The Role of Computers in the Criminal Justice Field :: Technology Benefits Essays Papers

Computers take part in a big role in the Criminal Justice Field. So far computers have allowed us to make it accessible for witnesses to go through and look for a suspect's picture on the screen. Computers have enabled us to be able to do DNA testing. Which now only takes the labs a short time to process, and finding criminals from cases 15+ years ago can now be charged for their actions. There are laptop computers in police vehicles; therefore, police officers can look up information right then and there instead of having to wait until they get back to the station. Some cars even have the wireless Internet connection that goes through satellite which allows them to do even greater things. Computers have also allowed the use of fingerprinting to expand. Agencies can now take someone’s fingerprints and send them through the computer and find out if they are linked to any other cases going on at the time, or any other cases in the past. Also, Criminal Investigators can determine how a fire started by using computer analysis devices. Whether or not an accelerant was used in a fire such as: gasoline, kerosene, lighter fluid, or if the fire just accidentally happened. Computers are used at traffic stops. The officer can find the vehicle identification number (VIN) and calls the number in to the secretary and the secretary lets the responding officer know whether or not the vehicle belongs to the driver of the car, to make sure the vehicle isn’t stolen. If the car is stolen the officer car arrest the person right then. The use of computers by officers of the law allows lists of prior criminals to be kept on file. These files can be viewed at the push of a button. No longer do police officers have to go to the filing cabinet to find the needed information on a criminal. Also list can be kept of all citizens with prior tickets, misdemeanors and felonies. This can make the process of narrowing down suspects much easier. Databases of citizens’ personal information can also be found. Therefore a person could be found easily when needed for questioning. Computers are also being used to create simulations. For instance right here on campus is something called range 2000.

Officer Selection Process

Officer selection is a very detailed process. Every police department wants to recruit, select, train, and maintain the best and brightest officers possible. The job of a police officer requires an individual that can deal with stressful situations and the ability to interact with the community. The job requires quick decision making and good judgment. Police duties vary from writing reports to maintaining order to responding to criminal situations, all of which require critical thinking skills. Officers should possess certain traits due to the range of duties they will have to perform. These traits include physically agility, the ability to cope with difficult situations, well-developed writing skills, good communication skills, sound judgment, compassion, strong powers of observation, and the ability to both exert and respect commands of authority (Grant & Terry, 2008). Every department sets its own standards therefore there is not a set standard for officer selection. The minimum requirements that most departments require that the officer be at least 21 years of age, have a driver’s license in the state or be eligible for one, have no prior felony convictions, and be able to pass a written exam, a medical exam, an interview, a physical agility test, and psychological screening. Individuals must be able to obtain a driver’s license because their primary duty will be patrol and must be twenty one years of age as they will have to qualify for a firearm. A police officer will not have full police powers until at least the age of twenty one, for that reason some departments will not even allow recruits to enter the police academy until they reach that age. A convicted felony is prohibited from possessing a firearm, which thereby bars them from becoming police officers. Most police departments now have educational requirements for recruits. Nearly all departments require officers to have a minimum of a high school diploma, and many require at least some college credits. Officers need to be able to deal with the constant changing law of criminal procedures, and the idea is that the departments need to raise their requirements to keep pace with the rising levels of education in society. With the increase use of technology in policing is another reason for high education among the officers. In most states, small departments send their new officers to a state training academy or program certified by the state. During this time the officer is on probation for a period of a year or two years in which the officer is evaluated. Some of the programs are operated through community colleges. The separate police academies run by the large police departments