Untraditional Students Essay -- Education College Adults Learning Essa

Untraditional Students "What can a college education offer me?" Contemplating a return to school after years of childrearing and paid labor is both daunting and invigorating. Entering college as an adult is a life-changing decision. It requires shifts in perception that jar us out of the familiar patterns of our lives. The American Association of Colleges & Universities (AAC&U) reports that the enrollment of adults aged 25 and above has risen dramatically over the past two decades. Adult students now make up 42 percent of all college graduates. What motivates these students? What do they hope to gain from their college educations and what do they actually receive? For many returning students, the motivation is economic. We have heard over and over again that the world is changing, that we are entering the information age, that being in possession of knowledge--and a degree--are the keys to open any door. Some students know just what door they want to walk through. They enter college with a career chosen and a degree plan carefully mapped out. For others, the future is less certain. We aren't sure what we want to do, but we see college as the pathway into "the good life." Sometimes this faith in the economic reward of higher education is naive. Once upon a time a college degree did carry with it a high probability of eventual economic success. A bachelor's degree in almost any field was a guarantee of a good job. The belief that a college degree equals economic security is planted deep in our cultural psyche and hangs on with tenacious roots. We believe this component of the American Dream even as it erodes around us. With corporate downsizing, restructuring, and conglomeration, job security is muc... ...rough the whole program?the time pressures, the deadlines, the whole process. I found that I could actually accomplish something." J. William Fulbright, scholar and U.S. senator, wrote that the goal of education is "the teaching of things in perspective, toward the purposes of enriching the life of the individual, cultivating the free and inquiring mind, and advancing the effort to bring reason, justice, and humanity into the relations of men and nations." On the one hand, statements such as these may seem impractical, idealistic, and unattainably high. On the other hand, we want these things in our lives. Human beings need purpose and meaning just as we need shelter and food. The task for any student, and particularly for non-traditional ones, is to synthesize these often disparate needs into a whole that suits the circumstances of our individual lives. Untraditional Students Essay -- Education College Adults Learning Essa Untraditional Students "What can a college education offer me?" Contemplating a return to school after years of childrearing and paid labor is both daunting and invigorating. Entering college as an adult is a life-changing decision. It requires shifts in perception that jar us out of the familiar patterns of our lives. The American Association of Colleges & Universities (AAC&U) reports that the enrollment of adults aged 25 and above has risen dramatically over the past two decades. Adult students now make up 42 percent of all college graduates. What motivates these students? What do they hope to gain from their college educations and what do they actually receive? For many returning students, the motivation is economic. We have heard over and over again that the world is changing, that we are entering the information age, that being in possession of knowledge--and a degree--are the keys to open any door. Some students know just what door they want to walk through. They enter college with a career chosen and a degree plan carefully mapped out. For others, the future is less certain. We aren't sure what we want to do, but we see college as the pathway into "the good life." Sometimes this faith in the economic reward of higher education is naive. Once upon a time a college degree did carry with it a high probability of eventual economic success. A bachelor's degree in almost any field was a guarantee of a good job. The belief that a college degree equals economic security is planted deep in our cultural psyche and hangs on with tenacious roots. We believe this component of the American Dream even as it erodes around us. With corporate downsizing, restructuring, and conglomeration, job security is muc... ...rough the whole program?the time pressures, the deadlines, the whole process. I found that I could actually accomplish something." J. William Fulbright, scholar and U.S. senator, wrote that the goal of education is "the teaching of things in perspective, toward the purposes of enriching the life of the individual, cultivating the free and inquiring mind, and advancing the effort to bring reason, justice, and humanity into the relations of men and nations." On the one hand, statements such as these may seem impractical, idealistic, and unattainably high. On the other hand, we want these things in our lives. Human beings need purpose and meaning just as we need shelter and food. The task for any student, and particularly for non-traditional ones, is to synthesize these often disparate needs into a whole that suits the circumstances of our individual lives.

