Do Prisons Rehabilitate? Essay -- essays research papers

Do Prisons Rehabilitate? In this essay, I shall be focusing on the whether or Prisons rehabilitate offenders. I will do this by focusing mainly on the Prison Service in England & Wales, the reason for this, being that the data and statistics for England & Wales are easier to obtain than that of other countries. The main information I will be referring to will be the rates of conviction, types of imprisonment, types of non-custodial sentences. Also I will explore some of the current methods of offender rehabilitation. Her Majesty’s Prison Service is composed of two main types of prisons, they are open and closed prisons. Following the Mountbatten Report (1965) Prisoners were placed into security categories, ranging from category A (high risk prisoner - escape would pose a serious risk to the public or state) to category D (low risk prisoner - can be trusted in open prison conditions). Prisons have four major purposes, they are; retribution, incapacitation, deterrence and rehabilitation. Retribution means punishment for crimes against society. Prisons serve to deprive criminals of their freedom is a way of making them pay a debt to society for their crimes. Incapacitation refers to the removal of criminals from society so that they can no longer harm innocent people. Deterrence means the prevention of future crime, it is hoped that bye imprisoning a criminal, it deters them from committing the crime again and also deters others from committing crime. Rehabilitation refers to activities designed to change criminals into law abiding citizens, and may include providing educational courses in prison, teaching job skills and offering counselling with a psychologist or social worker. Over many years the focus of the prison service has switched between the four purposes, therefore at different times in history the importance of rehabilitation has fluctuated. â€Å"Her Majesty’s Prison Service serves the public by keeping in custody those committed by the courts. Our duty is to look after them with humanity and help them lead law-abiding and useful lives in custody and after release.† http://www.hmprisonservice.gov.uk/lrgtxt.asp The above statement of purpose is that of Her Majesty’s Prison Service. As can be seen from the statement, there seems to be a focus on incapacitation and rehabilitation. Over many years, people’s attitude towards how to deal with pr... ...are often sentenced when nothing else has worked and in effect the system has given up. The prison service has no control over the prisoners that they take in, and therefore as the offenders stay in custody is forced rehabilitation will not be effective unless the offender wants to be rehabilitated. REFERENCES Internet Sites All of the below listed sites were last accessed on 10/12/2002 http://www.dfes.gov.uk/prisonerlearning/init_p.cfm?ID=13 http://www.dfes.gov.uk/prisonerlearning/init_p.cfm?ID=17 http://www.guardian.co.uk/prisons/story/0,7369,747482,00.html http://www.hmprisonservice.gov.uk/lrgtxt.asp http://www.hmprisonservice.gov.uk/news/newstext.asp?272 http://www.homeoffice.gov.uk/prishist.htm http://society.guardian.co.uk/mentalhealth/story/0,8150,682850,00.html http://www.learn.co.uk/yvote/debates/crimeprisonpro.htm http://www.socialexclusionunit.gov.uk/publications/reports/html/Reducing_Re-offending/chap ter_one.htm http://www.socialexclusionunit.gov.uk/publications/reports/html/Reducing_Re-offending/chap ter_two.htm http://www.socialexclusionunit.gov.uk/publications/reports/html/Reducing_Re-offending/chap ter_five.htm http://www.stoptheaca.org/purpose.html

Compare the poems for childhood and parenting

Wordsworth present his views on childhood and parenting, in many ways such as language, structure and form. He portrays children as the epitome of innocence while he depicts adults as the essence of experience. His poems had set the foundations of childhood and parenting. The three main poems that show this are: The Idiot Boy, We are Seven and Anecdote for Fathers. Wordsworth uses The Idiot Boy to ask the reader two questions. The first regards the happenings of his imagination especially what happened at night and the second regards of his imaginative adventures. Wordsworth does this intentionally, to show that children use their imagination to keep themselves occupied, also he might have wanted to show that their imagination was one of the keys to a hopeful future or their personality. Wordsworth explores different states of mind of both the mother and the son. The mother is shown through the language used. She experiences a range of emotions: overconfidence, doubt, fear and anxiety. However, when we compare her to her son, who is mentally disabled he remains joyful, innocent, imaginative and closer to nature than even his mother he remains unperturbed. The rhyming scheme is first established after the 1st verse, abccb, it adds pace and suspense and it underpins a sense of comedy. Wordsworth doesn't only use this rhyming scheme to add a sense of comedy, but it is like a nursery rhyme, so it can be enjoyable and understandable to everyone. Wordsworth portrays the mother as someone who is caring, also someone Wordsworth would trust as she would protect her loved one. The language of the poem is very positive as Wordsworth uses words such as â€Å"glee† and â€Å"merry†. These adjectives give a sense of hope and respect towards Johnny. Therefore Wordsworth wants to portray children as a pure being, someone you must not tarnish with logic or even education, as they will learn their knowledge from the best teacher; imagination or nature. Another poem, where the readers see Wordsworth conveying his views on childhood and parenting is in We are Seven, this poem is slightly different compared to the other Wordsworth poems, as we see two perspectives on death, one by the little girl and another by the ignorant narrator who could be a father, at first until he is taught by the little girl. It is structured in four sections, Verses 1-3- are about the girl and her landscape, verses 4-9- are outlining her family background and her response to the narrator's enquiry. Verses 10-15 are a filling out of her enigmatic reply about her life and the death of her siblings. The stand-off between these two is polarised and entrenched positions. Wordsworth uses his language, to make the girl and the narrator take a different viewpoint on death, the girl's language is obviously taken from the mother and it is euphemistic: â€Å"released from her pain† and â€Å"[John] was forced to let go†. This conveys the pain the little girl had to suffer; she is trying to ease her pain and trying to make the reader suffer less. Wordsworth is showing that children are knowledgeable. However, she does not like the fact of death at all, as it saddens her. She still keeps the memory of her loved ones, which is only seen in children rather than adults. Wordsworth deceptively uses simple approach in language and form, the poet has suggested that we can share and accept the mystery of this young's girl view. Wordsworth makes this poem more like a nursery one with the use of internal rhyming such as â€Å"green† and â€Å"seen†. It is written in quatrains consisting of 3 lines of iambic tetrameter and a final line which is an iambic trimester, the mood is a sing-song. This makes the poem more towards the child and Wordsworth is trying to present her as a strong character. He portrays the narrator as a preacher, something Romantics hated. As he tries to force his religious teachings upon everyone, however the roles are swapped, the little girl is teaching him, that he must care about everyone but especially children, as they are all individuals, who should not be ruined by logic and rationality. Like We are Seven, Anecdote for Fathers explores the nature of wisdom in children and adults. Similarly it is written in quatrains with 3 iambic tetrameters and a final iambic trimester, rhyming abab. It also, like We are Seven, encourages us to view the father ironically and to see his interrogation of his son, something initiated â€Å"in very idleness†, as an adult indulgence, either to fill a moment or to selfishly focus on his own sentiments and emotions. Even though the boy responds illogically, it portrays to us the feelings that Wordsworth might have had during his childhood, as the child doesn't know how to respond to the father it's quite difficult for him. The boy is suffering due to his father's alteration of mood or his complex emotions that are unknown to the child. The poem contrasts the cynicism and selfishness of the father with the physical and mental purity of the child. Time is meaningless anyway to a child's short existence and the poem illustrates how children are corrupted by society and adults. Wordsworth is implying that we should not force logic and rationality on our children, as we must respect their feelings: we are not all the same and that is the key to the mystery and beauty of life. In the last verse it can be seen that the father is the ‘child of the man'. The child can be seen as a symbol of nature, which is common in the three poems of Wordsworth. Overall it can be said, that Wordsworth sees a cynical point of view towards parents, but not towards the mother. It can be also said that the narrator and the father are both male, he could be seen as quite anti-male. He sees children as someone we must delicately take care, as they are our future's generation and happiness.

