World war one poetry

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Poetry has been an outlet for storytelling and communication for centuries, from Virgil to Ted Hughes. War poetry began as a way of reporters to inform the public on how a battle was fought and how heroes of old won glorious victories. There was no emotion or opinion from the poets in the earliest poems; they were merely informative writings. The First World War spawned a new more sombre emotional form of war poetry. This new form of poetry went through a rapid evolution during the war and changed many people's common view of war. At the start of the war the poems were upbeat and propaganda driven. Near the end and after the war poems became emotionally charged tales of the travesty that is war. These new remorseful poems were backed up with visual aids that were never seen by the public in previous wars. The view and mentality of war had changed, as had the poetry.

At the star of the war propaganda was spreading through many forms. Newspapers, posters, radiobroadcasts and even poetry. These early propaganda poems were getting young men to enlist though their ways of convincing young men differ greatly. In Harold Begbie's Fall In he constantly questions the reader. Each verse follows the same rhyming pattern.

How will you fare, sonny, how will you fare

In a far off winter night,

When you sit by the fire in an old man's chair

And your neighbours talk of the fight?

Will you sink away, as it were from a blow,

Your old head shamed and bent?

Or say I was not with the first to go, But I went, thank God, I went?

Verse. ¾

Begbie questions the reader's obligation to his country. He shows how the general public who are pulling together for the war effort will look down upon you. In verse four Begbie even says that by not enlisting you are going against God's wishes,

Is it football still and the picture show,

The pub and the betting odds,

When your brothers stand to the tyrant's blow

And Britains call is God's.

This shows that the general publics view of war at the start of the war. They believed that war was God's battle against evil. Religion was a major part of everyday life at the time so going against God's will was frowned upon.

Jessie Pope's Who's for the Game? is like many propaganda poems. Its joyful tone, perfect rhyming and patriotic enthusiasm is perfect for public readings. Like Fall In this poem uses rhetorical questioning, however the questioning in this poem is much more upbeat than Fall In.

Who's for the game, the biggest that's played,

The red crashing game of a fight?

Who'll grip and tackle the job unafraid?

And who thinks he'd rather sit tight?

Verse. ¼

Pope does not give a very accurate portrayal of war but he gives the general view of war at the time. He continuously refers to war as a game. At this time these views were valid because there weren't any images from the actually battle fields until later in the war. These visual aids would be the first from any major battles.

Other poems at the start of the war had a much more chivalrous ideals. These poems were not as upbeat and questioning. These poems had a much more serious edge to them. Herbert Asquith's The Volunteer tells a story of a young clerk who dreamed of going to battle for the honour of his country and has died doing so. Asquith has chosen the occupation of a clerk to represent a monotonous joyless life.

Here lies a clerk who half his life had spent

Toiling at ledgers in a city grey,

Thinking so that his days would drift away

With no lance broken in life's torment.

He juxtaposes with the life and colour of battle; The gleaming eagles of the legions came.

Asquith's also portrays a view of war that many people share today. He dwells on the great honour and victory of the great battles of old. The clerk dreams of victory for his country. Here lies a clerk who half his life had spent…Who goes to join the men of Agincourt.

Rupert Brooke's poem Peace is another very idealistic poem. Unlike The Volunteer Brooke's poem looks at war like a gift from God. Now, God be thanked Who has matched us with His hour The poem thanks God for providing a generation with the opportunity to fight on the side of goodness. Asquith writes that complete peace can only be found within death and knowing that one has died for a cause. A personal peace. We have found release there, Where there's no ill, no grief, but sleep has mending

As the war progressed people's views of war changed drastically. The old honourable battles of old had been wiped away. Battles such as Ypres in 115 an 117 and the battle of the Somme in 116 distorted the ideals of battle. The huge death tolls and horrible pictures of death destroyed the minds of the soldiers and dropped the hopes of the homefront. As well as the views changing suddenly the poetry had as well. Poets such as Wilfred Owen and Siegfried Sassoon had now experienced the horrors of modern war. Their poetry now contained raw emotion of pure hatred and guilt of war. Their experiences made Sassoon take a very anti-war sentiment. In 117 Sassoon wrote a protest of war to the government. It states how he believes that men joined the cause under false pretence, I believe that the purposes for which I and my fellow soldiers entered upon this war should have been so clearly stated as to have made it impossible to be changed without our knowledge…. He also states how his experiences have helped to change his views, I have seen and endured the sufferings of the troops, and can no longer be party to prolonging those sufferings for ends which I believe to be evil and unjust…. Wilfred Owen and Siegfried Sassoon went on to change the views of the people and war poetry forever.

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Teacher Shortage

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I. Intro Are teaches getting compensated enough for molding the minds of our future leaders? How would you feel if the teacher is teaching your younger loved ones frustrated on how underpaid he/she is? I would think the teacher would not be an effective source of positive influence for them. Therefore, it is important to have teacher with clear minds that don't have to worry about their financial situation to teach them.. Children are the most important resources we have, they have to be protected and guided through their early years. Besides pay, teachers need involvement on all levels for there to be effective education. Keep in mind, education is the top priority for children. Teachers do not get paid enough for the hours and commitment they make for their profession, which is causing teacher shortage. Therefore, today I propose that teacher definitely need to have their salaries increased.