ICT has changed the way people live, work and communicate

Information Communication Technology ( ICT ) has significantly changed the manner people live, work, communicate and learn. Therefore, ICT influences many parts of our plants and lives, every bit good as many of our free clip activities. The fact is it includes a assorted figure of tools like computing machines which help to better human life. In instruction to be more specific it has been proven that ICT is a really of import portion of instruction and acquisition procedure. ICT creates new signifiers of larning that can be customized to pupils demands. Using ICT tools, such as multimedia, e-mail, synergistic presentation, CD-ROM, computing machine simulations, computing machine lab and www-based resources, can form learning so that the pupils can command the acquisition procedure. Lessons that based on the scholars ‘ accomplishments can be designed in new and more effectual ways.A Enhancing collaborative activities among pupils utilizing networked computing machine labs. Stud ents can discourse subjects specified by the teacher utilizing on-line treatment forums. Scientific surveies are going easier through computing machine simulations and ocular tools enable pupils to better understand constructs ( Morrison, Lowther and DeMeulle, 1999 ) . The integrating of ICT in the instruction sector is of import to run into the challenges presented by new tendencies, particularly with the planetary communicating of cognition. It is of import that the pupils become familiar with the construct and usage of ICT in order to fit them for future occupation market. Besides, the instructors can accomplish better quality in learning methods.A A1.2 Education system in Saudi ArabiaThe primary instruction system began in Saudi Arabia in the thirtiess. By 1945, King Abdulaziz bin Abdelrahman Al-Saud, the state ‘s laminitis, had initiated an extended plan to set up schools in the Kingdom. Six old ages subsequently, in 1951, the state had 226 schools with 29,887 pupils. In 1954, the Ministry of Education was established, headed by so Prince Fahd bin Abdulaziz as the first Minister of Education. Primary, intermediate and secondary schools are handled by the Ministry of Education, but policies sing third instruction are handled by the Minist ry of Higher Education, established in 1975 ( Ministry of Education, 2010 ) . The kindergarten in Saudi Arabia is non-mandatory. It starts when kids aged 3-6 old ages. Nurseries and kindergartens are supervised, established and developed by different sectors ; the private sector, the Ministry of Education, General Presidency for Girls Education, the Ministry of Labour and Social Affairs, Ministry of Health and governmental and private universities. The official instruction in Saudi Arabia starts from primary schools and above. A brief description for each phase is as follows: Primary schools in Saudi Arabia consist of six classs ( from age 6 to 12 ) . Get downing from this phase the male child and misss are separated in different schools. Middle schools in Saudi Arabia or intermediate schools consist of three classs ( from age 13-15 old ages old ) . In Saudi Arabia there are different sorts of secondary schools like general secondary schools, commercial, proficient and vocational secondary schools which are under The General Organization for Technical Education and Vocational Training. The general secondary schools consists of three classs 10, 11 and 12 ( from age 16-18 old ages old ) ( Ministry of Education, 2010 ) .1.3 ICT in Saudi ArabiaDeveloped and developing states have responded to the challenge by originating national plans to present computing machine engineering into instruction. Saudi Arabia made great paces in the countries of computing machine usage in instruction. With respect to the computing machine usage as learning stuff within the course of study of general instruction or its usage in the disposal of the educational procedure. Saudi Arabia takes the advantages of computing machines and introduced it in instruction since 1996 as a tool and course of study to heighten instruction system. Consequently, Computer l abs have been established in secondary schools to learn computing machine scientific discipline as a topic. Many undertakings were implemented beside part from private sector to the airing of computing machine civilization in line with the Ministry of Education programs ( Computer and Information Centre, 2008 ) . The Ministry of Education ten-year strategic program was established in 2004. It stated that its Information and communicating engineering ( ICT ) end is to develop the substructure of information and communicating engineering and its employment in instruction and acquisition ( Computer and Information Centre, 2008 ) . This comprehensive program for the integrating of engineering in instruction, through many undertakings such as: King Abdullah Bin Abdul Aziz undertaking for the development of public instruction was in 2007. It has a budget of SR 9 billion and aimed to vouch the handiness of a extremely skilled and motivated work force in the hereafter. The undertaking will get down with making a hi-tech schoolroom environment