Middle Childhood Essay

Parents who are firm and less critical helped their children shape their unique self confidence from middle childhood to adulthood. If asked what was the best yeas in your life span you may consider those times when you were mischievous in your childhood days. It may even take you back to the adolescent days when you were in junior high and you thought that you had all friends and was in the best groups in school. These are just some of the areas that you may consider. In this paper we will review the time between middle childhood to adolescence touching on the effects of functional and dysfunctional family dynamics on development look at the positive and negative impact of peers and changes in peer relations from middle childhood to adolescence. Examine additional pressures faced in adolescence compared to middle childhood and discuss the development of moral values from middle childhood into adolescence. Functional and Dysfunction  In my evaluation of the effect of a functional and dysfunctional family dynamics and development it is recognized the effects family and chosen role models have is fundamental to individual development. Dysfunctional or psychologically unhealthy families inherit or develop negative roles or defense mechanisms where people are trapped in. These are demonstrated at times when under pressure or a crisis situation where our defense mechanisms become effective. At the same time functional or healthy families that foster positive development where trust, love and honest, open relationships thrive. Dysfunctional families produce insecurities and normal development may not happen and at times be stopped. Members of the family commonly one or more will have some problem that affects the rest of the family. Things like abuse, neglect, alcohol are some of the disorders. In most families there are some that are healthy people that compensate for the falling of the people around them and make their lives better or functional. Peer Relations The positive and negative impact of peers and changes in peer relations from middle childhood to adolescence has an influence on children. Attention has focused considerably on peer relationships and friendships from childhood and adolescence. Experiences with children’s peers are critical in the development of adaptive and adaptive behaviors throughout child hood and adolescence. Disturbances in peer relationships are common reasons for referrals to children’s mental health clinics (Achenbach & Edelbrock, 1981). Because of the developmental impact of the children, peer difficulties are assessed and addressed the more opportunity there is to set troubled children on the right track. The different tests approaches give different results on the children’s peer relations and sociability. In their early adolescence, children will be reluctance to be observed, especially in school room settings. Several researchers have relied on structured laboratory tasks for observing adolescents (e. g. Connolly & McNelles, 1995; Dishion, Andrews, & Crosby, 1995). In the end the final analysis will provided the fullest picture of children’s social well being and direction for understanding positive peer relations. Additional Pressures The additional pressures that are faced in adolescences compared to middle childhood are pretty similar. There are pressures that can influences teens as well as children’s dress, the music they listen to and their behavior. As teen the behaviors are things like drugs, cigarettes, and sex. A lot of satiations come from cliques of friends that are the same age. It can start in early childhood with kids getting other kids to do what they want to do. Then as they go though the preteen and teen years pressures intensify. Once in middle and high school adolescents deal with peer pressure regularly. It said this how they learn to get along with others of their own age group and become independent. Most adolescence gives in to peer pressure so they can be liked or fit in to certain groups. This is so they won’t be made fun of for not getting with the rest of the kids in the group. There are times that the kids get involved because they want do something different that everyone else may be doing. This is somewhat common with childhood children but at this age if they get bored with it they will walk away from those situations and do something diffent. Moral Values The development of moral values from middle childhood into adolescence can be a changellage. In the middle childhood stage the children are told that there are rules and they have to be followed and because of that the children follow the rules. When it comes to adolescences they explain that rules are to be followed this way everyone will play the game demonstration that as their moral development occurs and children began to know the greater of good. When we are young we follow the rules to avoid the consequences, but as older kids they want to know what is in it for me mentality, and then only do what is needed to be able to get something from it. Experts differ in their own opinion as to how moral compass is developed, but all agree that it’s an important rite as children grow, evolve and take their place as a member of society. Conclusion In conclusion we review the changes that occur during middle child hood and adolescence concerning family and peer relationships, and how they might influence future development. Parents have the ability to be warm and responsive and at the same time be firm and provide consistent supervision. Being accepted is one of the biggest elements in a parent-child relationship. Giving praise being involved and showing concern all play a part in a Childs self-esteem and social adjustment. Parents need to encourage their children by soliciting their opinion or self encouraging self expression. A child needs support and encouragement and parents need to understand that, as well as rules and expectations.

