Role of Parole Officers Essay Example | Topics and Well Written Essays - 250 words

Job of Parole Officers - Essay Example (Michigan Civil Services Commission, n.d.). The positive part of being a probation officer is the feeling of accomplishment of having made a positive commitment towards the recovery of a guilty party and towards the assurance of society. The pay is appealing and increments equivalent with experience and instructive capabilities. Free preparing is picked up and an annuity following 20 years. The detriments of the activity are the danger of profession wear out and building up a contorted perspective on society. It should likewise be recognized that home visits to guilty parties do include a level of hazard. The sporadic work hours are another con of this position. The necessary capabilities are a working information on brain research, human science and criminology, division laws and parole rules and guidelines, talking with procedures, successful correspondence and advertising aptitudes, high pressure resistance, and the capacity to lead examinations, assess discoveries, and get ready reports. (Michigan Civil Services Commission, n.d.). I am not intrigued by this vocation as I am not certain that I can endure nonstop introduction to wrongdoers. This requires a reasonability and a specific sturdiness which I don't have. My capacity to identify with individuals is one of my qualities. I am not sure that this compassion will serve me in great stead as a parole office. This job requires the capacity to give useful direction and not

Racism in William Shakespeare’s Othello Essay -- GCSE Coursework Shake

Bigotry in William Shakespeare’s Othello  In William Shakespeare’s appalling play Othello prejudice is highlighted all through, not just by Iago in his abominable bestial comments about Othello’s marriage, yet in addition by different characters. Give us access this exposition investigate the racial references and their degrees of understood prejudice. Bigotry perseveres from the initial scene till the end scene in this play. In â€Å"Historical Differences: Misogyny and Othello† Valerie Wayne remarks on the prejudice characteristic in the last demonstration of the dramatization: At the point when Othello at last executes himself and says he is slaughtering the ‘turbaned Turk’ who ‘beat a Venetian and traduced the state’ (V, ii, 349-50), he is murdering the beast he became through Iago’s mental toxin, yet he is likewise slaughtering the main ethnic and racial other of the play. To be increasingly exact, he is executing that self who is the other, the Turk or the Moor, as a demonstration of Venetian energy. Similarly as one lady was adulated by Iago for turning into a ‘wight’ through limiting her conduct to the prerequisites of men, so Othello becomes white †both idealistic and Venetian †through obliterating his outsider self. (168) Could any lesser dramatist have introduced a dark man as the saint of a disaster? Mary Ann Frese Witt in â€Å"Black and White Symbols in Othello† would respond to this inquiry adversely: It was then something of an accomplishment for Shakespeare, and a declaration to his virtuoso, to introduce a dark man as the saint of a catastrophe. Playing upon his audience’s previously established inclinations, Shakespeare makes a unique, rich utilization of highly contrasting imagery all through the play. It is the dark man who is deep down unadulterated, and it is an apparently legitimate white man (and an officer, a sort normally depicted as really genuine) who is internally e... ...espeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos. Wayne, Valerie. â€Å"Historical Differences: Misogyny and Othello.† The Matter of Difference: Materialist Feminist Criticism of Shakespeare. Ed Valerie Wayne. Ithaca, NY: Cornell University Press, 1991. Witt, Mary Ann Frese, et al., eds. â€Å"Black and White Symbols in Othello.† The Humanities: Cultural Roots and Continuities. Vol.1. Lexington, MA: D.C. Heath, 1985. Rpt. in Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Wright, Louis B. furthermore, Virginia A. LaMar. â€Å"The Engaging Qualities of Othello.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reproduce from Introduction to The Tragedy of Othello, the Moor of Venice by William Shakespeare. N. p.: Simon and Schuster, Inc., 1957. Â

