fighting against the electric cars. Less people wanted to use it in that they wanted to pay less for electric cars which were limited. California dropped the mandate after getting sued by auto-makers. Drivers protested to try to save electric cars. There was almost no demand for GM’s electric cars. In a survey, 4000 said they would drive an electric car but at the end it narrowed down to only 50. GM started taking back EV1s from the drivers to be crushed and recycled. The last consumer EV1 was given up by its driver in 2004. Someone put her last effort to put EV1 back to the road; within 48 hours, 80 people signed up to get an EV1 while GM only had 72 cars. There were several suspects about the situation with GM. GM stated that there was no demand in the market for those electric cars, but several interviews with consumers showed that people wanted those electric cars. Another suspect was batteries. The batteries that EV1s had at the time were acid batteries with 60 miles of range. Average driving distance of Americans was less than 30 miles per day which meant EV1s would actually satisfy consumers. The EV1s made later which was the second generation came with better batteries that lasted around 100 miles. Oil companies were financing campaigns to stop the utility efforts for building public charging stations. President George W. Bush joined the auto industries to go against the ZEV mandate. Hydrogen fuel cars were introduced in the film as well. The problems with hydrogen fuel cars were high cost and limits on driving distance range. People who were trying to save the EV1s from being crushed got arrested from police officers. People who were being interviewed in the film think that we will be entering a clean world with bright future with electric cars. An example is that electric cars are working just fine in Japan. 2. Would you buy an electric car? Why or why not? As a civil engineering major student, I’m concerned about the environment that we’re living in. I would definitely buy an electric car. I’m not only doing this for my son or daughter in the future but for every single person on earth. And I believe it is everybody’s responsibility to protect the earth. 3. Answer on the back of this sheet. Search for an electric car in production today. Who makes it? How much does it cost? Does it use any fuel? What is the battery life? How long does it take to charge? Would you buy one? Why or why not? Find out as much about it as you can. Be VERY thorough. Nissan Leaf manufactured by Nissan. Nissan Leaf has a starting price of $27,700. It doesnt not use fuel but only electricity. It takes around 7 hours for a full charge on Nissan Leaf. This is someone I would not be interest buying because it is too small of a car. I would get an electric car but bigger size.

Public vs. Private Education Essay -- Compare Contrast School Educatin

Public vs. Private Education   Ã‚  Ã‚  Ã‚  Ã‚  I have examined and compared public versus private education. Also, this collection of information should help you understand differences between public and private schools. Aspects of equality and achievement in private and public education will be dissected and evaluated. Observations I have evaluated and examined both public and private education instittutional systems. Public Education Public schools are in crisis, and not because of any shortages of public funds (more money is spent on public education than ever before, but with declining results). Many people like to think the problem with our schools is precisely that they are public: "Government schools" are run like the rest of the government, poorly and inefficiently. Teachers are not primarily to blame, because they are also victims of bad conditions of schools and their profession. The solution is to get government out of the business of education and to run education in a more businesslike way. However, education is not a business like other businesses; it does not turn out a product whose value can be expressed adequately in terms of market price. Education does impart business or workplace skills, of course, but the value of reading and writing well cannot be captured fully by a future salary. The love of learning and growing as a student mentally is what shapes each individual's identity in public life. Before much progress can be made, Americans will have to be persuaded that public schools are a public failure -- that they are turning out not just poorly educated students but bad or indifferent citizens. However statistics show that Americans have confidence in public education. In 1997 Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools was the first in which an effort was made to determine whether the public wants to place its confidence in the public schools or to start looking for an alternative system. In that poll, the public clearly indicated its preference for the public schools.. The results clearly affirm the public's belief that our national commitment to educating all our children through the public schools should be maintained. 71% of Americans indicate that the focus in education should be on reforming the existing system. This compares to 27% opting for finding an alternative system such as p... ... school also generally increased with family income. Children from the lowest income families (less than $15,000) were more likely than those from families with incomes over $30,000 to attend a chosen public school. However, the net result of the various types of choice was that children from families with incomes over $50,000 were much less likely than children from families in lower income categories to attend an assigned public school over which they had not exercised any choice. Reference The Condition of Education 1997, 182, based on NCES, Schools and Staffing Survey, 1993?94, and the Teacher Follow-up Survey, 1994?95. 14/ NCES, Schools and Staffing in the United States, 1993?94, 107. 15/ V.E. Lee and J.B. Smith, "High School Size: Which Works Best, and for Whom?," paper presented at the annual meeting of the American Educational Research Association, New York, 1996. 16/ F. Mosteller, R. Light, and J. Sachs, "Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size," Harvard Educational Review 66 (4) (1996): 797?842. 17/ The Condition of Education 1997, 136, based on NCES, Schools and Staffing Survey, 1987?88, 1990?91, and 1993?94.