Piggy Lord of the Flies Essays

Piggy Lord of the Flies Essays Piggy Lord of the Flies Paper Piggy Lord of the Flies Paper Essay Topic: Literature Lord of the flies is a novel about a group of boys who crash land on a island and are left to fend for themselves. Piggy is a fat boy who wears thick spectacles. Piggy lives with his aunty and has asthma. Piggy is a clever, cautious and rational thinking boy. Piggy is very cautious he admits to Ralph that he can not swim he says I cant swim I wasnt allowed, my asthma, my aunty wouldnt let me, blow on account of my asthma. This shows that piggy is very cautious about entering the water and does not on account of his asthma. Also this quotation shows that piggy is very attached to his aunty. When the other boys find out that Piggy has asthma they pick up on that straight away and use it against Piggy Ralph said, Sucks to your ass-mar. Piggy is a very clever boy the book states that Piggy was no chief, but Piggy for all his ludicrous body, had the brains. This shows that although Piggy is fat he is the only one that can think logically and sensibly. Piggy says, We ought to have a meeting this also shows that piggy is thinking sensibly. This combination between this physical appearance and his brains does not make Piggy very popular as he is also an easy target. The other boy on the island most of all Jack dislike Piggy, they call him fat and discriminate Piggy as he is physically different. Ralph is the only one on the island that finally appreciates Piggys intelligence. At first Ralph thought in the same way as the others but in the end changed his mind and realised that he was the only intelligent one on the island. Piggy is a victim, Piggy chooses to make himself a victim. He stood outside the circle of boys. He chooses to exclude himself from the other boys as he strongly believes that he is different not just because he is physically different but mentally too. He feels different because all the other boys make fun of him an do not include him in what they are doing. The other boys are having fun making a tribe, swimming and hunting, but on the other hand Piggy knows that it is more important to survive first to make shelters and have civilised society inlike Jack who like chaos. So Piggy omits himself from the group as he feels that he is better than the rest. So not only Piggy chooses to reject himself but also Jack and the others do too they call him names and treats him badly like when they stole his glasses, which is why he is a victim. Jack is very weak on the island he cant cope with order he hates it because he likes every think to be chaotic. He also loves power he said I ought to be chief he said with simple arrogance. When Jack singles out Piggy it makes him feel good about himself it makes him feel powerful he only picks on Piggy because he is different amd can not stick up for himself. Jack knows that he is an easy target. I feel Piggy is an important character in the novel as Piggy is the only one with the brains and he is the only one except Ralph that thinks about been rescued and about the future. I believe that it is Piggys intelligence helps them to survive but when Piggy died and the conch smashed the symbol for intelligence, order and logic died with him. So there fore Piggy is an important figure in the novel as he help the natural leader Ralph make the vital decisions.