Applying Theories to Children’s Literature Essay

The Little Red Hen Sometime in the distant past, there was a little red hen who lived on a ranch. She was companions with a sluggish canine, a languid feline, and a boisterous yellow duck. One day the little red hen discovered a few seeds on the ground. The little red hen had a thought. She would plant the seeds. The little red hen asked her companions, â€Å"Who will assist me with planting the seeds?† â€Å"Not I,† yapped the languid pooch. â€Å"Not I,† murmured the languid feline. â€Å"Not I,† quacked the uproarious yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen planted the seeds without anyone else. At the point when the seeds had developed, the little red hen asked her companions, â€Å"Who will assist me with cutting the wheat?† â€Å"Not I,† yapped the sluggish pooch. â€Å"Not I,† murmured the lethargic feline. â€Å"Not I,† quacked the loud yellow duck. â€Å"Then I will,† said the little r ed hen. So the little red hen cut the wheat without anyone else. At the point when all the wheat was cut, the little red hen asked her companions, â€Å"Who will assist me with taking the wheat to the factory to be ground into flour?† â€Å"Not I,† yapped the languid canine . â€Å"Not I,† murmured the drowsy feline. â€Å"Not I,† quacked the loud yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen carried the wheat to the plant without anyone else, ground the wheat into flour, and conveyed the overwhelming sack of flour back to the homestead. The worn out minimal red hen asked her companions, â€Å"Who will assist me with heating the bread?† â€Å"Not I,† woofed the lethargic canine. â€Å"Not I,† murmured the lethargic feline. â€Å"Not I,† quacked the boisterous yellow duck. â€Å"Then I will,† said the little red hen. So the little red hen heated the bread without anyone else. At the point when the bread was done, the drained minimal red hen asked her companions, â€Å"Who will assist me with eating the bread?† â€Å"I will,† woofed the lethargic canine. â€Å"I will,† murmured the sluggish feline. â€Å"I will,† quacked the boisterous yellow duck. â€Å"No!† said the little red hen. â€Å"I will.† And the little red hen ate the bread without anyone else. Hypothetical Model Application Hypothetical models of adolescence might be applied to children’s writing in finding the proper perusing material for the age of the youngster and so as to bring development, learning, and all the more understanding as the child’s mind creates and advances. In the event that I read the story above to a multi year old youngster, they might want the story. In the event that I clarified the lesson of the story to the kid in the child’s own terms, they would appreciate and comprehend the significance just as the story. Hypothesis of Social Development As per Russell, D. L. (2009), Lev Vygotsky accepted that human advancement was a proceeding and ceaseless procedure and that we have no formative â€Å"goals† to reach, just a progression of deep rooted transforms generally achieved by our cooperations with others. Truth be told, Vygotsky accepted that people are basically social animals and that it is through our social cooperation that we find out about ourselves and the world. Without a doubt, people, he accepted, can achieve assignments through social cooperation (direction from somebody progressively experienced or peer coordinated effort) that they would never accomplish all alone. Vygotsky contends that language is, truth be told, a perspective about somethingâ€that our capacity to figure words, to articulate things, really encourages us to think and to comprehend. (Any individual who has talked through close to home issues with a companion or advisor or utilized a journal or diary to help sort out close to home clas hes will comprehend Vygotsky’s point.) Chap. 2 Connection the Vygotsky’s Theory In the tale of The Little Red Hen I relate it to Vygotsky’s hypothesis in a few different ways. To begin with, this story is fit for showing the exercise that with difficult work and assurance there is constantly a result at long last. This exercise gives us the estimation of difficult work and never quitting any pretense of, having confidence, and never letting others diminish us from our objectives. The story likewise gives us the exercise that the canine, feline, and duck were her (The Little Red Hen) companions and she never surrendered or stop approaching them for help, even up to the finish of the story. She generally gave them a decision at each level and she never blew up with their decisions not to help, this shows the social cooperation technique for Vygotsky’s hypothesis. The hen had a dream of what could be in the event that she planted the seeds, she set her objective, and she received the rewards just as finished her arrangement. The pooch, feline, and the duck settled on their own decisions in not helping, so they additionally got what they got ready for which was nothing. Basic Approach to the Story Scholarly Criticism is a conversation of thoughts regarding the story, any story. In the tale of The Little Red Hen we have a convincing and important character (the hen) where we center around. She is the hero and the other three characters are the foes. There are components such is character inspiration, a plot or arrangement of occasions, and certainly struggle in this story. The character inspiration is that the hen is answerable for her own goes about as she buckles down all through the story and the pooch, feline, and duck are made to be liable for their own demonstrations by accepting no bread. In what the hen does, finishing each progression of the procedure, her activities are the way in to this story. The setting in this story is the homestead and the exercise is that difficult work pays off, while apathy doesn't. The storyteller of this story, as I would like to think, is the restricted storyteller since it's anything but a character in the story. The roundabout plot shows a progression of occasions as well as how they are interconnected to one another. Reference: Russell, D. L. (2009). Writing for youngsters: A short presentation (sixth ed.). Boston, Mama: Pearson/Allyn and Bacon.