are similarly certified by the state. Officers who complete state training are then certified or licensed as peace officers in the state. The academy provides formal training during which the recruits who prove to be unqualified are weeded out. During the time at the police academy the officers receive physical training, training in the use of firearms, and training in the systems of patrol and traffic. The officers must learn about the department, its policies, and its relationship with other agencies such as state, county, federal. Once out of the academy, the police officer is assigned a field training officer (FTO). The FTO assist the new officer in using the knowledge and skills learned at the academy. The FTO also assist the new officer to acclimate into the police culture, and experience the socialization process. The FTO’s can have a significant influence over the new officers and assist the officer in dealing with the stress and cynicism that comes with the job. In some states, the officers are required to be Peace Officers Standards and Training (POST) certified as the officers are often confronted with acts of civil disobedience. The promotion process for police officers is very competitive. Officers may be promoted through several methods; these methods may differ from department to department and agency to agency. The officer typically will take a written exam and partake in an interview; the officers are then assessed on qualities relating to the job. The written exam usually is in a multiple choice format. During the interview, a board of several members asks the candidates a variety of questions. These questions may range from information about the candidates background and personal characteristics to judgments about policing situations. After the interview, the candidates are assessed, during which time the candidates are observed, tested, rated, and evaluated. The purpose of these assessment tools is to determine how well the candidate would perform at supervisory levels. Promotions are not based on these factors alone, but are considered in combination with the performance evaluation. Performance evaluations look at the candidate’s quantity and quality of work, work habits, human relations, and ability to accept new situations. The officer selection process has evolved over the past 100 years. The police began actively recruiting women and minorities, implement affirmative action policies to keep the departments as equal opportunities for hiring of police officers. The selection process is similar among the local, state, and federal agencies. The law enforcement departments are all looking for the brightest and best for their departments. The departments require the officers to be healthy of mind and body, ability to learn and adapt to different situations, and have good communication skills with the community. Each agency is willing to train and educate the officers as it is difficult to find the ideal candidate with all the qualities necessary.

She Never Lies

The whole room goes silent. This is what I've been waiting for. See this is what its like at my school, to fit in you either act yourself and if that's good enough you're lucky, if not some serious sucking up is to be done. And that's what Joanne did. I, myself, I'm an outgoing, semi-confident girl and I care about how I look and appear towards others. Basically I just like to have fun. Now Joanne and I are in the same class and have a bit of a giggle now and then. We are essentially best friends. Well we used to be anyway. Right, I'll start from the beginning; Joanne was just a shy, self-conscious girl who underestimated herself but was perfect how she was because all her friends, including me, loved her very much. Then they came along. Basically they are the other people in our drama club. Most of them are older than we are and most of us have fun and fit in as we are, she would as well if she didn't think she had to change herself to be ‘accepted'. I'll explain to you what she does, especially around older guys. See when she's around guys she forgets that any of her girly friends exist and it's just like she thinks she doesn't need us around them, just because she likes being the centre of attention. To get the older girls to like her she sucks up to them as much as she can it's just unbelievable. We, her original friends, hate the new her, and just cannot stand it. Last week everyone in the drama club were getting all excited because we had been invited to a summer party in the holidays at a guys house. All us girls were planning what to wear and how we should do our hair, blah blah blah, stuff like that. Joanne on the other hand, couldn't care less about our little girly chats and goes off with the boys yet again, and just abandons us. Now it's starting to get out of hand. After a few days of being ignored I thought I would stand up to her and calmly explain what she's done. She denies it all, takes everything I say the wrong way