III. Problem Teacher Shortage Sometimes the simplest solution to a problem is the most effective. Finding enough high quality teacher to fill classrooms is a case in this point. The nation is desperate demand for teachers is increasing everyday! Because teachers have underpaid salaries it is creating a shortage in the education field. This makes the student to teacher ration very high, which means students today are not getting the attention they deserve. According to the online website www.rnt.org it states that, According to US Department of Education, by 006, America will educate almost three million children than today, that's more than 54 million young people. What is our nation going to do when all these young people enroll in schools and these schools won't have enough teachers? Also the online website www.rnt.com, it also states The urban teacher challenge report released in January 000, examined the nation's major or urban school districts and found almost 100% have an urgent need for teachers, in at least one high need subject areas just as special ed, science, and math. Also about 60% of these urban district allow non -certified teachers to teach under an emergency license and the same percent allow for hiring substitutes. In all, that's 8% of districts allow non-credited teacher in the class room. Do we really want our children attending schools with teachers that are not educated to teach? School districts hiring un-certified teachers, which most of them has not have the professional training. Who knows how they're going to acknowledge our young people since they have not hat the proper training in education to do so. While our young people are at school, we have an automatic mind set that they are in a safe environment, and that young people usually think of their teacher a good role models. It is in our minds that teachers must have positive attitudes. But are we sure of that? Because like I said earlier 8% of most districts are starting to allow non-credential teachers, which means they have no t had the proper training and knowledge to do so.

Another problem that is happening in this education world is that, teachers are getting unhappy with their jobs after so many years. How can unhappy teachers enthuse young people? Its obvious that if teachers are happy then usually the students will be calmer and confident in themselves. What this translate to is if children are doing well in school, they are most likely to have a happier home. Bottom line is that our children or children of the future do not deserve to was their time in class rooms occupied by bad teacher who hate their jobs. It should be somebody's job to look out for these people and to help them get on track.

Teachers these days are also moving to different states for higher salaries, or even changing their professions. According to the National Center for Policy Analysis it states, Almost one third of the 0 years and more than 6 of every 100 teachers are leaving the profession each year. Most are retiring, but one in every five is simply deciding to quit.

While researching on my topic, I found some disturbing news in the Washington News Article, dated September 15, 18 by Chad Dock that in New York City, new math and science teachers are coming from Austria and bilingual teachers are coming from Spain. Also Texas and California are making teachers out of ex-aerospace engineers and volunteer parent. Kentucky is allowing five district to have high school diplomas as a last resort. Again, our children are being taught by non certified teacher that has not have the proper training. Seeing that we have to get teachers from different countries, I feel is so not right, because they aren't used to the American society, and American culture. They may have different reaction to students in how whey teach in their countries versus ours.

III. Solution With all these major issues in the education field with teacher shortage. It is important and I encourage we should not over look this issue. I propose higher pay for all teachers. We need to find a way to motivate, recruit and retain teachers in such a positive way that teachers want to stay in the profession and people would WANT TO BECOME A TEACHER! In a news articles, Globe News in July 5, 17, Yarbrough says, People may not realize teaching is a profession, but it is, noting that teachers are molding children. That what they really doing is setting them up and getting them ready for the world. And yet the teachers to whom we entrust our children and our future are not given professional respect, recognition and compensation! We must provide young men and women with compensation on a professional level, as it is teaching in schools in most states pay less than any other occupation requiring a bachelors or masters degree. We should wonder why is that? Does that sound fair? According to New York Times in 001, Vartan Gegorian says We are told that ours is the era of the knowledge economy, that our nation needs we educated knowledge workers and that our schools need to be transformed. But we can not achieve these goal without a stronger more professionalized teaching corps, and we as a nation have not begun to make the longer term investment that would bring that about . There is a way how each of you can help teacher, or whomever is going to become one. One way is that you can contact your legislature and let them know that we need more resources for education and higher pay for our teachers. Not only do you have a right to participate in the process of setting spending priority in education, you have the duty to do so. Nothing is effective as your own personal message!

dAnother solution that will encourage teacher to stay with their profession is to motivate them. All teachers yearn for reassurance that they are doing a good job. According to an online website, www.educationworld.com it states, Most principles recognize teachers efforts by offering positive feed back, both publicly, and privately. Weekly memos, or emails, and regular staff meetings are perfect forum for recognizing special contributions that teachers or other staff members make…. I believe we need to make sure all schools are doing so with all teachers, we all no motivation is the key to keep them focused and feeling worthy. I think we all like a little reassurance in our everyday lives, whether it's from our family, friends, jobs, etc….That's why we should make sure that teachers get a boos in motivation from their administrators. Administrators should recognize more for their outstanding efforts in every teacher.

A few examples for motivations are

Plan a noon hour lunch for all staffs

Contact restaurants, sports franchises, movie, etc… for gift certificates

Encourage teachers to seek development workshops

Organize trips

We get the point here right. We as a community can help by writing letters, or talking to administrators in schools, tell them about your opinions and suggestions. It convinces them that they LOVE being a teacher.

Teachers compensation is significant deterrent to recruitment and retain. Teachers are still paid so much less than professionals, that require comparable education and skills. Teachers are not valued and respected to the extent of their actual contributions to society. there is a national program out there called Recruiting New Teachers, according to online website www.ascd.org, it is a program that raises esteem for teaching and improve the nation policies and practice for teacher recruitment and development. Yet, I still strongly consider since the shortage of teacher is becoming a extremely critically issue our community need to get together and develop more organization to help students want to pursue there career in education.