Ambiguity in Young Goodman Brown - Literature Essay Samples

Nathaniel Hawthornes popular short story Young Goodman Brown incites mystery and intrigue in its readers for several reasons. Young Goodman Brown produces a multitude of questions and interpretations as to the precise events of the protagonists nocturnal journey. Who does Goodman Brown really meet in the forest? Was his experience in the forest a dream, or reality? This ambiguity is central to the form of the story as a whole. Hawthorne intentionally creates ambiguity in Young Goodman Brown with the forest setting, which is conducive to optical illusions, his use of dubious descriptive language, and the narrators doubt as to the reality of events to explore the ramifications of perceived reality. One of the most noticeable elements in Young Goodman Brown is the eerie setting, which plays a key role in the ambiguity of the story. The deep, dark forest that Goodman Brown enters on his nighttime journey sets the stage for the doubt that consumes his mind for the remainder of his life . The darkness of the thick forest acts as a veil so that the reader does not truly know the reality of who or what Goodman Brown encounters on his excursion. As the narrator states, The traveler knows not who may be concealed by the innumerable trunks and the thick boughs overhead; so with lonely footsteps he may yet be passing through an unseen multitude (610). From the moment Brown enters the forest, Hawthorne alerts the reader to the fact that the idea of doubt plays a central role in the story. The narrator also explains that the uncertain light may allow for ocular deception (614). This statement acts as a cornerstone from which the reader can build a case for disbelief in the reality of the nights events. Another instance of deliberate ambiguity through a possible illusion occurs when Browns senses detect figures and events throughout the story. He could have swornhe recognized the voices of the minister and Deacon Gookin (614). Still, even in this example, when Brown seems sure of their existence, he never clearly sees the figures. His line of sight is obscured by the blackness of the night and the forest growth, and thus his recognition of his fellow townspeople relies only on his sense of hearing. Hawthorne purposely sets the tale in the depths of the forest, an environment that fosters a sense of illusion and doubt in both Brown and the reader. Similarly, Hawthorne creates ambiguity through dubious descriptions of the characters Brown encounters on his journey. Even when Brown does see figures in the forest; the narrator describes them as just that, figures an ambiguous term in and of itself. The term figure connotes a representation of a thing or person, and does not describe the actual thing or person itself. When describing the characters Brown meets along the way, Hawthorne also uses the term visage, which also implies the appearance or representation of a person, and not necessarily the true person (617). Hawthorne deliberately desc ribes the events and characters of the story in such a way as to evoke questions from the reader. A prime example of another questionable description is when Brown first meets his traveling companion. Upon entering the forest, after Brown asks, What if the devil himself should be at my very elbow, a figure appears (611). Because Browns question precedes the appearance of his traveling companion, it leads the reader to wonder whether the traveling companion is indeed the devil a fact never confirmed by the narrator. Additionally, the narrator notes that Brown and this male figure might have been taken for father and son (611). This statement is supported when Goody Cloyse asserts that the traveling companion is the devil appearing as Browns father, Goodman Brown (613). Is the devil merely taking the form of Browns father, or is Hawthorne implying a deeper connection between the devil and Goodman Brown? The reader cannot be certain. The continual use of language such as might, ma y yet be, and as if further blurs the line between reality and fantasy and plays an integral role in Hawthornes formula for ambiguity. The reader can find this deliberate use of qualified and conditional language throughout the story. The doubt of both the narrator and Brown lead the reader to doubt the events of the story. Just as the descriptions given for the events in the forest evoke uncertainty in the reader, so too do the direct statements of the narrators doubt regarding the events of the story. Throughout the text, the narrator continuously raises explicit questions concerning Goodman Browns experiences, thereby intentionally confusing the reader. When Brown hears the voices of the minister and Deacon Gookin, the narrator questions, Whither, then, could these holy men be journeying so deep into the heathen wilderness? (614). When Brown detects the figure of a woman warning him back during the black mass, the narrator inquires, Was it his mother? (617). And finally, aft er Goodman Brown reenters the village a changed man, the narrator challenges, Had Goodman Brown fallen asleep in the forest and only dreamed of a witch-meeting? (618). This series of questions, along with others found throughout the text, leads the reader to question every aspect of the tale, including the location of the events, who was present at the black mass, and the validity of the tale as a whole. Hawthorne deliberately sprinkles these questions throughout the story to throw the reader into a state of inquiry and disbelief. Though Brown, the narrator, and the reader all question the reality of the nights events at various points throughout the story, it is clear at the conclusion of the tale that Browns experience has very real ramifications on his life, regardless of whether the events are real or imagined. After the narrator questions whether the events were a dream or reality, he states: Be it so if you will. But alas! It was a dream of evil omen for young goodman Brow n. A stern, a sad, a darkly meditativeman did he become, from the night of that fearful dream (618). The narrator explains that the real effects of the night include a distant relationship with his wife, children, and community and asserts that: his dying hour was gloom (619). The perceived reality has lasting effects on Brown even though the reader picks up on Hawthornes deliberate ambiguity and is thus moved to question the validity of the tale. Hawthorne explores the nature of imagination and reality in this mysterious and grim tale by allowing the reader to actively question the tale despite the fact that the protagonist seems to believe wholeheartedly in the reality of the nights events. He combines a multitude of elements in Young Goodman Brown to create a sense of mystery. The dark setting of the forest, which provides camouflage for the figures, the use of language which alludes to possible double meanings, and a narrator who seems to be unsure of the events of the story himself, are all examples of how Hawthorne utilizes ambiguity as a key element in the formation of this short story. However, despite the ambiguity, the reader witnesses the real ramifications that the events have on Browns life, which in turn leads them to question the very concepts of imagination and reality.