and puts everything out of proportion and turns everything around so that it's all about her. Which it really isn't. I just wish that all her ‘new friends' knew what she was really like and what she says about them behind their backs. I want to tell them all, but they will never believe me. To them, she is innocent. Finally Joanne is not in school, probably ‘ill'. That means that me and my best best mate, Lucy, get to talk to our drama club in private at our last get together before the summer. Sorted. The only problems we could conjure up by doing this is: A – them believing us, and B – them ending up hating us for saying such things about Joanne in the first place. We took that risk and went for it. They didn't seem too hateful they understood our reasoning, and the fact we have known her for longer and we made a deal. They get her drunk at the party and get it all out of her, if not then we are in for complete humiliation. This will be interesting. The summer was great just my friends and I. Obviously that didn't include Joanne, she was way too busy ‘doing drama' or whatever excuse she could think of. We all knew she was with them. In the end, we just didn't bother calling her to meet up because we knew she would have other arrangements. A few days before the party some of the drama guys asked me, Lucy and some others if we wanted to meet up. They said that it was important plus they hadn't seen us in ages, but we soon realised that was just a white lie to get us to come out. So naturally we accepted and went to the park. It was fun hanging out with everyone again, Friday was looking better and better to me. After I got home from my fun and exhausting day, I find that I am ambushed by texts and calls from Joanne. She was having a go at me for going out with ‘her' friends without her. I just ignored her because I thought she was being a bit of a hypocrite to be honest, and by that time I'd had enough. The deal looked more promising by the minute. It's Friday, and I am so eager for tonight to begin. I manage to control myself and go out shopping for a new outfit with Lucy. Clearly that took us all day, so when I got home it was time to make myself gorgeous. It took me just over an hour to get ready, just in time to leave for the center of town to meet my best guy friend, Craig. Somehow we managed to get a lift from the head of drama club, so we were happy. In the car I was so excited it was unbelievable. Throughout the last few day I have been informing everyone of what happened after I met up with ‘Joanne's' friends, they know everything she said. I reckon it's all on for tonight. Ever since all this Joanne malarkey started, I've never been able to understand why she does it. Why she doesn't just be herself. Whether she's forgotten her old friends, or just forgotten how she used to be. It just doesn't make sense. By the time we arrived, Joanne was already there. Laughing, flirting and just being who she wasn't. I was surprised that she noticed I'd arrived, oh my mistake she hadn't. The only person she had noticed was Craig, I wanted to hit her so much. When the other girls arrived we decided to spike all her drinks until she blabs, so from then on her drinks weren't all innocent and clean, they had been spiked. Only with a little alcohol though. Halfway through the night she was completely wasted. This was our opportunity to show everyone what Joanne's like, and to have our laugh. One person can only do this stunt, and that person was Daniel. Daniel is the best looking guy in our drama club and absolutely every girl at some point in her life will fancy the pants off him, and for Joanne this was the point in her life. Daniel decided to go with the casual approach, and casually asked her what she thought of drama club and everyone at the party. The bomb had been set off. Once she started she couldn't stop. She thought the girls were bitchy and annoying, and obviously not as good looking as her. The boys were mainly fit but full of themselves and have massive egos. So basically, she doesn't like anyone there. Although she surprised me when she said the only people she did like were the girls in her year, i.e. my friends and I, and of course she liked Daniel. She explained that she only hung around with the older guys because she was just a tad bit desperate!! I couldn't wait until the next day. For the next few days I have to say Joanne was hated by nearly everyone. I felt quite bad about what me and Lucy did, telling everyone Joanne was evil. In some ways though I'm happy because she's started to go back to her old self when she didn't know the drama club, now everyone gets to be friends with the real her. Not that the older people want to be, that would be just me and the girls. After a month or so the drama club started to warm up to Joanne and her normal self. Future parties will never be able to live up to the drama from that party, it was proper immense. I suppose that's what drama is all about, isn't it?!