IV. In summary, we need to keep in mind teaching is the profession that shapes Americas' future, no profession offers greater opportunity to have impact on young people and on American's future. America will need to hire as many as million teacher over the next decade. Therefore with shortage of teachers, due to low compensation, we need to speak up and help out for these individual. You and I are being affected by it in some way or some how. Teachers don't get paid enough for the commitment they make for their profession. These college educated professionals that lack the pay they deserve. The children deserve the best paying highly qualified teachers available. I have started to send email toward various political figures about this issue. If everyone who believes the same the way I do about this situation, and contacted there legislature, I think we all will get a faster response. Like the great poet William Butler said, Education is not the filling of a pail, but the lighting of fire.

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As I Lay Dying

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As I Lay Dying

As I Lay Dying is perhaps, Faulkner's most agile, adroit novel. This is the novel that his versatility and mastery of his craft are revealed. With signs of both tragic and comic genres, literature fans and critics have argued between themselves the true genre of the novel. With the somewhat unchosen classification and very odd writing style, As I Lay Dying has become one of the most unique and puzzling novels in history.

Unlike any other novel of its time, As I Lay Dying has multiple narrators. Every member of the Bundren family, including some members of the community, narrates at least one section. With such an unusual writing style, the novel seems to be a bit confusing, at times, because the variety of narrative voices, provides the reader with multiple, sometimes conflicting perspectives (Lilburn 1-15). Lilburn says that the novel can, at times, leave the reader a bit confused (Lilburn 1) As each section goes by, the lighting and perspective changes. The reader is then forced to make adjustments to be able to stay with the story. With its multiple narrators, the novel starts to get hard, at the end, to follow. But it's the tones and moods that keep the novel together. Even though confused, it is almost instinct to try to interpret the novel. The baffling diversity of tones and moods which characterizes the novel goes some way towards explaining the variety of interpretations it has provoked (Bleikasten 15-18). What the critic is saying is that depending on the person reading the novel and how he or she hears the changing tones and moods, determines how each person will interprets the novel.

Critic Jeffrey M. Lilburn believes that the debate over comedy or tragedy just shows how the novel has defied and resisted any attempt to impose reductive explanations or categorizations (Lilburn 1). However, he does believe that the novel is in fact a tragedy at heart. He examines the tragic elements of the story. A mother on her deathbed listening to the sounds of her own coffin being constructed, for instance. Also many other events along the Bundren's journey seem to be of a tragic nature. These events include a team of mules drowning, a Bundren son Cash breaking his leg, another son Darl being sent to an asylum, and the physical abuse of Dewey Dell, the Bundren daughter (Lilburn 1-14). It is happenings like these that drive Lilburn to believe the story to be a tragedy.

Critic Robert Merrill sides with Lilburn on the matter, defending his belief with even more passion. Merrill says that reading the story as tragic is to experience the novel as Faulkner conceived and wrote it (Lilburn 14). He concedes that the humorous moments are genuinely amusing but merge with events of a truly compelling terribleness (Lilburn 14). For this reason, Merrill is a firm believer that the novel is and was meant to be a tragedy in it's most radical and original form (Lilburn 14).

Other critics tend to emphasize the books comical elements. Patricia R. Schroeder believes that Faulkner's grotesque humor contributes to a comic framework that celebrates the indefatigable man (Lilburn 14). Schroeder sees the novel as a comedy that is the inverse of tragedy it celebrates community survival, applauds the status quo and affirms life in the face of death (Lilburn 14). Schroeder also addresses the frustrated funeral of the south that allows people to reduce death to comic and manageable proportions (Lilburn 14). It may possibly be this aspect that allows Schroeder to see the story as comic. It may give people a way to deal with the loss of a loved one through comic modes to make them better able to handle their situation. Again Schroeder sees comedy at the end of the novel when the Bundren's return home. They do so with a new team of mule's, a new set of teeth for Anse, a new mother and wife, and Dewey Dall's child, unborn. Schroeder believes that this is evidence that even when confronted with the death of an individual, life will prevail (Lilburn 14).

Although Lilburn sees the novel as a tragedy, he is also able to see the comic value in many instances throughout the book. He believes that many of these moments come within the sections narrated by members of the community who are not in the Bundren family. He says a prime example of this is when Samson gives his version of the Bundren's journey. When Samson says, It had been dead eight days, it must have been like a piece of rotten cheese coming into an ant-hill (Lilburn 14) Lilburn sees all sorts of comic value. Lilburn suggests that Peabody's views of Anse are equally amusing (Lilburn 14). Peabody states I be damned if the man that'd let Anse Burden treat him with raw cement ain't got more spare legs than I have (Lilburn 14) while examining Cash's broken leg. It is scenes like these that allow Lilburn to stray away a bit from his original prescription of the novel.

The indecision of these critics is obvious though, as some are even able to see both sides of the argument and almost agree with each. It is because of this inability to clearly choose sides that Andre Bleikasten says that As I Lay Dying embarrasses critics who are hard put to define it's genre (Bleikasten 16). Bleikasten believes that the novel provides us with a comedy and the reverse of comedy, a tragedy, and the derision of tragedy (Bleikasten 17) all at once. Bleikasten seems to fall in line with his contemporaries, being not able to choose a clear category for Faulkner's classic.

It seems as though he was exactly correct because not even these literary scholars seem to be able to determine the true nature of the book. Is the novel a comedy or tragedy? It is possible that there will never be a definite answer. Maybe that is what Faulkner truly wanted.