in the Kingdom in six old ages. More than 400,000 instructors will be trained to manage categories in the hi-tech manner ( Ministry of Education, 2008 ) . The Ministry of Education in Saudi Arabia identified 39 stairss to implement this undertaking which includes course of study development, professional development programmes for instructors, betterment of the educational environment and the extra-curricular activities for pupils of the more than five million pupils ( Ministry of Education, 2007 ) . The execution of this undertaking required the readying of course of study, digital electronic books and educational elements of the course of study, and constructing proficient criterions integrating into the course of study, course of study development at all phases, get downing from primary through to secondary school. In fact, MOE identified nine stairss to better the educational environment including associating all schools through high-velocity digital communicating and supplying webs within schools with the necessary waiter, and supplying portable Personal computer ( laptop ) devices to each instructor for readyings and lessons. The Saudi authorities ‘s end is to intermix ICT with instruction ( Ministry of Education, 2007 ) . As a consequence, the Computer Based Labs undertaking has been established in schools across a scope of different engineerings. One of the Ministry of Education precedences is the development of Learning Resource Centre ( LRC ) in each school to supply information through ICT. LRC purpose to supply appropriate acquisition environment that allows the scholar to take advantage of several different types of beginnings of acquisition and make self-learning chances and heighten his accomplishments in research and geographic expedition, enabling the instructor to follow the modern methods in the design of the lesson and develop stuffs, execution and rating. This twelvemonth is the 3rd stage of the constitution of Learning Resource Centre in the public schools. Therefore, this undertaking contributes to increase pupils ‘ technological civilization and the effectivity of lessons. Fu rthermore, the authorities encourages the investing in E-learning or â€Å" distance instruction † to supply instruction and preparation of national workers. In short, Saudi MOE gives precedence in heightening instruction and acquisition procedure and developing educational environment with all updated engineerings.1.4 Statement of jobThe hereafter of the computing machine engineering as an educational tool which allows the interaction between the scholars and lesson, distinguishes computing machine engineering than the remainder of the educational tools that came before it. Furthermore, Banathy ( 1996 ) asserts that the integrating of computing machine engineering in learning and acquisition is an educational invention that touches all facets of a school system such as course of study, instructional patterns, learning schemes and techniques, schoolroom scenes, stuffs, resources, instructors ‘ preparation and professional development, appraisal, etc. Teachers are an of import factor in the execution of computing machine engineering integrating in instruction. Without the engagement of instructors, most pupils may non take advantage of all the available possible benefits of computing machine engineering on their ain. The educational system in Saudi Arabia keeps increasing the attending in recent old ages on developing instructors and course of study. Promoting the usage of modern learning AIDSs such as computing machines and develop instructors ‘ accomplishments. The Saudi Ministry of Education has launched ambitious programs to incorporate engineering in instruction, and attention was given to both instructors ‘ and pupils ‘ computing machine accomplishments, like set uping the Learning Resource Centres which to a great extent depending on computing machine engineering to supply information for scholars, computing machine labs and computerized scientific discipline labs to research its assorted applications in t he Fieldss of instruction ( Computer and Information Centre, 2008 ) . Teachers ‘ phases of concern about this invention are an of import component to promote instructor to incorporate computing machine engineering in their instruction. Without the cognition of instructors ‘ phase of concern in this invention it will be hard how to continue in the execution of computing machine engineering integrating in instruction and acquisition among instructors in Saudi Arabia. Furthermore, because instructors play cardinal function in the diffusion of educational invention it is indispensable to cognize their phase of concern about this invention while most of the surveies investigate instructors ‘ attitudes and degree of usage of computing machine engineering in learning and larning. Besides, teacher preparedness is a cardinal to measuring a instructor ‘s ability to originate, develop or follow a given invention ; it is utile for decision makers and pedagogues to understand instructors ‘ concerns, both before and during the execution stage of an invention ( Fullan, 1999 ) . Harmonizing to Hord, Rutherford, Huling-Austin, and Hall ( 1987 ) , alteration is best carried out by single instructors, and, therefore, placing instructor concerns about an invention is indispensable in easing the acceptance procedure and besides they recommended the usage of the Concerns-Based Adoption Model ( CBAM ) to steer invention execution to a successful point of acceptance. A few surveies about instructors ‘ phases of concern in The Arabic context like Al Shammari ( 2000 ) in his survey in instructors ‘ concern about computing machine engineering execution in the intermediate schools in Kuwait. He indicates that instructors with many old ages of experience expressed higher impact concerns, while instructors with few old ages of experience reported lower ego concerns. On the other manus most of the surveies focus on one learning country like scientific discipline instructors ( Dass,1997 ) , English instructors ( Aziz,2008 ) , computing machine instructors ( Al Shammari,2000 ) and societal surveies instructors ( Al-Aghbari,2007 ) . †¦ †¦ Therefore, the job of this survey is because of the deficiency of information sing Saudi secondary schools instructors ‘ phases of concern about the integrating of computing machine engineering in learning and acquisition.1.5 Research aimsThe purpose of this research is to look into Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning. The research aims are: To place Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and acquisition. To place the differences between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning experience. To place the differences between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of country of learning country.1.6 Research inquiriesThe information of this survey will be analyzed to reply the undermentioned inquiries: What is Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning? Is there a important difference between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning experience? Is there a important difference between Saudi secondary school instructors ‘ phases of concern about the integrating of computing machine engineering in learning and larning in footings of learning country?1.7 Significance of the surveyDeriving an grasp of the instructors ‘ phases of concern about the integrating of computing machine engineering for learning and larning may supply utile penetrations into engineering integrating and use of engineering in learning and larning. It is expected that the consequences of the research will steer future research and development in the state and sketch the importance of the usage of information and communicating engineering in instruction for instructors, pupils, and decision-makers. Besides, this research will lend to the research on instructors ‘ concerns about the acceptance of an invention. The findings of this survey can assist the facilitators of alteration to do appropriate determinations on when and how to supply support to single instructors during the execution of ICT integrating in Saudi instruction.1.8 Restrictions of the surveyThis survey is conducted with the undermentioned restrictions: it is applied in Saudi general secondary schools in Al-Hassa state. The private general secondary schools, the proficient and vocational establishments and the schools in rural country are non included in this survey. Another restriction of this survey that the sample is from the male childs ‘ Secondary schools instructors merely because the educational system in Saudi Arabia is gender-based. Data will be collected from Secondary schools instructors in Al-Hassa state in Saudi Arabia by utilizing lone Phases of Concern Questionnaire ( SoCQ ) as a study instrument of this survey. Therefore, the consequences from this survey can non be generalized to all the Saudi secondary schools.1.9 Operational definitionsSaudi Secondary school instructors: this refers to instructors who teach in the 3rd phase of general instruction system in Saudi Arabia. This phase consists of classs ( 10-11-12 ) where the pupils are in the age from age 16-18 old ages old. Teachers in this survey are in different learning countries. Computer engineering: This term refers to the full scope of digital hardware and package used to back up instruction and acquisition across the course of study, runing from desktops, laptops, handheld computing machines and applications, local web and the cyberspace to digital peripherals such as cameras, scanners and adaptative devices. It does non include older parallel media such as movies ( Centre for Applied Research in Technology Education, 2005 ) . The integrating of Computer engineering: The incorporation of engineering resource ( computing machines and specialised package, network-based communicating system and other equipment and substructure ) and technology-based pattern into day-to-day modus operandis, work and direction of schools ( Christensen,1997 ; US Department of Education,2002 ) . It refers to the usage of computing machine engineering to heighten instruction and better the pupils larning ( Baker, 2003 ) . Phases of concern: It refers to the phases of concern in CBAM which includes Awareness, Informational, Personal, Management, Consequences, Collaboration and Refocusing.

Truth as the Goal of Philosophy Essay - 1255 Words

Truth as the Goal of Philosophy Truth is the goal of philosophy. Some philosophers, like David Hume, struggle with eliminating falsity, while others, like Rene Descartes, look for causes to explain effects. A cause and effect argument is called a causal argument. Descartes is interested in logic, one truth progressing to the next. Descartes gives a causal argument for the existence of God in Meditation III. He deals with the effect of the idea of absolute perfection in our minds and rationalizes that the cause is God, therefore proving the existence of God. Descartes believes there are two types of reality: objective and formal.. The degree of reality depends on the degree of independence. The more independent, the higher the†¦show more content†¦Following in this line of reasoning, only one who understands the concept could put it into our minds, therefore coming to the conclusion that there must be a being of absolute perfection. Descartes calls this being God. The idea states that for all effects there is a cause. Hume said that even though the cause preceded the effect, there is no proof that the cause is responsible for the effects occurrence. The cosmological argument follows the same logic as the causal argument of Descartes. The cosmological argument states that all physical things, even mountains, boulders, and rivers, come into being and go out of existence, no matter how low they last. Therefore, since time is infinite, there must be some time at which none of these things existed. But if there were nothing at that point in time, how could there be anything at all now, since nothing cannot cause anything? Thus there must always have been at least one necessary thing that is eternal, which is God. (Proofs For and Against the Existence of God) Hume emphasized that there is no legitimate way we can infer the properties of God as the creator of the word form the qualities of His creation. 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Sixth-Grade Lesson Plan Ratios

A  ratio  is a numerical comparison of two or more quantities that indicates their relative sizes.  Help sixth-grade students demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities in this lesson plan. Lesson Basics This lesson is designed to last one standard class period or 60 minutes. These are the key elements of the lesson: Materials: Pictures of animalsKey vocabulary: ratio, relationship, quantityObjectives: Students will demonstrate their understanding of the concept of a ratio by using ratio language to describe relationships between quantities.Standards met: 6.RP.1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, â€Å"The ratio of wings to beaks in the bird house at the zoo was 2:1 because for every two wings there was one beak.† Introducing the Lesson Take five to 10 minutes to do a class survey. Depending on the time and management issues you may have with your class, you can ask the questions and record the information yourself, or you can have the students design the survey themselves. Gather information such as: Number of people with blue eyes compared to brown eyes in the classNumber of people with shoelaces compared to fabric fastenerNumber of people with long sleeves and short sleeves Step-by-Step Procedure Start by showing a picture of a bird. Ask students questions such as, How many legs? How many beaks? Then follow these steps. Show a picture of a cow. Ask students: How many legs? How many heads?Define the learning target for the day. Tell the students: Today we will explore the concept of ratio, which is a relationship between two quantities. What we will try to do today is compare quantities in ratio format, which usually looks like 2:1, 1:3, 10:1, etc. The interesting thing about ratios is that no matter how many birds, cows, shoelaces, etc. you have, the ratio—the relationship—is always the same.Review the picture of the bird. Construct a T-chart—a graphical tool used for listing two separate viewpoints of a topic—on the board. In one column, write â€Å"legs,† in another, write â€Å"beaks.† Tell the students: Barring any truly injured birds, if we have two legs, we have one beak. What if we have four legs? (two beaks)Tell students that for birds, the ratio of their legs to beaks is 2:1. Then add: For every two legs, we’ll see one beak.Construct the same T-chart for the cows. Help students see that for every four legs, they’ll see one head. Consequently, the ratio of legs to heads is 4:1.Use body parts to further demonstrate the concept. Ask students: How many fingers do you see? (10) How many hands? (two)On the T-chart, write 10 in one column, and 2 in the other. Remind students that the goal with ratios is to get them to look as simple as possible. (If your students have learned about greatest common factors, this is much easier.) Ask students: What if we only had one hand? (five fingers) So the ratio of fingers to hands is 5:1.Do a quick check of the class. After students write the answers to these questions, have them do a choral response, where the class gives answers orally in unison for the following concepts:Ratio of eyes to headsRatio of toes to feetRatio of legs to feetRatio of: (use survey answers if they are easily divisible: shoelaces to fabric fastener, for example) Evaluation As students are working on these answers, walk around the class so that you can see who is having a hard time recording anything, and which students write their answers down quickly and confidently. If the class is struggling, review the concept of ratios using other animals.