U.S Colleges and Undocumented Students Essay

U.S Colleges and Undocumented Students Essay U.S Colleges and Undocumented Students Educational Essay Example U.S Colleges and Undocumented Students Educational Essay Example An undocumented student can be described as a student who moved in the U.S. without proper documentation. A person can also be considered an undocumented student if he or she entered the U.S. legitimately but dishonored the terms of his or her status hence staying without authorization (†An Overview of College-bound Undocumented Students†). Different critics have voiced various views on whether to allow the undocumented students to continue pursuing their studies in the American colleges. Undocumented students in the U.S. are usually experiencing a wide range of difficulties when it comes to transitioning from high school to college (O’Leary). A recent statics has shown that the majority of undocumented students lack an opportunity to proceed with college education after high school. Approximately 5 to 10% are the few lucky persons that usually get an opportunity to enroll and continue with their college studies (O’Leary). The primary reasons for undocumente d students to finish their college education involves state and federal policies, stigmatization and fear, unaffordable college costs, and lack of necessary incentives and support (O’Leary). As much as these are the keystone issues for their limited access to college education, the undocumented students should be supported and allowed to obtain the college education. This paper focuses on the reasons why undocumented students should be welcomed by the U.S. colleges and the consequence this move will have on these students. The paper also contains recommendations for improvement of the present situation. REASONS WHY U.S. COLLEGES SHOULD WELCOME UNDOCUMENTED STUDENTS According to the statistical data it is clear that undocumented students have lived in the U.S. for a reasonably long time. For instance, a recent survey has shown that the undergraduates under analysis have lived in the United States for approximately 14 years (Kohli). This fact shows that the majority of undocumented students live in the U.S. most of their lives. It also acts as a proof that the majority of these students have attained their fundamental education and high school education in the U.S. It could be argued that after an individual spends a reasonable time in certain place, he or she should acquire the education there. Therefore, the issue of deportation becomes futile, because one will have to adapt to a new educational system. According to Kohli, it is due to the realization of this fact that the U.S. President Barrack Obama declared a program called Deferred Action for Childhood Arrival (DACA) in 2012. The objective of this program was to protect the undocumented tee nagers from banishment for a limited period of time (Kohli). Therefore, refusal to accept these people for the college education on the basis of their legality can be declared pointless. In addition to this, the U.S. is the only country which is known for the majority of undocumented students living and studying there. Having born and brought up in the U.S. and even having embraced English as their native language, they still have to face technicalities in pursuit of their higher education. This situation is discourteous. The undocumented students with outstanding academic qualifications from high school waste their possibilities whereas their potential could serve significantly for the development of future generations. This aspect if not well reconsidered will make the U.S. suffer from reduced number of intellectuals despite high number of tertiary level institutions. If critically analyzed, undocumented youths with high academic performance usually pose unique talents that can be nurtured for the improvement and development of the U.S. (Kohli). For instance, in her article, Kohli has showcased a productive 19-year-old student who emigrated from Mexico to California as a child. Through the assistance of the undocumented student program, this student received an opportunity to attain education at the University of California where she is currently studying as a sophomore. However, at the institution she encounters a number of challenges including paying college fee. Looking critically at frustrations that the analyzed students face at college for being undocumented, it can be argued that despite her talent she should be supported to achieve the best at the University, because eventually her abilities will be beneficial to the U.S. The case of this student serves as a representation of a wide range of problems that undocumented students face before receiving college education. For example, in most private and public institutions of higher learning, undocumented students are usually considered international students (†An Overview of College-bound Undocumented Students†). Their financial position plays a significant role in their admission to private colleges hence resulting in high competition during admission for the able and unable. Private college fee in the U.S. accounts for approximately $80,000 to $200,000 for four academic years (†An Overview of College-bound Undocumented Students†). A majority of the undocumented students who cannot pay these prices are usually left with no option other than staying at home. Undocumented students are also unentitled to financial scholarships and federal financial grants (Kohli). This policy has deprived many qualified and