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Childcare and Welfare Reform

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Childcare and Welfare Reform

During the past 150 years the family economy was revolutionized twice

(Hernandez 145) affecting children under the age of six whose parent or parents work. The first childcare revolution began more than 100 years ago, and affected children over five, as parents spent most of the day at jobs. Today, as global economic situations become an increasing concern, with instability of work, the increasing divorce rate, and out -of-wedlock childbearing households begin to experience change, corresponding revolutions in childcare have also occurred. For example in 15, 60% of children from birth to five years of age who had not yet enrolled in school1 million childrenparticipated in a non parental childcare or early education program. Childcare is no longer an experience for a few children; it is rapidly becoming the norm.

In response to President Clinton's passage of the 16 Personal Responsibility and Work Opportunity Reconciliation Act, (PRWORA) also known as Welfare Reform, the United States is in the midst of a second childcare revolution, as children age six and over ,and then younger children, began spending more time either at school or being cared for by someone other then their parents. This Welfare reform bill has pushed a substantial new group of low income families into the work force and childcare market(Coley, Landale, and Li-Grining 1). For these households, headed typically by single women of young children, participation in the labor market is strongly linked to the need for childcare The childcare demand is escalating precipitously in response to the welfare reform mandate, more parents are left with no other resort than to place their children into childcare program, and has increased the amount of attention to the central role that childcare has in mandated time limits and employment for most on welfare. Childcare is often regarded essential for full time work and career development of single mothers, but sometimes the cost of childcare can be a barrier for entering the labor market, from this prospective one can see childcare as valuable or essential to society. Research has shown high availability and dependable child care to be a central issue for all families, perhaps especially for those with limited financial resources( Coley, Landale, and Li-Grining 1). This paper's aim is to provide a comprehensive look at various childcare options available to Pennsylvania's parents under the guidelines and regulations of the Department of public welfare.

For parents finding care that is accessible, dependable, and in agreement with their child rearing values and goals can be an integral part of managing the competing demands of employment and parenthood. There is no such thing as the perfect childcare setting, but in the quest to create the ideal place for children of working parents on welfare, borrowing the best elements from existing models might be a good place to start.

The follow brief descriptions from Pennsylvania's of children, youth and families web site are various childcare options and the basic responsibilities that providers must fulfill to be registered or licensed by department public welfare to provide such care.

Child Day Care Centers These facilities can serve an unlimited number of (but at least seven) children 15 years of age or younger. Child day care centers are subject to licensing and inspection by department of public welfare on an annual basis. Those centers that have met the minimal standards outlined by department of public welfare, including staff-to-child ratios, receive a certificate of compliance. Group Child Day Care Homes This type of care may be provided in a home or other setting to 7-15 children when the children are older school age (children from the 4th grade up to age 15), or 7-1 children of any other age level. Group child day care homes are subject to full licensure by department of public welfare. Renewal of a home's certificate of compliance is subject to an annual licensing inspection. Family Child Day Care Homes This type of childcare is provided to 4-6 children 15 years of age or younger who are unrelated to the operator of the program. Family childcare operators are obligated to pursue a certificate of registration. Once registration has been granted, family child day care operators must comply with minimal health and safety standards. They also must submit to criminal and child abuse background checks (although other residents of the home where the childcare is provided are not required undergoing such checks). Family child day care providers are required to submit to a renewal of their registration every two years. Department of public welfare does not have regulatory oversight responsibility for Unregulated Relative/Neighbor Care This type of care is common in Pennsylvania's subsidized childcare system, which serves low-income working families and families transitioning from welfare to work. In this setting, which is not regulated by, department of public welfare three or fewer children receive childcare from a provider unrelated to them, or an unlimited number of children receive care from a relative. The children's parents receive a financial subsidy from the Commonwealth to help pay for this care. Until 1, criminal and child abuse background checks were required within certain unregulated yet subsidized settings, but new department of public welfare regulations have removed all requirements to check the criminal or child abuse history of individuals paid to provide care to this population of children.(source)

As the United States continues to move toward an era in which a large number of young children will receive non-parental care, the need increases for quality and affordable childcare in a variety of settings. While mothers prefer the flexibility of unregulated home childcare environments, childcare centers best meet the developmental needs of their preschool children. More than half of the children in the study were cared for in private home settings, where care is often provided by a relative. Mothers say they like the accessibility of in-home care, where providers are more likely to accommodate the mothers work schedule. in addition, with an average provider-to-child ratio of one-to-one, mothers relying on unregulated childcare in homes feel they have open lines of communication with the people caring for their children.

Research conducted in Boston, Chicago, and San Antonio through Welfare, Children & Families A Three-City Study. Child Care in the Era of Welfare Reform Quality, Choices, and Preferences examines the consequences of welfare reform for the well-being of children and families.

Convenience may harm children in the long run, Only 1 percent of the unregulated homes in the study received acceptable ratings for developmental quality, based on child development research standards. The remaining 88 percent received minimal or inadequate developmental quality ratings.(source) In sharp contrast, 78 percent of the licensed child care centers in the study earned acceptable marks according to the same set of standards.(source5)

Based on those rankings and on other observational data, the study suggests, that formal child care centers provide the most developmentally supportive settings for children as well as the highest levels of safety and the greatest feelings of warmth.

The best child care options for low-income working mothers would combine the advantages of child care centers, such as early learning of language and of math concepts, with the flexibility and the greater trust that mothers find in unregulated care,. The best care would be stimulating to children, accessible, and satisfying to mothers.

Just as child care is becoming the norm for children, struggling to secure a child care arrangement is becoming the norm for parents. Parents face an almost bewildering array of choices friends and relatives, child care programs operated either publicly or privately, as either independent businesses or as part of a chain, either regulated by state agencies or not, and staffed by individuals with widely varying training and experience. Parents must weigh considerations of quality and convenience, of availability and affordability as they choose care, all the while worrying about whether they have made the right decision.

In 15, for example, 60% of children from birth to five years of age who had not yet enrolled in school1 million childrenparticipated in a nonparental child care or early education program. Child care is no longer an experience for a few children; it is rapidly becoming the norm

In the interviews, parents expressed the view that child care centers provide educational advantages over homebased care. At the same time, they believed that homebased care is more likely to meet their children's emotional needs, to provide an environment consistent with their own values, and to accommodate their often unconventional, unpredictable work schedules. As would be expected, parents' views depended on the age of the child in need of care. Parents of children aged to 5 many of whom reported having difficulties with home-based child care providers because they changed their hours or monthly fees without warning or did not provide sufficiently high-quality care saw center-based care as preferable. Parents of infants, in contrast, were uncomfortable with center-based care.

For all children in care, the overall quality of their programs is minimal on some measures and adequate on others, but shows signs of decline over the past few decades.

In sum, recent studies and national surveys indicate that children are more and more being cared for by someone other than their parents

Please note that this sample paper on Childcare and Welfare Reform is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Childcare and Welfare Reform, we are here to assist you. Your persuasive essay on Childcare and Welfare Reform will be written from scratch, so you do not have to worry about its originality.

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Teen Rehabilitation vs. Juvenile Justice

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Teen Rehabilitation vs. Juvenile Justice

The use of drugs by teenagers has led to a rapidly growing number of teenagers who are seriously addicted to anything from alcohol to heroin. As a consequence of their constant interaction with drugs, these teens eventually get caught using. When this happens, they are put into the juvenile penitentiary system. With each offense, more and more time is spent in county facilitated juvenile detention centers, otherwise known as correctional facilities or juvenile halls. The current approach to solving the drug abuse problem is punishing the user rather then fixing the problem. My personal experience has led me believe that drug addiction cannot be solved with punishment. I do believe, however, that there are programs that can help.

America has recognized that drug use is a serious problem, and in response our country has waged a war on drugs. The crack cocaine boom in the mid eighties resulted in a sharp increase in the number of teens involved with drugs. So, America began to crack down on teen drug users. Every year millions of dollars are spent in California alone to increase the efficiency of the juvenile justice system. With stricter punishments for repeated offenses, juvenile police officers at schools, and the constant building of bigger detention facilities, the war is taking place in the teen world just as much as in adult life.

However, with all the money and energy being put into punishing drug users, the results are not matching the efforts. In 00, the percentage rate of teens who repeated offenses after being released from juvenile detention centers was 50-70% (Alternative Ways of Dealing with Juvenile Crime, par. ). Some people believe that this means we should be building bigger detention centers and increasing punishment for repeat offenders. But, can punishment cure drug addiction?

Once casual use turns into constant abuse, quitting is not easy. Even after the youth decides that they no longer want to use, quitting may not be possible without help. Some cannot stop, because quitting some drugs, like alcohol can kill you. Heroin withdrawals are so painful many cannot get through the first day. For others, quitting drugs is socially not acceptable, especially when gangs are involved. Every day teens overdose, get in car accidents, or die simply because their bodies are too run down from drug use. Addiction is a powerful disease and the effects on teens are severe.

I can only speak from personal experience when looking at how drug addiction is effected by punishment. From what I have seen, time in juvenile halls, or even in juvenile prisons, does not have very much of an impact on drug addiction. Most of my friends over the last five years have been serious drug addicts. Nearly all of these friends have spent time in juvenile hall. I have seen friend after friend go in just to come back out and return to the same drugs, the same parties, the same life. Some cannot make it through probation, and end up in prison. Those who can fake success until they get off probation are even worse off. Many of the girls I used to party with are pregnant or have kids. My whole group rarely goes a month without getting together. The thing is, it is not to party anymore. It is to go to funerals. There are a few of us who are free, alive, childless, and still use. I am most afraid for them, because every time I see them I fear that they will be next.

I myself am a serious drug addict. I have been addicted to everything except shooting heroin. I got arrested for the first time when I was 16. I was in and out of juvenile hall for months from then on. After the fourth time, I started to realize that I was really out of control and I needed help. Every time I went in I would swear that it was the last time and when I got out I would never use again, but every time I broke that promise to myself. Realizing that I had a problem made me use with a frenzy that started to slowly drive me insane. I lost my job, dropped out of school, and never went home. I acted out in such crazy ways that my friends began to wonder if I was bipolar or schizophrenic. I began to suffer from malnutrition and my teeth became loose. The punishment system was not helping me.

The last time I got arrested I was not released in the first few days. I went through painful withdrawals. I had suggested to my probation officer before that I might need to be placed in a rehabilitation program, and she had always responded that the county did not have the resources to send me. When I began to black out from withdrawals she wrote to the county and demanded that they place me into a rehabilitation program that could properly take care of me. They consented and I was shipped 00 mile away from home to an in-placement rehabilitation facility.

The program I went into probably saved my life, and I hated every minute I was there. After three months of my eighteen month sentence, I ran away. But three months of rigorous treatment had already taken effect. Drugs were too emotionally and physically draining after months of sobriety. My mind had been cleared long enough for me to remember what I wanted to do with my life. I spent a week trying to drown out the memory of the program with more drugs. It didn't work. So I sobered up and went in search of more help. Since I had been gone from home, California had set up a program that provided me with counseling three times a week and group counseling sessions with other kids in my position. I began attending Alcoholics Anonymous and Narcotics Anonymous (AA/NA) meetings and got what they call a sponsor, which is someone to help you achieve sobriety and clarity. It was not easy. But with the help of all these programs simultaneously I would not be where I am today.

I am not the only one who has found help through one program or another. My NA groups are full of recovered addicts from all walks of life. In my teen groups, ten of us talk about what it is like for us to try to stay sober. We all slip up once in while, but for the most part we stay clean. Everyday, across the country, rehabilitation facilities release drug addicts to be healthy and productive members of society. My experiences have led me to believe that there are alternatives to penitentiaries that are actually effective in helping teens get back control over their lives and their addictions.

There are a limited amount of free programs, open to anyone with a drug problem. There are twelve step to sobriety programs called Narcotics Anonymous (NA) available in almost every city in America. These are groups where all addicts are welcome to share their experience, strength, and hope with other users, get advice, and listen to the experiences of others. They offer a book with 1 steps that others have taken to achieve recovery. In this program you are encouraged to find a sponsor to help you though the steps .Some people do not like these groups, while others find them very helpful. There is also Behavior Health Services in California, which offers free counseling to anyone for whom drugs are causing a problem in their life. An intake is done to make sure the clients problems are really cause by drugs, to weed out the people looking for free counseling. There are experimental programs throughout the country, but many of them fold because the public does not support them and state funds often go to juvenile penitentiaries.

Politicians are supporting the penitentiary system, offering millions of dollars to counties who promise to build bigger juvenile halls and enforce stricter punishment. Money that could be spent on creating better after school programs, more teen counselors, educating teens, and rehabilitating teenage drug addicts is being spent on hiring guards. It was estimated in August 14 that the cost of jailing a juvenile in Los Angeles was $45,000 per year in contrast to $000 per year to put a youth through a year of intervention programs (Juvenile Detention Grows Up). If the funding was redirected, more programs could be created and be accessible to teens.

Unfortunately, programs that work the most effectively are hard to get into and expensive. Live in rehabilitation centers are developed to combine a number of techniques used to help teens get off drugs. But the waiting lists are long and they generally accept people who are in the hospital or jail after drug overdoses first. The rehab center I went to charged my parent $,000 a month. It operated on a sliding scale and we paid less then a lot of parents. Many kids who really need these services simply do not have the money to pay for them. However, if a portion of the money being spent on improving juvenile halls was spent on funding programs to make them more economically effective, the prices could go down enough for them to be available to teens from all walks of life.

Teen drug addiction is dangerous to everyone in our society. Drugs are the cause of many robberies, violent acts, and suicides. If the drug problems of teens are corrected, other types of crime will go down also. Teen drug addiction turns into adult drug addiction. If the problem can be stopped before teens reach adult-hood, adult drug addiction and the problems it causes will go down too. We need to begin taking serious action, because without the outrageous drug abuse rates we could be a much healthier, happier society.

Works Cited

Alternative Ways of Dealing with Juvenile Crime (sidebar). Issues and Controversies,

November 00. FACTS.com. 5 Apr.00 http//www. facts. com/ICOF /Search/ib70570.asp .

Juvenile Detention Grows Up. Africa 000 Media Group. 5 Apr. 00

http//www.africa000.com/cndx/prison5.htm.

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Mechs of the post war world

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British/European mechs

Due to the increased reliance on the British armed forces towards the end of the campaign, disparate types of European mechs were scraped and cannibalised to support the British Cavalry frontlines. As such, pure continental European mechs are as vanishing rare as gold dust.

4 types of British Mech were produced during the war. All were named after figures from Arthurian legend.

Galahad Close support mech. (heavy Mech)

Designed to support infantry in storming built up areas and to close with the enemy in field battles, the Galahad is a dangerous adversary at close quarters. It is equipped with twin 50 calibre Gatling cannons. It also possessed a shoulder mounted RPG, used to shatter buildings and tank formations. Common variants that appeared towards the end of the war replaced both Gatling guns with massive flamethrowers. Though massively unethical, these weapons of mass carnage were very popular. These variants are rarely used today, as that much flamethrower grade petroleum is difficult to come by. These are by far the most common Mecha in Europe.

Armour 0

Hit points 0

Profile 0

Speed 10

Boost speed 0

Sensors 10

Maintenance 1

Weapon fit one twin Gatling guns (weapon system left arm, right arm) RPG cannon (weapon system back)

Weapon fit two twin heavy flamers (weapon system left arm, weapon system right arm) RPG cannon (weapon system back)

Lancelot frontal assault mech. (Super heavy mecha)

The Lancelot was designed for ranged duels with other mechs, and had a high rate of losses against the hordes of African mechs. However, they are still common, as many were still on the production lines when the great burn occurred. Low slung to reduce its profile and with powerful sensors to protect it, it was heavily armed with 4 beam cannons. Today, Lancelot's are used as artillery pieces to the more common Galahads. Their heavy weapons can turn even the fortifications of the elders and spacers to rubble, but they are difficult to maintain. One variant replaced the back beam cannons with missile pods, and these are still popular today, if the ammo can be found.