St.patrick’s day

When people here the name st. patrick they would most likely think of a Leprechaun with a green Jacket and hat holding a four leaf clover from Ireland. But really, St. Patrick was born, not in Ireland, but in Britain around AD 387. Well, actually, he wasn't called St. Patrick at the time, or even Patrick, but was referred to as Maewyn Succat. And when he was growing up St. patrick was far from a saint in fact he was considered a pagan until he was 16 when he was taken into slavery by a group of Irish marauders that attacked his village.Patrick was then sold to his master whom he served for 6 years it was then that he became a Christian One day he heard a compelling voice tell him in his sleep to leave his master, and find a ship that awaited him. He fled to the coast of Ireland and eventually made it back to his home. He then studied in the church and stayed there for 12 years that was when he decided that what god wants him to do is to convert the pagans of Ireland to Christianity. Eventually he adopted his new Christian name, Patricius, or Patrick as it is said today nd returned to Ireland after being appointed a Bishop.Patrick was very successful at converting people, that upset the Celtic Druids who had him arrested several times, but he managed to escape each arrest. Patrick traveled through Ireland, establishing monasteries, schools, and churches throughout the land. Eventually Patrick returned to where he had once been a slave, to pay his ransom to his former master, and to put his â€Å"blessing† upon him. Even though he had been treated cruelly Patrick didn't hold a grudge against him.As Patrick approached his master's old home he saw that it was on fire. He was told by many people that in a fit, his old master gathered all of his valuables into his mansion, set them on fire, and threw himself into the fire telling everyone that â€Å"his pride could not take the thought of being killed by his former slave†. There are also many legends su rrounding st. patrick saying that he raised people from the dead. Patrick converted people in Ireland for 30 years. Afterwards, he retired, and then died on March 17th, 461 AD.He was not declared a saint when Patrick died, that didn't happen until the 12th century. He would have been declared a saint by acclamation, and his sainthood approved by a local bishop soon after he died. St. Patrick's Day was originally a Catholic holiday, and still is, but has also made it was into a holiday for everyone to celebrate being celebrated by non-lrish, non-Catholics, and ironically even atheists. The tradition of pinching people that didn't wear green is an American tradition that started in the 1700s.People thought wearing green made them invisible to leprechauns, who they thought would pinch people for not wearing green. So when you think of St. Patrick, and you imagine a leprechaun in a green Jacket, hat, pipe, clover, and pot of gold try to remember that he was not a man who devoted 30 year s of his life to teaching and helping the Irish. We think of the color green not a man that suffered six years of slavery to preach his beliefs. And has turned this holiday about him into celebrating leprechauns and wearing green st. patrick's day esssay.