knowledgeable undocumente d students of a chance to acquire collegiate training that is vital to building the nation (An Overview of College-bound Undocumented Students†). It could be argued that the U.S. colleges should train and tap the talents that might be of value for the future of the nation (Groseclose). HIV/AIDS is one of the escalating menaces in the contemporary society that has been accompanied by stigmatization in different communities. It is a global concern which means that every nation has an obligation to annihilate it. It has been argued that some of undocumented immigrants come to the U.S. in pursuit of HIV/AIDS education and some resources to handle this issue (O’Leary). O’Leary also claims that the immigrants move from their places of origin to escape from stigmatization and discrimination related to the disease. Therefore, undocumented students of this kind should not be denied accessing these services. Perhaps, the knowledge they acquire in the U.S. colleges can be beneficial when they return to their homelands. This education will enable them to participate effectively in combating HIV/AIDS menace hence resulting in its reduction. Therefore, U.S. colleges should not disregard those students in pursuit of knowledge, as this experience would be significant in their homelands. It would be unfair to deprive people of this knowledge and let them perish while the U.S. is in a position to help. In fact, it will only show the unwillingness of the U.S. to participate in the efforts to reduce HIV/AIDS which is a global distress. According to another investigation done on the productivity of the college eligible undocumented students, it has been discovered that these students demonstrate excellent educational achievements. Their leadership contribution and civic commitment arrangements have been found to be higher than that of their U.S. legible-citizens colleagues (Groseclose 33). The report acknowledged that more than 95% participated in extracurricular events and more than 90% took part in voluntary organizations (Groseclose 33). In the co-curricular activities, it has been found that 76% of the undocumented students assumed leadership positions such as club president. The report has also showed that most of the undocumented students exhibited charismatic characteristics such as optimism, psychological resilience, and perseverance in desperate situations (Groseclose 33). For example, despite having a wide range of activities at their respective homes such as taking care of their siblings, most of the stud ents could still allow time for volunteer and co-curricular activities. Nonetheless, despite their glistening personality in the field of academics and volunteer activities and leadership, undocumented students still are unsupported to resume their university education. It is the aspiration of many of the undocumented students to continue studying at the higher educational level. More than 90% of the students express their wish to accomplish Master’s or PHD degree (Groseclose 33). These dreams are always shattered by denial of the opportunity to continue their studies after school. Therefore, parents are also demoralized from aspirations to pursue a better future for their children in the U.S. The Supreme Court of the federal government allowed the undocumented students to be recognized as students but according to immigration policy, they are not recognized as the U.S. citizens. This issue suggests that due to lack of guarantees as the U.S. citizens and blocked admission to higher learning facilities, the American society loses significant scholar and civic endowments. Therefore, this situation makes the U.S. lose its dignity among its allies on the ground that they are practicing discriminative policy. Their system only serves a selected part of the population neglecting the larger part that could be as advantageous as the preferred one (Groseclose). The U.S. federal government should also consider undocumented students for higher learning capacity because they are taxpayers as well as the rest of the population. Alienating them as undocumented immigrants implies that they do not have any affiliation to the country despite their commitment to the prosperity of the U.S. In addition, America will not lose anything by allowing them to study and pursue their dreams. As long as they have adequate resources this would facilitate the enrollment of these students. Everything else will run efficiently because undocumented students possess tenacious optimism that would not subject the nation to adverse economic constraints (Perez). EFFECTS OF WELCOMING THE UNDOCUMENTED STUDENTS IN THE U.S. COLLEGES Tolerating access to higher education for the undocumented students is vital because the conduits to the authorization of immigration reforms are meticulously associated with educational acquisition. The immigration bills that were proposed, e.g. the Modernization Immigration Act and the Border Security and Economic Opportunity, needed legalization of those undocumented immigrants who have attained at least two years of collegiate education (Perez). Therefore, allowing undocumented students to achieve higher education will give them opportunities to express their freedom (Perez). On the other hand, the Development, Relief and Education for Alien Minors (DREAM) Act advocates for provisional eternal residence for the teenage migrants (Perez). It requires that the immigrants should attain at least four-year higher education. Allowing undocumented students to acquire this training will