Mass Murder at Babi Yar Ravine

Mass Murder at Babi Yar Ravine Before there were gas chambers, the Nazis used guns to kill Jews and others in large numbers during the Holocaust. Babi Yar, a ravine located just outside of  Kiev, was the site where  the Nazis  murdered approximately 100,000 people. The killing began with a large group on September 29-30, 1941, but continued for months. The German Takeover After the Nazis attacked the Soviet Union on June 22, 1941, they pushed east. By September 19, they had reached Kiev. It was a confusing time for the inhabitants of Kiev. Though a large portion of the population had family either in the Red Army or had evacuated into the interior of the Soviet Union, many inhabitants welcomed the German Armys takeover of Kiev. Many believed the Germans would free them from Stalins oppressive regime. Within days they would see the true face of the invaders. Explosions Looting began immediately. Then the Germans moved into Kievs downtown on Kreshchatik Street. On September 24 - five days after the Germans entered Kiev - a bomb exploded around four oclock in the afternoon at the German headquarters. For days, bombs exploded in buildings in the Kreshchatik that had been occupied by Germans. Many Germans and civilians were killed and injured. After the war, it was determined that a group of NKVD members was left behind by the Soviets to offer some resistance against the conquering Germans. But during the war, the Germans decided it was the work of Jews, and retaliated for the bombings against the Jewish population of Kiev. The Notice By the time the bombings finally stopped on September 28, the Germans already had a plan for retaliation. On this day, the Germans posted a notice all over town that read: All [Jews] living in the city of Kiev and its vicinity are to report by 8 oclock on the morning of Monday, September 29th, 1941, at the corner of Melnikovsky and Dokhturov Streets (near the cemetery). They are to take with them documents, money, valuables, as well as warm clothes, underwear, etc. Any [Jew] not carrying out this instruction and who is found elsewhere will be shot. Any civilian entering flats evacuated by [Jews] and stealing property will be shot. Most people in town, including the Jews, thought this notice meant deportation. They were wrong. Reporting for Deportation On the morning of September 29, tens of thousands of Jews arrived at the appointed location. Some arrived extra early in order to ensure themselves a seat on the train. Most waited hours in this crowd - only slowly moving toward what they thought was a train. The Front of the Line Soon after people passed through the gate into the Jewish cemetery, they reached the front of the mass of people. Here, they were to leave their baggage. Some in the crowd wondered how they would be reunited with their possessions; some believed it would be sent in a luggage van. The Germans were counting out only a few people at a time and then letting them move farther on. Machine-gun fire could be heard nearby. For those that realized what was happening and wanted to leave, it was too late. There was a barricade staffed by Germans who were checking identification papers of those wanting out. If the person was Jewish, they were forced to remain. In Small Groups Taken from the front of the line in groups of ten, they were led to a corridor, about four or five feet wide, formed by rows of soldiers on each side.  The soldiers were holding sticks and would hit the Jews as they went by. There was no question of being able to dodge or get away. Brutal blows, immediately drawing blood, descended on their heads, backs and shoulders from left and right. The soldiers kept shouting: Schnell, schnell! laughing happily, as if they were watching a circus act; they even found ways of delivering harder blows in the more vulnerable places, the ribs, the stomach and the groin. Screaming and crying, the Jews exited the corridor of soldiers onto an area overgrown with grass.  Here they were ordered to undress. Those who hesitated had their clothes ripped off them by force, and were kicked and struck with knuckledusters or clubs by the Germans, who seemed to be drunk with fury in a sort of sadistic rage. 7 Babi Yar Babi Yar is the name of a ravine in the northwestern section of Kiev. A. Anatoli described the ravine as enormous, you might even say majestic: deep and wide, like a mountain gorge. If you stood on one side of it and shouted you would scarcely be heard on the other.8 It was here that the Nazis shot the Jews. In small groups of ten, the Jews were taken along the edge of the ravine. One of the very few survivors remembers she looked down and her head swam, she seemed to be so high up. Beneath her was a sea of bodies covered in blood. Once the Jews were lined up, the Nazis used a machine-gun to shoot them. When shot, they fell into the ravine. Then the next were brought along the edge and shot. According to the Einsatzgruppe Operational Situation Report No. 101, 33,771 Jews were killed at  Babi Yar  on September 29 and 30.10  But this was not the end of the killing at Babi Yar. More Victims The Nazis next rounded up Gypsies and killed them at Babi Yar. Patients of the Pavlov Psychiatric Hospital were gassed and then dumped into the ravine. Soviet prisoners of war were brought to the ravine and shot. Thousands of other civilians were killed at Babi Yar for trivial reasons, such as a mass shooting in retaliation for just one or two people breaking a Nazi order. The killing continued for months at Babi Yar. It is estimated that 100,000 people were murdered there. Babi Yar: Destroying the Evidence By mid-1943, the Germans were on the retreat; the Red Army was advancing west. Soon, the Red Army would liberate Kiev and its surroundings. The Nazis, in an effort to hide their guilt, tried to destroy evidence of their killings - the mass graves at Babi Yar. This was to be a gruesome job, so they had prisoners do it. The Prisoners Not knowing why they had been chosen, 100 prisoners from the Syretsk concentration camp (near Babi Yar) walked toward Babi Yar thinking they were to be shot. They were surprised when Nazis attached shackles onto them. Then surprised again when the Nazis gave them dinner. At night, the prisoners were housed in a cave-like hole cut into the side of the ravine. Blocking the entrance/exit was an enormous gate, locked with a large padlock. A wooden tower faced the entrance, with a machine-gun aimed at the entrance to keep watch over the prisoners. 