Four Year Colleges vs. Community Colleges Essay

Why does Breakthrough emphasize four year colleges and universities? Should Breakthrough programs steer students to use community colleges as â€Å"stepping stones† toward bachelor’s degrees? Would community colleges be cheaper for students? Does it matter where students start their post†secondary educations, as long as they end up with bachelor’s degrees? It is true that once students have their bachelor’s degrees, it makes little difference, in terms of earnings potential and job prospects, what path they took to get there. However, the likelihood of earning a bachelor’s degree is significantly reduced if a student starts her post†secondary education at a community college, and the amount of time it takes to complete a bachelor’s degree (and potentially, the amount of loans a student accrues) is greatly increased. Additionally, research shows that the kinds of students Breakthrough serves—low†income, minority, first generation—are less likely to transfer from community colleges to four†year colleges and earn bachelor’s degrees. Therefore, the research supports the fact that students are more likely to complete bachelor’s degrees if they start their post† secondary educations at four†year colleges or universities. Is community college more cost-effective? Without factoring in financial aid, the average tuition and fees at community college is less than half of the average tuition and fees at a public four†year institution and 1/10th of the tuition and fees at a private four year institution. According to the National Center for Education Statistics, the average annual tuition and fees in 2006†07 was: †¢ $2,017 †in†state student attending a community college †¢ $5,685 † full†time, in†state student at a public four year college or university †¢ $20,492 † full time student at a private four year college and university However, while the tuition and fees at community colleges are significantly less, without knowing a student’s financial aid package at a four year institution, it is difficult to determine the relative cost† effectiveness. Additionally, considering the amount of time it takes students who begin in community college to complete their bachelor’s degrees, it is unclear how much cost savings there is in the end. Does it take longer for students to complete bachelor’s degrees if they start at community colleges? On average, it takes students 1 ½Ã¢â‚¬ 2 years longer to complete bachelor’s degrees if they begin at community colleges than if they begin at four†year colleges. According to the National Center for Education Statistics, the average time it takes to complete a bachelor’s degree is: †¢ 71 months for students who begin at 2†year colleges †¢ 55 months for students who begin at four year public colleges †¢ 50 months for students who begin at four year private colleges Is there a difference in the earnings of community college graduates and graduates of four†year institutions? If community college students do manage to transfer quickly and graduate from four†year colleges, there is little evidence to show that there are significant earning differentials between students who start at community colleges and students who start at four†year colleges (Kane and Rouse, 1995; Hilmer, 2000). The problem is that many community college students do not quickly transfer into four† year colleges nor do they ultimately complete their bachelor’s degrees. For those individuals who start at community colleges and don’t transfer to four†year institutions, there are repercussions in terms of their earnings potential. The average annual median income for adults who have associate’s degrees is approximately $13,000 less per year than adults who have bachelor’s degrees ($32,900 vs. $45,700), or $500,000 less in estimated lifetime earnings (U.S. Department of Labor, 2002). If the intention is to change the economic trajectory of Breakthrough students (i.e., end the cycle of poverty), then having Breakthrough students begin their post†secondary educations at four†year colleges is the best way to ensure they complete their bachelor’s degrees. Is there a difference in the attrition rates of students at community colleges vs. students at four†year colleges? The attrition rate for students at community colleges, even those students who have an explicit intent to pursue bachelor’s degrees, is far greater than the attrition rate of students at four year colleges. In 2006: †¢ 39% of students at community colleges who intended to pursue bachelor’s degrees left school without completing a degree or certificate program †¢ 17% of students at four year public colleges left school without completing a degree †¢ 16% of students at four year private colleges left school without completing a degree (National Center for Education Statistics, 2008 Special Analysis of Community College data)

Sculpture and Archetectorial Ideas of the 5th Century essays

Sculpture and Archetectorial Ideas of the 5th Century essays The sculptural and architectural ideas during the 5th century do show some signs of classical works. At the same time, they show many signs of beginning to break apart from those traditional ideas. First, let us discuss the sculptural ideas. Much of the format for this work is still an upright figure, in line with traditional sculpture, but with some noticeable differences. One of the examples of this is the Riace Warriors. These statues are in the upright posture referred to as the kouros posture; as were most classical sculptures, but some very noticeable differences do exist. For example, the stances of the warriors are different, in that one foot is in front of the other, appearing to rest weight mostly on one of the feet. The shoulder is also lowered; this too is different from traditional sculpture. The most noticeable difference between the Archaic and classical styles in the Riace Warriors is the facial expression. Here the warriors expression is much more serious, rather tha n the smiling face seen in many previous works. The new facial expression gives a look of power and intelligence. Another difference that can be seen in the 5th century sculpture is the amount of realism put into the work. The Athenians of this time believed that they were vastly superior in intellectual thought, which can be validated in their thought process to begin doing things in a new and better way. A great example of this is the statue of Discobolos. The maker of this sculpture, Myron, pays special attention to muscular definition, and facial expression. He also captures the man in the middle of physical activity, as opposed to simply standing still or simply looking like he is posing. The confidence and intellectual superiority the Athenians believed they had begun to come out in their work during this period. The height of Greek architecture was also during the 5th century, from c.450- 430 BCE. The Athenians now had funds that they w ...