be paramount to confirm that the greater percentage of these students qualify to contribute to the forthcoming immigration reform (Perez). It has been pointed out that fear of revealing legal status is common among the undocumented students even when they are allowed to do so (Perez). This aspect is due to the unsupportive college environment that subjects them to suffer from inferiority complex. Lack of legal status usually keeps them depressed for the offered services. Removing the barriers to access to higher education will lead to the reduction of such issues (Kim and Diaz). Therefore, undocumented students who only recognize the U.S. as their country will even work harder for the prosperity of their nation. Most of the undocumented students come from poverty stricken families. Raising the required fee to acquire university education is almost impossible to the majority. If they are given equal opportunities to obtain higher education, they will have better chances to get professional jobs that would aid in poverty reduction among these individuals. It is an obligation of the career counselors to guide the students in planning the next phase of their education while in high school. Perez reports that most of the undocumented students are usually unaware of their legal status in the U.S. until they complete their secondary education. Removing the barrier to attain higher education will ease a smooth transition of the undocumented students from high school to college. In addition to this debate, some proponents have acknowledged that tuition policies propagate the significance of cultural assimilation (Groseclose 15). They argue that since undocumented students have lived in the U.S. for a long period, they are culturally assimilated. They have even deserted their national heritage because their abilities are measured by their proficiency in English. Making higher education accessible to these students will enhance further assimilation and promote devotion to the U.S. status quo (Groseclose 15). Providing access to collegiate education will also enhance patriotism among undocumented students. Having in mind that they can acquire higher education without troubles will make them rejuvenate their thwarted dreams of helping their families. Most of the undocumented immigrants are committed to voluntary service for the benefit of the U.S. (Groseclose 33). Allowing them to get post-secondary education will make them be more patriotic to their states and the entire nation. It is indeed clear that undocumented students face enormous difficulties in order to obtain higher education. The barriers put in place by federal policies and unwelcoming attitude by the campus administration have seen many undocumented students lose their stimulation. Executing some reforms to these policies at post-secondary, federal, and state level will give these students the ability to pursue higher education without much trouble. Therefore, the following recommendation will be helpful for championing this objective. Accessibility to Federal Education Benefits Minus Interruption The forthcoming immigration reforms should annihilate all the bans that inhibit undocumented students from accessing education benefits such as student loans, Pell grants, and work-study programs. These benefits constitute a greater percentage of the undocumented students’ abilities to fund their post-secondary education (Perez). The idea of lifting ban to access work study will make these students earn some pocket money while building the nation. Therefore, it is the responsibility of the stakeholders to ensure that all the students have equal chances to access this service. Extension of Deferred Action for Parental Accountability to Parents of DACA Recipients It is the responsibility of the administration to make certain that the parents of DACA beneficiaries are also allowed to access DAPA. This aspect will increase the number of undocumented students who qualify for work authorization and terminate the risk of banishment (Perez 29). It will also guarantee them financial security for acquiring higher education. Welcoming Attitude at Institutions of Higher Learning The stakeholders at colleges and universities should be urged to enhance conducive campus environment and address the requirements of undocumented students appropriately. These institutions should also partner with high schools to ensure that they provide the students with relevant information concerning the attainment of higher education. These colleges and universities should also organize individual offices that would be responsible for addressing financial issues of undocumented students (Perez). The issue of acquisition of higher education for undocumented students is a crucial matter that the U.S. should address. This aspect has been neglected by various stakeholders of higher learning though it plays a significant role in the maintenance of intellectual population in the U.S. Therefore, the issue of embracing undocumented students to acquire quality training will be more advantageous to the U.S. regardless of their legal status. Additionally, alienating undocumented students from gaining higher learning training makes the state lose significant talents. As a result, the remarkable academic excellence of these students is left to go untapped for the betterment of the country. Therefore, it is the responsibility of the President Obama’s government and the future governments to reconsider the immigration reforms for the benefit of the U.S. and undocumented students.