Personal Statement Personal Assessment Paper - 1442 Words

Personal Assessment Paper Whenever the term legacy is invoked in conversation it elicits many different responses. What is it that makes a person have a legacy that will endure long after he or she has breathed their last breath? In my judgement there are several factors that enable a person to have a long lasting impact on others. There are several key attributes that I feel contribute in the greatest manner of developing a person into who they are and into the professional and the leader they were destined to become. As I take an in-depth view of myself and evaluate the abilities that I possess, there are areas I must identify to improve upon whether strengths or weaknesses. The strengths are my endurance, compassion, and leadership,†¦show more content†¦I was overwhelmed with emotion as I had lost the main father figure in my life, I wondered how I would go on, and even asking myself, did I want to go on. To this day I regret not going in to see him one last time. That is something I will have to live with the rest of my life. From that moment on I learned how to cope with life as it hurled its trials and tribulations my way. However, little did I know there would be something coming my way that would threaten my life on this earth. In June of 2003 I went to what I thought was a routine eye exam. After the examination my optometrist originally concluded that I had a detached retina. I saw an Ophthalmologists where upon further examination he discovered there was some sort growth attached to the back of my right eye. After several tests were completed, I was lead into a quite dimly lit waiting area and told the doctor would be in to see me shortly. As I sat there my mind began to race as to what could have they possibly found. After what seemed to be an eternity of waiting the doctor came in sat down beside me and proceeded to tell me that I had a melanoma tumor attached to my eye. At first I didn’t understand the magnitude of the situation an d what the doctor was trying to tell me. I said, â€Å"I don’t understand†. He looked into my eyes with a look that I knew something was seriously wrong. He said, â€Å"Todd you haveShow MoreRelatedDiscuss Spirituality And How It Can Influence Individuals Faith And Affect Their Way Of Prosper1235 Words   |  5 PagesUniversity â€Æ' Abstract The purpose of this paper is to discuss spirituality and how it can influence individuals’ faith and affect their way of prosper in their chosen religion. Spirituality applies a connection with faith; both create confidence and trust in searching for a meaning for life or a superior being, depending on the individual’s chosen religion. The research completed for this paper was determined from the results of Stephen P. Robbins’ self-assessment test IV.A.4: How Spiritual Am I? 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Differences Between The Giver Book And Movie - 740 Words

This essay is about comparing the Giver book and movie. The Giver is a story about a boy named Jonas who was chosen to be the community’s next Receiver of Memory. He lived in a community where everything was chosen for the citizens, and everything was perfect. During Jonas training, he realized that the community was missing something and that there was more in the world. Jonas wanted the everybody to know that. The Giver book was then made into a movie. Though the two were based on the same story, there are three important differences that couldve made them two separate stories. The three main differences between the book and the movie are Asher and Fionas Assignments, the similarity all Receivers had and the Chief Elders role. One†¦show more content†¦His parents did, and Lily did, and so did all of his group members and friends. But there were a few exceptions: Jonas himself, and a female Five who he had noticed had the different, lighter eyes, (pg. 20 - Lois Lowry). Only those with light eyes would become the next Receiver of Memory, which is why it was such an important detail. In the Giver movie, it was changed into a birthmark. That birthmark was shaped like a triangle and in the movie, all Receivers of Memory had them. The third main difference between The Giver book and the movie was the Chief Elders role. In the Giver book, the Chief Elder was not much of an important character, The initial speech at the Ceremony of Twelve was made by the Chief Elder, the leader of the community who was elected every ten years, (pg. 51 - Lois Lowry). However, the Chief Elder played an important role in the Giver movie. In the book, the Chief spoke in a few chapters during Ceremonies and that was all. The Giver movies Chief Elder always watched Jonas closely. She started becoming suspicious of Jonas, and so she would warn Jonas mother and The Giver. She then found out about Jonas plan to escape. When she did, she ordered Asher to lose him (The Giver movie). 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Credit Unions free essay sample

Examined in terms of growth, assets, types, advantages over banks, loans interest rates, fees, services, technology and the future. The U.S. credit union industry is generally healthy, offers considerable competition to banks and other financial institutions, supports a variety of financial instruments through investments, and has been changing in recent years to meet new demands and new opportunities. The industry has done well up to the present and is now planning for new challenges in the future, making use of the financial base offered by credit union members to advance into new markets, new financial instruments, and other opportunities as they arise. At the same time, the industry has experienced some problems associated with changes in the marketplace, shifts in capital from one instrument to another, and problems in the banking industry which have affected the credit unions as well. In addition, the unions have to face the vagaries of the stock market and shifts in public perception of. We will write a custom essay sample on Credit Unions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .