Tuesday, January 28, 2020
Reflective Account Essay A new little boy started recently in nursery, as he entered nursery i bent down, smiled giving him eye contact i then said hello using his name and told him mine and he smiled back. He had never been to nursery before and he was very excited and had no awareness of the daily routine. i calmly held out my hand and he held out his. holding each others hands i showed him where his name card was, he picked up his name card and we walked over to the self-registration board. i asked him what he would like to play with and he chose to play with the cars. but during his play he become very upset because he wanted to play with the red car and another child had the red car. so i bent down and placed my arm around him and asked to look at me. Tears were rolling down his face and i explained to him that when the other child had finished playing with the red car he would be able to have a turn. i then sat down next to him to take turns in using the garage and sharing the cars. During the session i continued to support him, during lunch time and throughout the session. On occasions when he was unsure of what to do we went over to the routine board and talked him through the pictures so he knew what was happening next. Reflection I felt that i reassured him by letting him know who i was and at all times i made sure i gained his attention by using his name and ensure that he was listening by making sure we gained eye contact before speaking. I helped him with understanding the daily routine and I helped him with his social skills by supporting him with understanding the we need to take turns and share. Next time Next time I will carry on encouraging his social skills and communication skills by supporting him with sharing the toys and taking turns. I will also tell him the childrens names so he will feel part of a group and help with his self esteem. All while letting the child know I will be there to support him and help with his daily needs if he needs it.
Monday, January 20, 2020
Plagiarism and the Internet It appears that plagiarism is a problem that has very unclear guidelines according to most. People seem to be struggling with the concept of it in regards to the internet because others do realize the vastness of information on the internet is very difficult to regulate in plagiarism. The realization is that in many institutions instructors simply overlook the crime because they themselves find it too tedious to check all the information on the websites to verify their originality. This seems shocking because of all the warnings students receive about plagiarism. The largest concern it seems is finding ways to sift through all the information that is turned in for a paper. One of the websites used to aide in this process is turnitin.com. It is a place where students can send their papers to be checked. It searches the internet and finds anything that is plagiarized in the entire paper. This then also rids the instructor from having to check all the sources the student used because that is what the website does. "Who wants to sit around looking for websites trying to find out if a paper is plagiarized or not... pretty soon you're a private investigator." -- a Stanford University professor, from an article in TechWeb News. (http://www.plagiarism.org/plagiarism_stats.html) While the internet is so huge and many ideas circulate throughout it at all times, there are proper ways to do a research paper without having a problem with plagiarism. There are several websites that list the proper way to cite several types of information on the web. There are plenty of resources available giving out information and warnings about plagiarism. One website offers information about the situations instructor face when dealing with students who plagiarize. The website commented that it is something that can be Ã ¡Ã a painful, time-consuming experience for faculty.Ã ¡ÃÅ" Because there are different levels of plagiarism sometimes faculty feel that the punishments that universities give are too much and need to vary with the level of plagiarism.
Sunday, January 12, 2020
This premise does not state that GodÃ¢â¬â¢s strengths as this argument is to prove his existence, not whether or not God is all-powerful, all-knowing and all-good. The second premise means this greatest possible being is either an imaginary being that one has thought of or, a being that we not only is not only thought of but also exists. The third premise and its sub premises states because existing in reality is greater than existing in thought, then the God we have thought of exists in reality or there must be a greater, or more perfect, being that does exist and that being is God. This leads to the conclusion, if you accept the premises then you accept the existence of the greatest being possible, God. This concept of GodÃ¢â¬â¢s existence is also led with the idea that God is a necessary being, a being that is not dependent of something greater in order to exist. If God relied on another being, like how a children rely on parents to conceive them, then this being called God is not God because it would be imperfect. Therefore, there must be another to call God that meets all the requirements for perfection. One of the first popular objections was created by Gaunilo of Marmoutiers. The premise and conclusion to GauniloÃ¢â¬â¢s argument is identical to AnselmÃ¢â¬â¢s argument except with the replacement of the word Ã¢â¬Å"GodÃ¢â¬ with Ã¢â¬Å"the Lost islandÃ¢â¬ and the word Ã¢â¬Å"beingÃ¢â¬ with Ã¢â¬Å"islandÃ¢â¬ . As simple as that, though GauniloÃ¢â¬â¢s argument is completely absurd, GauniloÃ¢â¬â¢s reductio ad absurdum also proves to be as deductively valid as AnselmÃ¢â¬â¢s argument. However, this Ã¢â¬Å"Lost IslandÃ¢â¬ could in no way exist. The absurdity and validity of Ã¢â¬Å"the lost islandÃ¢â¬ quickly brought up questions as to how AnselmÃ¢â¬â¢s Argument cannot be absurd. AnselmÃ¢â¬â¢s argument was not proven