Free Essays on The Book Of Jonah

Jonah, book of the Old Testament, one of 12 brief prophetic books known, chiefly because of their brevity, as the Minor Prophets. The book relates a number of incidents in the life of an 8th-century BC Hebrew prophet named Jonah. In the first incident, Jonah is commanded by God to â€Å"go to Nineveh, that great city, and cry against it; for their wickedness has come up before me† (1:2). Jonah, however, seeks to flee by ship from â€Å"the presence of the Lord† (1:3, 10). A tempest arises; the frightened, reluctant mariners cast Jonah overboard (on Jonah's request), and he is swallowed by â€Å"a great fish† (1:17). In consequent incidents, Jonah prays from the belly of the fish (2:1-9), is subsequently â€Å"vomited out ... upon the dry land† (2:10), and again is commanded to â€Å"go to Nineveh ... and proclaim to it the message that I tell you† (3:2). Jonah preaches (3:3, 4), the people repent (3:5-9), and God, seeing their works, spares them (3: 10). In the final incident, God reproves Jonah for being â€Å"displeased ... exceedingly† (4:1) after he spares â€Å"more than a hundred and twenty thousand persons who do not know their right hand from their left† (4:11). Many modern biblical commentators and scholars regard the book as an allegory or a parable, because little has been found to support it as a historical narrative. No word, for example, of any mass repentance like that described in Jonah is preserved among the known historical records of ancient Assyria. Moreover, on the basis of internal evidence, some scholars now maintain that the Book of Jonah is the work of an unknown, postexilic (that is, after 538 BC) author (not, as tradition holds it to be, the work of the historical prophet Jonah). This evidence includes the late form of Hebrew used by the writer and his apparent familiarity with certain biblical books dating from the immediate preexilic and the postexilic periods. Other scholars still believe that it may date from so... Free Essays on The Book Of Jonah Free Essays on The Book Of Jonah Jonah, book of the Old Testament, one of 12 brief prophetic books known, chiefly because of their brevity, as the Minor Prophets. The book relates a number of incidents in the life of an 8th-century BC Hebrew prophet named Jonah. In the first incident, Jonah is commanded by God to â€Å"go to Nineveh, that great city, and cry against it; for their wickedness has come up before me† (1:2). Jonah, however, seeks to flee by ship from â€Å"the presence of the Lord† (1:3, 10). A tempest arises; the frightened, reluctant mariners cast Jonah overboard (on Jonah's request), and he is swallowed by â€Å"a great fish† (1:17). In consequent incidents, Jonah prays from the belly of the fish (2:1-9), is subsequently â€Å"vomited out ... upon the dry land† (2:10), and again is commanded to â€Å"go to Nineveh ... and proclaim to it the message that I tell you† (3:2). Jonah preaches (3:3, 4), the people repent (3:5-9), and God, seeing their works, spares them (3: 10). In the final incident, God reproves Jonah for being â€Å"displeased ... exceedingly† (4:1) after he spares â€Å"more than a hundred and twenty thousand persons who do not know their right hand from their left† (4:11). Many modern biblical commentators and scholars regard the book as an allegory or a parable, because little has been found to support it as a historical narrative. No word, for example, of any mass repentance like that described in Jonah is preserved among the known historical records of ancient Assyria. Moreover, on the basis of internal evidence, some scholars now maintain that the Book of Jonah is the work of an unknown, postexilic (that is, after 538 BC) author (not, as tradition holds it to be, the work of the historical prophet Jonah). This evidence includes the late form of Hebrew used by the writer and his apparent familiarity with certain biblical books dating from the immediate preexilic and the postexilic periods. Other scholars still believe that it may date from so...