Armour 50

Hit points 110

Profile +1

Speed 4

Boost speed 0

Sensors 15

Maintenance

Weapon fit one two beam cannons (weapon system left arm, right arm) two beam cannons (weapon system back)

Weapon fit two two beam cannons (weapon system left arm, weapon system right arm) Multi missile launcher (weapon system back)

Special rule integrated targeting matrix

The Lancelot may fire all its guns at a single target as a single action. Roll once and apply the result to each shot, but roll for dodge separately for each attack. The pilot may split his weapons between targets using the same rules, so he could fire all four guns at different targets, gaining the multi action penalty, or fire guns at two different targets, one suffering the multiaction penalty, or fire guns at one target and one at another. However, due to the delicate equilibrium required to fire all guns in this mode, if the Lancelot moves it loses this rule.

Mordred scout Mech. (medium Mecha)

The Mordred is scout and assassin rolled into one. With great speed and agility, and armed with a long-range sniper rifle and a close combat chainsaw, it is a vicious Mech capable of close or long-range dissection. One of its major boons is infact its advanced sensor systems, which allow it to gather detailed Intel on enemy movements and strength, even down to the amount of ammo they hold in their hoppers. These mecha require a detailed maintenance regime, but it is one not heavy on expertise or rare materials. As such, they are still common throughout Europe, and are used as outriders, scouts and fast raiders. In this role, they are comparable to the dreaded Kitsune.

Armour 0

Hit points 70

Profile -1

Speed 15

Boost speed 0

Sensors 0

Maintenance

Weapon fit one sniper rifle (right arm) Chainsword (left arm)

Special rules detailed information

On a successful wits awareness roll, the pilot may gather a piece of information for every success rolled. The information available is

Mecha type

Mecha ammo remaining

Mecha weapon fit

Mecha hits points remaining

Arthur Command mech. (heavy Mech)

The Arthur was a very rare Mech, and only 4 are known to still be in existence in Britain. Armed with a beam cannon, an incredibly rare plasma sword and with incredible field ops and C&C abilities, this Mech fulfils its role of field commander with ease and flair. However, Arthur's are very difficult to maintain, difficult to repair. They are greatly prized by every nation and at least one Mech has been abducted by the Spacers, reducing the total on earth, while another is thought to be in the hands of an African tribe. Many British lords have salvaged production lines for these Mecha at great cost however, and plan to use these to restore damaged ones and build more. If this occurs, the balance of power in Europe could shift dramatically, with the new British kingdoms gaining massive territories in continental Europe.

Armour 50

Hit points 10

Profile +1

Speed 15

Boost speed 0

Sensors 15

Maintenance 5

Weapon fit one Beam cannon (right arm) plasma sword (left arm)

Special rules Command and Conquer!

Any mecha in range of the Arthur's sensory range that is friendly receives a +1 initiative bonus. If the unit has trained extensively together and works well as unit, and the commander pilots the Arthur, this is increased to plus . This ability does not stack with multiple Arthur's or other command mechs.

Please note that this sample paper on Mechs of the post war world is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Mechs of the post war world, we are here to assist you. Your cheap custom research papers on Mechs of the post war world will be written from scratch, so you do not have to worry about its originality.

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Teenage Pregnancy

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Philosophy

When I was born, I did not know the difference between right and wrong. Now, I do. The word philosophy means

the love of knowledge. One type of knowledge is propter quid, which ask the question why or how. In this paper, I

will demonstrate how Socrates, Hume and Aristotle, three well known philosophers, would explain how I acquired

this knowledge in relation to the principles of right and wrong.

Socrates is the first philosopher, I will discuss. Since Socrates did not write anything down, Socrates thinking is told

through his student, Plato, who wrote his teachers' thoughts. Socrates is an idealist who believes that things are in

born. Therefor he believed that before we are born our soul knows everything, but when we are born our mind is a

tabular rasa (blank slate). As we grow day by day, we recollect the knowledge from our soul.

… the soul, that is, the human mind, before it is united with the body, is aquatinted with the intelligible world or the

world of Forms. In this prior existence, the true knowledge. After its union with a human body, a person's mind

contains its knowledge deep in its memory. True knowledge in this world consists of remembering, in reminiscence

or recollection. What the mind or soul once knew is raised to present awareness by a process of recollection aided by

the technique of dialect or the Socratic method. (Stumpf 60)

This is known as the theory of recollection. The theory of recollection is told through Plato in the Phaedo and the

Meno.

In the theory of recollection Socrates' answer to the paradox is that knowledge is recollection. This thesis allows a

man to have ideas of which he later becomes conscious by recollection; thereby overcoming the sharp division

between not-knowing and knowing, and justifying inquiry. (Sternfeld, 5) Socrates states in the Meno A man

cannot inquire about what he knows, because he knows it, and in that case he is in no need of inquiry, nor again can

he inquire about what he does not know, since he does not know what he is to inquire. (Plato 80E) This theory of

recollection may explain why we often say that we had certain knowledge before we leaned it or heard it for the first

time. It is often said that we are born with concepts and it is these concepts that structure our minds, beliefs, and

actions.

In his dialogue entitled the Meno, Plato illustrates how Socrates is able to show that even a young uneducated slave

boy knows some truths of geometry not because somebody taught him that subject but because be naturally knows

the relationship of various ideas to each other. (Stumpf 60) This quote illustrates how Socrates thought that the

uneducated boy knew geometry. He recollected it from his soul. In the Meno, Socrates states that the boy is

recovering by oneself knowledge within oneself. (Plato 85D) Knowledge in the Meno is perceived as having an

acquaintance with the object, but not knowing how it functions. Socrates states here that true knowledge is that is

learned. Once learned, we remember that knowledge and apply it when needed. This can be done through

recollection or memory. As an occasion arises that requires the use of this knowledge, we can use the abilities of our

mind and recollect the knowledge for the circumstance.

I interpret Socrates to mean that I was born with a knowledge of right and wrong, but I needed to experience

situations where I needed to recall this knowledge. He makes reference to the initial knowledge being in the soul.

Hume is the second philosopher I will discuss. Hume's beliefs are different from Socrates. Hume believes that we

were born knowing nothing, and everything is learned. He feels that as we grow, we learn the difference between

right and wrong from our experiences. The present comes from the senses and the past is in our memory. Hume

shows how knowledge begins form the experiences we encounter through our five senses.

It is said of Hume …it is the use he makes of the principle or the association of ideas, which enters into most of his

philosophy. The principle of association helped the empiricists to explain our powers of thinking consistently with

their view that our ideas are derived from experience, and that they are not innate. (Sorabji 4) Unlike Socrates,

Hume does not believe certain knowledge is within our soul.

Hume uses the concepts of impressions and ideas. Impressions and ideas make up the total content of the mind. The

original stuff of thought is an impression, and an idea is merely a copy of an impression. (Stumpf 88) According

to Hume, when you initially make a decision, right or wrong, this would be your impression. It would be an idea

when you needed to recall this decision.

Hume also speaks of knowledge being divided in two ways. He identifies the Relations of Ideas and Matters of Fact.

Relations of ideas are empirical facts and cannot be disputed. These include mathematical equations and scientific

facts.

Matters of fact, which are the second objects of human reason, are not ascertained in the same manner; nor in the

evidence of their truth, however great, of a like nature with the foregoing. All reasoning concerning matter of fact

seem to be founded on the relation of Cause and Effect (Stumpf 4)

The principle of cause and effect would indicate that you would need to actually experience a situation before being

able to determine if it were right or wrong. This theory does not include reasoning as a basis for you decisions.

Therefore, Hume would feel we know right and wrong from our experiences. We would only know that the stove is

hot because we experienced it. This theory eliminates the possibility that some of our decisions in life are based on

knowledge that we obtain, but do not actually experience. I have learned that if run in front of a car, I will be

injured, even though, I have not experienced this event.

Aristotle is the third philosopher I will discuss. Perhaps the most important Platonist was Aristotle, for practically

every significant Western Philosopher who did not find inspiration in Plato followed the guidance of Aristotle.

(Cantor 1) Aristotle was one of Plato's students for over twenty years until Plato's death. He wrote about many

areas of philosophy, including ethics. In later life Aristotle's medical background proved significant, providing

early training in empirical investigation and biological science. (Cantor 11) This type of background added a new

dimension to philosophers ideas during this era. Aristotle wrote as a man who having studied and mastered the

knowledge of the world, was trying to provide the principle and organization necessary for studying it

systematically. (Cantor 1)

Metaphysics, one of Aristotle's works, is concerned with a type of knowledge, that he thought could be rightly

called wisdom. He begins this work with the statement, all men by nature deserve to know. This innate desire, says

Aristotle is not only a desire to know in order to do or make something. (Stumpf 405) He feels we need to

understand the why of our decisions. Many feel that metaphysics is the study of abstraction and is difficult to apply

to everyday principles.

Wisdom is therefore more than the kind of knowledge obtained from sensing objects and their qualities. (Stumpf

406) These first principles and causes are the true foundation of wisdom, for they give us knowledge not of any

particular object or activity, but rather knowledge of true reality. Wisdom is similar to the knowledge possessed by

the scientist who begins by looking at something, then repeats these sense experiences, and finally goes beyond

sense experience by thinking about the causes of the objects of his experiences. (Stumpf 407) In this way Aristotle

uses his training in biological sciences. Aristotle feels that once you have some knowledge, additional knowledge

will build upon the initial knowledge. Therefore, it would be Aristotle's opinion that knowledge as in right and

wrong would be derived by experiencing situations and using the wisdom learned from these situations to make

future decisions.

Aristotle also uses memory as a philosophical principle. Aristotle's account of memory is fuller that that to be

found in best know British empirist (Sorabji 1) He related to a wide variety of things that may be remembered, but

required memory. Examples of these are facts, that one learnt, contemplated, heard, or saw something; that one did

something the day before yesterday; what one saw or experienced and the past. (Sorabji 1)

He uses images to make his point. He felt that what is in our mind is mental images. Aristotle's theory of

remembering requires not any kind of image, but an image that is a likeliness or copy of the thing remembered.

(Sorabji ) His image is in the memory.

In summary, I feel Aristotle's basis for knowing right from wrong would combine wisdom and memory. Once we

have obtained wisdom from an event, it would be our memory that would recall the event.

Aristotle's theory would best support my understanding of right and wrong. In order to make good decisions in life

you have to understand the basis for your rationale. By having this understanding, you can accept your decision and

not second guess yourself. I feel you need both wisdom and memory to make sound decisions. Socrates theory of

knowledge coming from the soul is unrealistic for me. I believe you have to experience situations or have

knowledge of related situations before you can decide if they are right or wrong. Hume's principles of cause and

effect substantiate immediate learning, but you have to actually experience the event and cannot use reasoning to

make your decisions.

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