invalid until Immanuel Kant, a german philosopher during the 18th century, proposed an objection that would be the decisive blow to the Ontological argument (Immanuel Kant. Wiki). KantÃ¢â¬â¢s objection is how existence is not a predicate (Mike, screen 25). A predicate is used to describe something the subject (this being God in AnselmÃ¢â¬â¢s Argument) is doing. In AselmÃ¢â¬â¢s Argument, Anselm premise rely on that being conceived and existing in reality is something that describes God. This rationality does not follow because to exist or conceive does not describe the subject, it only tells us whether it exist or not. Much like how fictional characters do not exist, describing cartoon for example would tell us details of what this cartoon looks like, what its habits are and common antics it goes through, but not whether it exists or not. The question of existence must fall in a separate argument that does not define the character. As there are Arguments to prove God, there are debatable arguments to disprove the God. The First version of Ã¢â¬Å"The Argument from EvilÃ¢â¬ goes as follow: 1. If God were to exist, then that being would be all-powerful, all-knowing, and all-good. 2. If an all-PKG existed, then there would be no evil. . There is evil. [Conclusion] Hence, there is no God (Sober, 109) The first premise is the definition of what God would be if he were to exist. That is a being that has the power to do anything, had knowledge of everything throughout the span of time and is in all ways good. The second premise is created with the first premise in mind. To expand on the second premise i t states, if God were all-powerful he could stop any form of evil from happening, if he is all knowing then he has knowledge of when evil will occur and if he is all-good then God would stop all evil from happening. If god cannot stop all evil from happening then the definition of God must be incorrect. He then must not be powerful enough to stop all evil, and/or he doesnÃ¢â¬â¢t know when evil until it has already occurred and/or good is not all good in that God does not wish to stop all evils. The third premise is stating the fact that there is evil in the world. The conclusion derived since that there is evil, then is what may be defined as God must be lacking in one or two of his qualities and therefore God, by definition, does not exist at all. In order for God to be compatible with evil, God must only allow the evils that would, in turn, lead to a greater amount of good and must take the route that leads to the least amount of evil to gain the greatest amount of good. The soul building defense was created in mind that evil and God co-exist in our world. The defense is that without any evil in the world, our souls would not nurture, or, understand the concept of evil. This defense does not hold true because there has been many evils in the world that seem unacceptable, even though it may have been for the purpose of soul building. God, and all-good being, would then only allow the evils that are essential in soul-building. This would only mean that evil that man commits against man. The reason for this is because anything that happens in nature exceeds soul-building essentials. Another defense is God having given us free will, humans ultimately are the causes of this evil. That is true but the common objection to this is that human do more than enough evil to ourselves, it is going too far to have God throw tornados, volcanic eruptions, and hurricanes at us too. At what point do human have such control over nature. The last defense is that God simply works in mysterious ways. Who can explain why natural events take so many lives and injure many others or why some children have to go through great deals of suffering and live through it? It is GodÃ¢â¬â¢s way and ultimately, no matter how incomprehensible the evil is, it is for the greater good. Certainly the question to GodÃ¢â¬â¢s existence has been pondered upon by philosophers for over a very long period of time with no progress as whether God exists or not. The ontological argument created by Anselm withstood a great deal of criticism until it was disproved by Kant over 600 years after the fact.
Saturday, January 4, 2020
SOCIOLOGY THE RESIDENTIAL SCHOOL SYSTEM Examine and explain the link(s) between Residential schools and social deviance. Imagine. Can you imagine being part of a culture within a country that supported assimilation of your people? That your rights and freedoms were taken away, your land was taken and you were given parcels to live on, removed from your sources of food through hunting and fishing and not supported by the government that stole it from you? Finally, when you feel there is nothing else the government can do to you, they take away your children, sending them to residential schools. Leaving the children helpless, the parents feeling powerless and generations later, an apology is made by the government Ã¢â¬Å"Mr. Speaker, IÃ¢â¬ ¦show more contentÃ¢â¬ ¦That it was acceptable to drink and abuse drugs without the responsibility of caring for their children. Their parents are living on a reserve that is supposed to be supported by the Canadian government, but unfortunately the community in a lot of cases are living in poverty. Today there are still reservations that donÃ¢â¬â¢t have heat and indoor plumbing. The children travel for hours a day to get to school and eventually they give up on going to school. This leads to uneducated people living in close confinement in poverty. The answer for a lot of the young people is crime. The statistics for over representation by first nations people in Manitoba are as follows Ã¢â¬Å"12% of ManitobaÃ¢â¬â¢s population is Aboriginal, yet over half of the 1600 people incarcerated in Manitoba are of Aboriginal descent.