Second Grade Science Fair Projects

Second Grade Science Fair Projects Second-graders tend to be very curious. Applying that natural inquisitiveness to a science fair project can yield great results. Look for a natural phenomenon that interests the student and have him or her ask questions about it. Expect to help a second-grade student plan the project, and offer guidance with a report or poster. While its always nice to apply the scientific method, its usually OK for second-graders to make models or perform demonstrations that illustrate scientific concepts. Here are some ideas appropriate for second-graders: Food These are experiments with things we eat: What factors affect the rate at which foods spoil? You can test heat, light, and humidity.Identify the characteristics that distinguish a fruit from a vegetable. Next, use these characteristics to group different produce items.Test eggs for freshness using the float test. Does it always work?Do all types of bread grow the same types of mold?What is the best liquid for dissolving a gummy bear? Try water, vinegar, oil, and other common ingredients. Can you explain the results?Do raw eggs and hard-boiled eggs spin the same length of time and number of times?A mint makes your mouth feel cool. Use a thermometer to see if it actually changes the temperature. Environment These experiments focus on processes in the world around us: Put a pair of old socks over your shoes and go for a walk in a field or a park. Remove the seeds that attach to the socks and try to figure out how they attach to animals and what the plants they come from might have in common.Why doesnt the ocean freeze? Compare the effects of motion, temperature, and wind on freshwater compared with salt water.Collect insects. What types of insects live in your environment? Can you identify them?Do cut flowers last longer if you put them in warm water or cold water? You can test how effectively flowers are drinking water by adding food coloring to it and using white flowers, such as carnations. Do flowers drink warm water faster, slower, or at the same rate as cold water?Can you tell from todays clouds what tomorrows weather will be?Collect a few ants. What foods most attract ants? Least attract them? Household These experiments are about how things work around the house: Do clothes take the same length of time to dry if you add a dryer sheet or fabric softener to the load?Do frozen candles burn at the same rate as candles that were stored at room temperature?Are waterproof mascaras really waterproof? Put some mascara on a sheet of paper and rinse it with water. What happens? Do eight-hour lipsticks really keep their color that long?What type of liquid will rust a nail the quickest? You could try water, orange juice, milk, vinegar, peroxide, and other common household liquids. Miscellaneous Here are experiments in various categories: Do all students take the same size steps (have the same stride)? Measure feet and strides and see if there seems to be a connection.Do most students have the same favorite color?Take a group of objects and categorize them. Explain how the categories were selected.Do all students in the class have the same size hands and feet as each other? Trace outlines of hands and feet and compare them. Do taller students have larger hands and feet or does height not seem to matter?

Management Accounting Assignment Example | Topics and Well Written Essays - 1500 words

Management Accounting - Assignment Example Vision matched the idealism of TC's founders (students of a great drama teacher). Vision also reinforced the mission "to entertain our audiences with plays produced from the Canadian and international repertoires, and to develop the theatrical community." Mission and vision are summarised in Principles that combine artistic excellence, financial stability, and organisational sustainability. Objectives are clear, developed and refined with inputs from everyone (Board all the way to customers). Annual strategic and budget planning sessions inspire commitment to TC's purpose, core values, and vision. TC is in a creative business and has a system in place to get inputs from the creative/production side, including inputs to the budgets and planning system. However, there is no clear answer to "how does TC create value for customers" beyond the sentimental ones (tradition, legacy, culture, etc.). TC has to think of a better answer to the question, because this would help solve its revenue-generation problem. McCabe had an ambitious performance goal: increase subscribers threefold. Backed this up with performance standards, codes of conduct, and incentive systems to motivate, inform, and align staff with the organisation's objectives. Sales teams were given freedom to be creative within limits, and titles changed from "ticket clerks" to "customer service teams". However, strategic boundaries seem incomplete. The case lacks details on defined market position, which affects the theatre's capacity to generate sufficient revenues to cover costs and wipe out deficits. TC has to define what business it is in, who competitors are, whether pricing strategies are competitive, and how to generate loyalty amongst customers. Of course, there are idealistic supporters ready to contribute cash to bridge deficits, but unless TC develops a plan to widen its market base, it cannot sustain profitability. And whilst it evaluates its current customer base, it needs to find ways to target new customers, new age groups (below the present 40 to 65 age group), develop the right pricing for each, and develop new materials to compete with other providers in the market (how can TC compete with video games, peer group activities, extreme activities, etc.). TC has to look to the future, instead of only learning from the past. Related to this is the need to determine which amongst its existing customer groups (the 45-60 years age group is one generation!) are profitable, and whether it can increase their numbers or generate higher profits from those who can afford to pay more. TC may be too concerned with survival, but it has to learn to cut down its level of risks using its accounting system to identify where profitable and sustainable opportunities exist. Interactive Controls (Monitoring, Key Uncertainties) TC has internal control systems, a way of monitoring sales and expenses, getting the