Policies in Management Diversity at Denny’s - 996 Words

Policies in Management Diversity at Denny’s Denny’s Corporation is a franchisee-owned, full-service restaurant chain, which operates over 1,000 restaurants through out the world (Nichols, 2012). A major instances caused to Denny’s progressive enlargement in 1993 when two class-action lawsuits for discrimination where filed. The lawsuits were accusing Denny’s for repeated civil rights violations, primarily against African Americans (Mor Barak, 2011). Among many discriminatory acts, Denny’s has been accused of requesting only African Americans costumers to pay for meals first when the other customers pay after meals. In addition, Denny’s has been scrutinized for what is known as â€Å"Blackout† periods, were the number of African American†¦show more content†¦Discrimination can appear at the time of recruitment, or at work, with regard to working conditions such as work hour, leave, pay, training; and dismissal, termination, retirement or discrimination to customers. It is also important to not only to have clear guiding policy that indicates the commitment of the organization to provide equal employment opportunity for anyone who applied for a job but also endeavors to implement it. Adamson attempting to threaten to fire anyone who discriminated is a strategy on itself to implement his policy. However, there is sill more work to do, there is sill some discrimination lawsuits that Denny’s face. However, I do not think it is an indication that Denny’s new policies and practices are not working. The policies and practices are super, but I think, Denny’s didn’t do great job addressing the public that it has been improving in managing diversity. The public image of Denny’s is still associated with their 1990s lawsuits, where they accusing of civil rights violations, primarily against African Americans. In addition, Denny’s name is still associated with discrimination by the fact that Denny’s had only one African American franchisee and had no minority suppliers. However, that is not true now. They need to let the public know that Denny’s not only increased the number of minority employees, but also increased franchise owners to 120 and increased its purchased from minority-owned suppliers to $90Show MoreRelatedAnnual Repor t Fosters Beer64959 Words   |  260 PagesFrom the ChAirmAN ANd ChieF exeCutive oFFiCer 82 84 13 diSCoNtiNued operAtioNS 14 propertY, plANt ANd equipmeNt 08 09 10 the Next ChApter For CuB exeCutive mANAgemeNt CorporAte goverNANCe StAtemeNt 85 86 88 89 15 AgriCulturAl ASSetS 16 iNtANgiBle ASSetS 17 pAYABleS 18 FiNANCiAl riSk mANAgemeNt oBjeCtiveS ANd poliCieS 18 24 49 59 direCtorS’ report remuNerAtioN report group FiNANCiAl review Five YeAr SummArY 94 19 derivAtive FiNANCiAl iNStrumeNtS 96 Financial statements

Oedipus The King Essay Paper Example For Students

Oedipus The King Essay Paper Oedipus the King by Sophocles is about Oedipus, a man doomed by his fate. Like most tragedies, Oedipus the King; contains a tragic hero, a heroic figure unable to escape his/her own doom. This tragic hero usually has a hamartia or a tragic flaw which causes his/hers downfall. The tragic flaw that Sophocles gives Oedipus is hubris (exaggerated pride or self-confidence), which is what caused Oedipus to walk right into the fate he sought to escape. Pride like that of Oedipus had been the downfall of many great leaders. Oedipus is blinded by his arrogance and wont accept the fact that he cant avoid his fate. His pride first affects him when he is told about what his fate has in-store for him. Oedipus explains to Jocasta that he was told that he was fated to to lie with my his mother and show to daylight an accursed breed which men would not endure, and I he was doomed to be murderer of the father that begot me him. When I heard this I fled; (Sophocles 45, 1.792-4). Ironically the pride w hich caused him to attempt to avoid his fate, put him on a path to it. On his trip away from Corinth, he unknowingly met with his father, King Laius. When Oedipus tells Jocasta of his encounter he says that he met with a carriage at an intersection and they fought over the right of way. He also mentions one man (King Laius) struck him and said that: He (King Laius) was paid in full and #8230; my stick had struck him backwards from the car and he rolled out of it. And then I killed them all.; (Pg 45, 1.801-13)Oedipus pride caused him to kill his own father (unknowingly). He kept seeking for ways to avoid his destiny. This shows that he was so zealous that he thought he could avoid destiny. Also, in trying to avoid his destiny, he got into an argument over a small right of way incident. Had he just swallowed his pride and let the carriage have the right of way, he could have avoided everything. Sophocles decision to make Oedipus hamartia hubris helped contribute to the play because it showed that Oedipus had the chance to avoid his fate. Also, it is his hubris, which made him think that he could escape fate that brought him to his fate. Oedipus problem was that his insolent nature prevented him from just letting things be. He was so self-confident that he tried to escape his fate. Had he not tried to escape his fate, he could have prevented what happened from occuring. The fact that his hamartia is hubris just shows us that its his own fault that things ended up as they did. This is why Sophocles gave Oedipus this tragic flaw. They showed that Oedipus could have avoided his fate, had he possessed different characteristics. Oedipus problem was that his nature was to be proud and confident and he couldnt change that. He showed his arrogance in the beginning of the story when he spoke to Teiresias. He said:When the dark singer, the sphinx, was in your country, did you speak wo rd of deliverance to its citizens? And yet the riddles answer was no the province of a chance comer. It was a prophets task and plainly you had no such gift of prophecy from birds nor otherwise from any Fod to glean a word of Knowledge. But I came, Oedipus, who knew nothing, and I stopped her. I solved the riddle by my wit alone. Mine was no knowledge got from birds.; (Pg. 27, 1.391-9) Oedipus knew that even the most intelligent men of thebes had been killed attempting to answer the riddle. When he answered the riddle, he proved his intelligence was superior to theirs. When Oedipus solved the riddle it was fuel for his arrogance. He just became completely cavalier and even more self confident then before. It was because of this that he was brought to a tragic end. Even as the pieces of the puzzle were coming together and Oedipus was beginning to learn of what had happened to him his inner colors were shining. When Jocasta, his wife, knew that he was about to find out something that would forever change him, she said to him: I beg you#8212;do not hunt this out#8212;I beg you, if you have any care for your own life. What I am suffering is enough.; (pg 57, 1.1060-2) Oedipus let his arrogance make his decision and wouldnt let it go until he figured everything out. The begging of his wife, couldnt even stop him. He called for the shepard and interrogated him till he discovered the horrifying truth that he is the killer of King Laius and Jocasta is his mother. Sophocles used Oedipus pride to characterize Oedipus as a tragic man. It showed that he was destined to make himself miserable because of the hubris he was born with. He also uses it to show that there is fate, but we are a part of it and it is only what might happen based on the person we are. Oedipus came about his tragic discovery not because of an evil act or an evil trait but because of the person he was. When the oracles stated that Oedipus would kill his father and marry his mother, he stated what could happen. Oedipus fate might have been avoided if Oedipus was not the type of person he was.Oedipus was a tragic hero. Sophocles, instead of killing Oedipus in the end of the novel, chose to give Oedipus a fate worse then death. Oedipus found out who he was and that he killed his father and slept with his mother. His tragic end was a result of his hamartia, hubris. His pride was what caused him to attack the carriage and kill his father, which led to him marrying his mother. He could have ignored the mere right of way argument, but the person he was inside couldnt. His self-confidence and pride, turned into arrogance, and caused him to curse himself. Ironically the traits Oedipus had which led to him becoming a rich and powerful king ultimately led to his tragic end. Perhaps if Oedipus had been a different person inside, he might have been able to escape his fate.