Ã¢â¬ (Government of Manitoba). The question then becomes, why are there so many offenders from one ethnic group? Ã¢â¬Å "The commission explains that Aboriginal people seem to commit more crimes as well as they are discriminated against within the justice systemÃ¢â¬ (Government of Manitoba). This seems to me, to be an extension of the Residential school policies, in which the First Nations people are discriminated against, in this case treated as drunks and criminals, which is not much better than the Ã¢â¬Å"savagesÃ¢â¬ they use to be. The Manitoba commission also examined the causes of criminal actions within the aboriginal population andShow MoreRelatedThe Sociological Effects of Residential Schools Essay969 Words Ã |Ã 4 Pagescentury the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own experiences in residential schools. When examining the general topic of the filmRead MoreResidential Instability And Mobility, Racial Ethnic Heterogeneity946 Words Ã |Ã 4 PagesResidential instability/mobility, Ã¢â¬ ¢ Racial-ethnic heterogeneity Ã¢â¬ ¢ Poverty: Sampson and Groves (1989) argued that if we use residential instability for example, this should not be regarded as a direct cause of crime, but as something which Ã¢â¬Ëfosters institutional disruption, and weakened social controlsÃ¢â¬â¢ (Sampson et al., 1997: 919) (Sutherland et al. 2013 p. 3). Likewise, it is through that a lack of contact and the loss of trust in neighbours may contribute to criminal behaviour (Sampson et alRead MoreWhat Did Durkheim Mean When He Called The Collective Conscience?1260 Words Ã |Ã 6 Pages1) What did Durkheim mean when he referred to the Collective conscience ? Why did he think this was important for understanding Crime and deviance. 2) Describe Merton s theory of Strain as an explanation of crime and deviance in society. Strain theory refers to when people turn to crime and deviancy when they feel unable to achieve socially approved goals through legitimate means. (Agnew, 1992). Featherstone and Deflem (2003) outline five routes that individuals could take in order toRead Morere various reasons behind young people joining street gangs. One of the reasons young people800 Words Ã |Ã 4 Pagesgangs is Social Disorganization Theory. Social Disorganization theory assumes that Ã¢â¬Å"delinquency emerges in neighborhoods where neighborhood relation and social institutions have broken down and can no longer maintain effective social controls (Bell, 2007).Ã¢â¬ Social Disorganization contributes to residential instability and poverty, which affects interpersonal relationships within the community and opens opportunities for crimes to be committed. The break down of neighborhood relation and social institutionsRead MoreWhy Young People Join Gangs819 Words Ã |Ã 4 Pagesgangs is Social Disorganization Theory. Social Disorganization theory assumes that Ã¢â¬Å"delinquency emerges in neighborhoods where neighborhood relation and social institutions have broken down and can no longer maintain effective social controls (Bell, 2007).Ã¢â¬ Social Disorganization contributes to residential instability and poverty, which aff ects interpersonal relationships within the community and opens opportunities for crimes to be committed. The break down of neighborhood relation and social institutionsRead MoreSocial Disorganization839 Words Ã |Ã 4 PagesSOUTHERN CARIBBEAN MARACAS ROYAL ROAD, MARACAS, ST. JOSEPH Social Disorganization An assignment Presented in Partial Fulfillment Of the Requirements for the Course SOCI 325 JUVENILE DELINQUENCY INSTRUCTOR: Mr.Lloyd Johnson By Tekeisha Charles 9th February 2016 Approval............................ Question 1 Why is the social disorganization theory for the most part, relegated to specific areas in the society? Social disorganization is defined as an inability of communityRead MoreThe Case Of Mason s Routine Activity Theory1656 Words Ã |Ã 7 Pages Cornell, 2009; Osgood, Anderson, Shaffer, 2005) have given the suggestions that Ã¢â¬Å" males, in particular, would benefit from service requirements and other social programs that reduce the frequency with which they engage in unstructured and unsupervised interactions with peers during the early high school years.Ã¢â¬ Mason rarely missed school but he receives poor grades and does not have good relationships with his teacher. Mason also goes to church regularly which according to Novak Crawford (2005)Read MoreInvestigating The Behavior Of An Offender Within The Criminal Justice System1345 Words Ã |Ã 6 Pagesaccount for legal and criminal justice actions and decisions. It is difficult to comprehend theories that are utilized today to evaluate, understand, and ultimately prevent crime from being committed. Examples of such theories, to name a few, are Trait, Social, and Classical/choice. Each are important when attempting to explain why some choose criminal behavior rather than non-criminal behavior. Trait theory, or the study of the human personality, can also be defined as habitual patterns of behavior, thoughtRead MoreWhy People Commit The Crime Essay1538 Words Ã |Ã 7 Pagesthe cause for juvenile delinquency is social disorganization, strain, social process, control, labeling, conflict, and development life course theory. We will compare and contrast these different theories with a focus on adolescent involvement in criminal street gangs. Social disorganization is defined as an inability of community members to achieve shared values or to solve jointly experienced problems (Bursik, 1988). In recent decades, the themes of social disorganization theory have been moreRead MoreCrime Begins With Youth And How They Grow Up832 Words Ã |Ã 4 Pagesyouth and how they grow up. Certain theories magnify the characteristics that should be nurtured and protected when children are learning appropriate social behavior. Theories like Social Conflict, Social Disorganization, and Rational Choice Theory identify these specific needs in youth and what can be done to prevent crime at a young age. First, Social Disorganization Theory is based on the regular occurrence of a neighborhood that is invested in the structure of that communityÃ¢â¬â¢s affiliation, interaction