327 prisoners, 100 of whom were Jews, were chosen for this horrific work. The Ghastly Work On August 18, 1943, the work began. The prisoners were divided into brigades, each with its own part of the cremation process. Digging:  Some prisoners had to dig into the mass graves. Since there were numerous mass graves at Babi Yar, most had been covered with dirt. These prisoners removed the top layer of dirt in order to expose the corpses.Hooking:  Having fallen into the pit after having been shot and having been underground for up to two years, many of the bodies had twisted together and were difficult to remove from the mass. The Nazis had constructed a special tool to disentangle and pull/drag the corpses. This tool was metal with one end shaped into a handle and the other shaped into a hook.The prisoners who had to pull the corpses out of the grave would place the hook under the corpses chin and pull - the body would follow the head. Sometimes the bodies were so firmly stuck together that two or three of them came out with one hook. It was often necessary to hack them apart with axes, and the lower layers had to be dynamited several times. The Nazis drank vodka to drown out the smell and the scenes; the prisoners werent even allowed to wash their hands.Removing Valuables:  After the bodies were pulled out of the mass grave, a few prisoners with pliers would search the victims mouths for gold. Other prisoners would remove clothing, boots, etc. from the bodies. (Though the Jews had been forced to undress before they were killed, later groups were often shot fully clothed.)Cremating the Bodies:  After the bodies had been checked for valuables, they were to be cremated. The pyres were carefully constructed for efficiency. Granite tombstones were brought from the nearby Jewish cemetery and laid flat on the ground. Wood was then stacked on top of it. Then the first layer of bodies was carefully laid on top of the wood so that their heads were on the outside. The second layer of bodies was then carefully placed on the first, but with the heads on the other side. Then, the prisoners placed more wood. And again, another lay er of bodies was placed on top - adding layer after layer. Approximately 2,000 bodies would be burned at the same time. To start the fire, gasoline was doused over the pile of bodies. The [stokers] got the fire going underneath and also carried burning torches along the rows of projecting heads. The hair, soaked in oil [gasoline], immediately burst into bright flame - that was why they had arranged the heads that way. Crushing the Bones:  The ashes from the pyre were scooped up and brought to another group of prisoners. Large pieces of bone that had not burned in the fire needed to be crushed to fully destroy the evidence of Nazi atrocities. Jewish tombstones were taken from the nearby cemetery to crush the bones. Prisoners then passed the ashes through a sieve, looking for large bone pieces that needed to be further crushed as well as searching for gold and other valuables. Planning an Escape The prisoners worked for six weeks at their gruesome task. Though they were exhausted, starving, and filthy, these prisoners still held on to life. There had been a couple of earlier escape attempts by individuals, after which, a dozen or more other prisoners were killed in retaliation. Thus, it was decided amongst the prisoners that the prisoners would have to escape as a group. But how were they to do this? They were hindered by shackles, locked in with a large padlock, and aimed at with a machine gun. Plus, there was at least one informer among them. Fyodor Yershov finally came up with a plan that would hopefully  would allow at least a few of the prisoners to reach safety. While working, the prisoners often found small items that the victims had brought with them to Babi Yar - not knowing they were to be murdered. Among these items were scissors, tools, and keys. The escape plan was to gather items that would help remove the shackles, find a key that would unlock the padlock, and find items that could be used to help them attack the guards. Then they would break their shackles, unlock the gate, and run past the guards, hoping to avoid being hit by machine-gun fire. This escape plan, especially in hindsight, seemed nearly impossible. Yet, the prisoners broke into groups of ten to search for the needed items. The group that was to search for the key to the padlock had to sneak and try hundreds of different keys in order to find the one that worked. One day, one of the few Jewish prisoners, Yasha Kaper, found a key that worked. The plan was almost ruined by an accident. One day, while working, an SS  man hit a prisoner. When the prisoner landed on the ground, there was a rattling sound. The SS man soon discovered that the prisoner was carrying scissors. The SS man wanted to know what the prisoner was planning on using the scissors for. The prisoner replied, I wanted to cut my hair. The SS man began to beat him while repeating the question. The prisoner could have easily revealed the escape plan, but did not. After the prisoner had lost  consciousness  he was thrown  onto  the fire. Having the key and other needed materials, the prisoners realized they needed to set a date for the escape. On September 29 one of the SS officers warned the prisoners that they were going to be killed the following day. The date for the escape was set for that night. The Escape Around two oclock that night, the prisoners tried to unlock the padlock. Though it took two turns of the key to  unlock  the lock, after the first turn, the lock made a noise which alerted the guards. The prisoners managed to make it back to their bunks before they were seen.   After the change in guard, the prisoners tried turning the lock  a second  turn. This time the lock did not make a noise and opened. The known informer was killed in his sleep. The rest of the prisoners were woken up and all worked on removing their shackles. The guards noticed the noise from the removal of the shackles and came to investigate. One prisoner thought quickly and told the guards that the prisoners were fighting over the potatoes that the guards had left in the bunker earlier. The guards thought this was funny and left. Twenty minutes later, the prisoners rushed out of the bunker en masse in an effort to escape. Some of the prisoners came upon guards and attacked them; others kept on running. The machine gun operator didnt want to shoot because, in the dark, he was afraid he would hit some of his own men. Out of all the prisoners, only 15 succeeded in escaping.