Juvenile Justice Reform Essays - Legal Procedure, Criminal Procedure

Juvenile Justice Reform Law Juvenile Justice Reform Massachusetts Juvenile Justice Reform: A Step in the Wrong Direction Juvenile Justice THESIS STATEMENT: The Great and General Court of Massachusetts has erred in reforming the juvenile justice system by implementing policies and procedures that will harm juveniles and place society at risk. On July 23, 1995, an intruder brutally attacked and stabbed Janet Downing approximately 100 times in her Somerville home. The revolting Downing murder and ensuing arrest of Edward O'Brien Jr., a 15-year-old juvenile whom prosecutors say committed the heinous crime, sent shockwaves through the state. When Somerville District Court Judge Paul P. Hefferman ruled that the Commonwealth try Mr. O'Brien as a juvenile, those shockwaves grew in intensity, and the citizens of Massachusetts, fed up with increasing youth violence and perceptions of an ineffective juvenile justice system, demanded the enactment of tough new laws to deal with repeat and violent juvenile offenders. The Great and General Court of Massachusetts headed these demands for reform of the juvenile justice system and enacted legislation that, among other things, abolishes the trial de novo system in the juvenile courts, requires the trial of juveniles charged with murder, manslaughter, aggravated rape, forcible rape of a child, kidnaping, assault with intent to rob or murder and armed burglary in adult court and permits prosecutors to open to the public juvenile proceedings when they seek an adult sentence. Although proponents tout these measures as a sagacious solution for the vexatious problem of juvenile delinquency, abolishing the trial de novo system, providing for automatic adult trials and opening juvenile proceedings to the public when prosecutors seek an adult sentence works to the detriment, not the benefit, of juveniles and society. Therefore, the policy makers of Massachusetts should repeal most sections of the Juvenile Justice Reform Act and develop other policies to deal with the rising problem of juvenile crime. I. A SINGLE TRIAL SYSTEM PREVENTS COURTS FROM PROVIDING RAPID ASSISTANCE TO JUVENILES IN NEED, DOES LITTLE TO SERVE JUDICIAL ECONOMY AND PLACES A SIMILAR BURDEN AS THE DE NOVO SYSTEM ON VICTIMS AND WITNESSES. Proponents of a single trial system for juveniles argue that the trial de novo system wastes judicial resources by giving defendants a second bite at the apple and traumatizes victims and witnesses by forcing them to testify at two proceedings. However, these proponents fail to acknowledge that the de novo system allows judges to quickly provide juveniles with the rehabilitative help they need. The proponents, unsurprisingly, also fail to acknowledge that a single trial system may place a greater burden on judicial resources and a similar burden on victims and witnesses. The de novo system benefits juveniles by encouraging bench trials, which frequently result in the swift administration of rehabilitative help. For many juveniles, delinquency is a reaction to a variety of situational stressors. Statistics indicate that the vast majority of juvenile delinquents are exposed to abuse and neglect, harsh or erratic parenting, and socioeconomic deprivation. Experts believe that if the juvenile justice system is to rehabilitate juveniles and make them productive members of our society, it must address these problems as swiftly as possible. A de novo system encourages juveniles, many of whom want judicial help, to request a bench trial. Likewise, under a de novo system, defense attorneys are encouraged to recommend an initial bench trial because the court's decision does not bind clients if it is not in their interest. On the other hand, a single trial system discourages juveniles and defense attorneys from requesting a bench trial. Because jury trials are more lengthy than bench trials and may drag out for over a year, the current policy of encouraging juveniles to seek an initial jury trial denies them the rehabilitative help they need for a significant period of time. Therefore, the de novo system is the preferred choice when dealing with juveniles because it encourages bench trials and, concomitantly, the swift administration of rehabilitative help. As noted earlier, one of the primary arguments for doing away with the de novo system is that it wastes judicial resources. However, upon closer examination one realizes that the de novo system actually furthers judicial economy. Under a de novo system, procedural safeguards can be done away with or relaxed at bench trials without fear of violating rights of defendants. Courts have found the elimination of procedural safeguards at bench trials in a de novo system to be constitutional because the judiciary will extend all safeguards to the defendant at a new jury trial if he/she so chooses. Although no statistics could be found which indicate the number of defendants appealing de novo bench trial decision, a court