Mood (Composition and Literature) Definition Examples

Mood (Composition and Literature) Definition Examples In essays and other literary works, the mood is the dominant impression or emotional atmosphere evoked by the text. Distinguishing between mood and tone can be difficult. W. Harmon and H. Holman suggest that mood is the emotional-intellectual attitude of the author toward the subject and tone the attitude of the author toward the audience (A Handbook to Literature, 2006). Examples and Observations From Other Texts Authors often use concrete details to engage the readers imagination, establishing mood and tone; they often draw on sensory imagery. In Journey to Nine Miles, when Alice Walker writes, By five oclock, we were awake, listening to the soothing slapping of the surf and watching the sky redden over the ocean, she appeals to the readers senses of sight and sound to establish a colorful, sensual tone that pervades the essay. Similarly, Arthur C. Clarkes narrator creates tension- establishing mood and tone- in the first few sentences of The Star, while providing readers with a clear sense of time and place: It is three thousand light-years to the Vatican. Once, I believed that space could have no power over faith, just as I believed that the heavens declared the glory of Gods handiwork. Now I have seen that handiwork and my faith is sorely troubled.(J. Sterling Warner and Judith Hilliard, Visions Across the Americas: Short Essays for Composition, 7th ed. Wadsworth, 2010)[T]he reader must h ave a sympathetic relation with the subject matter and a sensitive ear; especially must he have a sense of pitch in writing. He must recognize when the quality of feeling comes inevitably out of the theme itself; when the language, the stresses, the very structure of the sentences are imposed upon the writer by the special mood of the piece.(Willa Cather, Miss Jewett. Not Under Forty, 1936) Tone in fiction is like the tone of a storytellers voice: is it playful, serious, melancholy, frightening, or what? (It can be any of these things, and still be the same voice.)Mood has to do with the emotions the author makes the reader feel in less direct ways- by the sounds of the words she uses, the length and rhythm of sentences, the choice of images and their associations.Sometimes tone and mood are most effective when they are mismatched.(Damon Knight, Creating Short Fiction, 3rd ed. Macmillan, 1997)The mood of a poem is not quite the same thing as the tone although the two are very closely linked. When we refer to the mood of a poem we are really talking about the atmosphere that the poet creates in the poem. . . .One way to try to help yourself establish the mood of a poem is to read it aloud. You can experiment with various readings, seeing which one you think best fits the particular poem. (Dont try this in an exam, of course.) The more practice you get at reading poems al oud and the more you are able to hear others read them, the better able you will be able to hear poems in your mind when you read them to yourself.(Steven Croft, English Literature: The Ultimate Study Guide. Letts and Londale, 2004) The essay, as a literary form, resembles the lyric, in so far as it is molded by some central mood- whimsical, serious, or satirical. Give the mood, and the essay, from the first sentence to the last, grows around it as the cocoon grows around the silkworm. The essay writer is a chartered libertine and a law unto himself. A quick ear and eye, an ability to discern the infinite suggestiveness of common things, a brooding meditative spirit, are all that the essayist requires to start business with. (Alexander Smith, On the Writing of Essays. Dreamthorp, 1863) Mood in Walkers Jubilee (1966) In several instances [in Margaret Walkers novel Jubilee] mood is conveyed more by conventional notation- the number thirteen, boiling black pot, full moon, squinch owl, black crone- than any decisive nuance of thought or detail; or more precisely, fear is disembodied from internal agitations of feeling and becomes an attribute of things. Midnight came and thirteen people waited for death. The black pot boiled, and the full moon rode the clouds high in the heavens and straight up over their heads. . . . It was not a night for people to sleep easy. Every now and then the squinch owl hollered and the crackling fire would glare and the black pot boil. . . . Hortense J. Spillers, A Hateful Passion, a Lost Love. Toni Morrisons Sula, ed. by Harold Bloom. Chelsea House, 1999)

Cinema in Egypt Term Paper Example | Topics and Well Written Essays - 750 words

Cinema in Egypt - Term Paper Example First, it is important to consider major milestones in the development of the Egyptian cinematography. It is noteworthy that the first â€Å"purpose-built cinema house† was built in Egypt in 1907 (Gamal 2). It suggests that Egyptians were interested in the new form of art and the industry could easily pave its way. Initially, foreign films were shown. The first national film was produced in 1917 (Danielson 87). However, those were first attempts, though they were quite successful. The industry started developing rapidly in 1925 when Tal’at Harb, a successful banker, started his own film company. Importantly, the banker employed only nationals and he even sent the most promising ones to Europe for the necessary training (Danielson 87). Unshudat al-Fu’ad / Song from the Heart (1932) was one of the first Egyptian sound films (Shafik 45). This musical film was very successful and it inspired many Egyptian filmmakers. Another musical, al-Warda al-Badha / The White Rose produced in 1933, was also the first Egyptian movie â€Å"to be successfully exported to other Arab countries† (Shafik 45). Muhammad Karim, Ahmad Badrakhan, Fatima Rushdi were among those directors who shaped the Egyptian cinematography and created or rather identified its most significant conventions. The middle of the 20th century is regarded as the golden age of the Egyptian cinematography. Numerous brilliant films were created at that period. It is necessary to note that major themes and genres remained the same. Those were often musical films and comedies that promulgated universal values. They will be considered in detail below. However, during the 1970-1980s, the industry was declining and the number of films produced decreased significantly (Russell 344). Their quality was often very low. At present, the Egyptian industry is on its rise and numerous talented filmmakers manage to produce highly successful national films. As has been mentioned above,