Fate and Destiny Research Paper Example | Topics and Well Written Essays - 1500 words

Fate and Destiny - Research Paper Example Destiny refers to the predetermined state or that to which an individual or thing is destined. In other words, the course of events in a person’s life is predetermined to get to a preordained destination. Fate or destiny means that some power determines or decrees the course that events in a person’s life will take beforehand. Thereby, it leaves no choice or chance (Boloji.com, para2). Free will, on the other hand, is the apparent human ability to choose a course of action over another and making own decision regarding an action, regardless of what others else believe (Morgan, para1). Choice/free will requires accessibility of alternatives for any action, speech and thought from which an individual can choose. Sodha gives an example of the way he occasionally wakes up scarred and bruised from the previous day’s events. He reasons that this does not that imply that his fate should leave him bruised and scarred always and in a state of disrepair. In effect, if he wakes up dreading the everyday grind, he stops fate in its tracks. He, therefore, holds that one can decide on how to live his or her day-to-day life. He looks into the whole argument of fate and free will in various ways. For instance, he argues that if a person’s fate is so mundane to him or her in such a way that daily slog is all it involves with nothing more such as enjoyment, fulfillment, and satisfaction with his or her actions, it would thus imply living each day because he or she has to. If this were the case, it would mean that one could do nothing much concerning the future but to let it happen. However, Sodha believes that this is not the case – every individual has free will and can do what he or sh e pleases with his or her life. According to Merrill, Free Will is the aspect of one choosing his or her destiny, while predestination involves factors outside an individual, which may possibly not be clear, determining his or her destiny.  

Federal Reserve and the Open Market Essay Example | Topics and Well Written Essays - 1000 words - 1

Federal Reserve and the Open Market - Essay Example tions in the economy in pursuit of maximum employment, stable prices, and moderate long-term interest rates; (2) supervising and regulating banking institutions to ensure the safety and soundness of the nation’s banking and financial system and to protect the credit rights of consumers; (3) maintaining the stability of the financial system and containing systemic risk that may arise in financial markets; and (4) providing financial services to depository institutions, the U.S. government, and foreign official institutions, including playing a major role in operating the nation’s payments system (Federal Reserve, 2006). It is important to note that the Fed is not a commercial bank and, therefore, does not operate as such. However, similar to any other bank that has interest as their primary source of income, "the Federal Reserves income is derived primarily from the interest on U.S. government securities that it has acquired through open market operations" (Federal Reserve, 2006). Other sources of income, according to the Feds official website, are the following: interest on foreign currency investments held by the System; fees received for services provided to depository institutions, such as check clearing, funds transfers, and automated clearinghouse operations; and interest on loans to depository institutions. The Federal Reserve System is separated into four main divisions, each with their own set of responsibilities: the Board of Governors, the Federal Open Market Committee, the Federal Reserve Banks, and the Board of Directors. The Board of Governors, which consists of seven members, is mostly responsible for "the formulation of monetary policy" (Federal Reserve, 2006). These seven are also part of the Federal Open Market Committee, which is responsible, on the other hand, for any decision-making regarding "the cost and availability of money and credit in the economy" (Federal Reserve, 2006). The Federal Open Market Committee "is the most important