Influence Of Gangs On Theu.s. - 1296 Words

Influence of Gangs on the U.S Despite the discrete and sly manner of gangs, their presence and acts have affected and continue to affect the U.S in many aspects. Since their early beginnings in the 1780s, shortly after the Revolutionary War, gangs have had control and power in many areas of the U.S. When gangs were still a new idea in the U.S most had real jobs and few were involved in serious crimes (Wolff 6). It wasn’t until the nineteenth century, a time where the U.S economy was in a rut and people were fighting for jobs, until these gangs became a problem. Most of these gang formations sprung from European immigrants who came to America and were pushed aside. This led to them having to struggle with finding jobs, which in turn gave†¦show more content†¦One example of this is the time at which both modernized police organizations and gangs were formed. As Sutherland states, â€Å" It was not until the mid nineteenth century did unified, uniformed police forces resembling modern police organiz ations emerge in the United States† and that â€Å"the development of such police forces provided the specific service of controlling an increasingly anonymous and threatening ‘dangerous class’† (Sutherland 351). This â€Å"dangerous class† they speak of are these gangs which also arose in the nineteenth century, which shows that their presence influenced government to tighten up their police system and protection. This was a huge change and step for the U.S that we still see impacting us and our community today, but it was only one of the many changes that took place. Other changes that took place include the addition of the Racketeer Influenced and Corrupt Organizations Act and The Continuing Criminal Enterprise Statute. The Racketeer Influenced and Corrupt Organizations Act, also known as the RICO act, is an act that focuses on built on existing legislation regarding organized crime. This is different that other acts because it now allows the gove rnment to â€Å"seize assets before criminal defendants were brought to trial, needing only to prove probable cause to make such a seizure† (Racketeer Influenced and Corrupt Organizations Act). A

Frostbite Chapter 15 Free Essays

Fifteen I WAS TRYING TO PAINT my toenails the next morning- not easy with such a god-awful hangover- when I heard a knock at the door. Lissa had been gone when I woke up, so I staggered across the room, trying not to ruin my wet nail polish. Opening up the door, I saw one of the hotel staff standing outside with a large box in both arms. We will write a custom essay sample on Frostbite Chapter 15 or any similar topic only for you Order Now He shifted it slightly so that he could peer around and look at me. â€Å"I’m looking for Rose Hathaway.† â€Å"That’s me.† I took the box from him. It was big but not all that heavy. With a quick thank-you, I shut the door, wondering if I should have tipped him. Oh well. I sat on the floor with the box. It had no markings on it and was sealed with packing tape. I found a pen and stabbed at the tape. Once I’d hacked off enough, I opened the box and peered inside. It was filled with perfume. There had to be at least thirty little bottles of perfume packed into the box. Some I’d heard of, some I hadn’t. They ranged from crazy expensive, movie-star caliber to cheap kinds I’d seen in drugstores. Eternity. Angel. Vanilla Fields. Jade Blossom. Michael Kors. Poison. Hypnotic Poison. Pure Poison. Happy. Light Blue. J?van Musk. Pink Sugar. Vera Wang. One by one, I picked up the boxes, read the descriptions, and then pulled out the bottles for a sniff. I was about halfway through when reality hit. These had to be from Adrian. I didn’t know how he’d managed to get all of these delivered to the hotel in such a short amount of time, but money can make almost anything happen. Still, I didn’t need the attention of a rich, spoiled Moroi; apparently he hadn’t picked up on my signals. Regretfully, I started to place the perfumes back in the box- then stopped. Of course I’d return them†¦but there was no harm in sniffing the rest before I did. Once more, I started pulling out bottle after bottle. Some I just sniffed the cap of; others I sprayed in the air. Serendipity. Dolce Gabbana. Shalimar. Daisy. Note after note hit me: rose, violet, sandalwood, orange, vanilla, orchid †¦ By the time I was finished, my nose barely worked anymore. All of these had been designed for humans. They had a weaker sense of smell than vampires and even dhampirs, so these scents were extra strong. I had a new appreciation for what Adrian had meant about only a splash of perfume being necessary. If all these bottles were making me dizzy, I could only imagine what a Moroi would smell. The sensory overload wasn’t really helping the headache I’d woken up with either. I packed up the perfume for real this time, stopping only when I came to a certain kind that I really liked. I hesitated, holding the little box in my hand. Then, I took the red bottle out and re-sniffed it. It was a crisp, sweet fragrance. There was some kind of fruit- but not a candied or sugary fruit. I racked my brain for a scent I’d once smelled on a girl I knew in my dorm. She’d told me the name. It was like a cherry†¦but sharper. Currant, that’s what it was. And here it was in this perfume, mixed with some florals: lily of the valley and others I couldn’t identify. Whatever the blend, something about it appealed to me. Sweet- but not too sweet. I read the box, looking for the name. Amor Amor. â€Å"Fitting,† I muttered, seeing how many love problems I seemed to have lately. But I kept the perfume anyway and repacked the rest. Hoisting the box up in my arms, I took it down to the front desk and acquired some packing tape to reseal it. I also got directions to Adrian’s room. Apparently, the Ivashkovs practically had their own wing. It wasn’t too far from Tasha’s room. Feeling like a delivery girl, I walked down the hall and stopped in front of his door. Before I could manage to knock, it opened up, and Adrian stood before me. He looked as surprised as I felt. â€Å"Little dhampir,† he said cordially. â€Å"Didn’t expect to see you here.† â€Å"I’m returning these.† I hoisted the box toward him before he could protest. Clumsily, he caught it, staggering a bit in surprise. Once he had a good grip, he took a few steps back and set it on the floor. â€Å"Didn’t you like any of them?† he asked. â€Å"You want me to get you some more?† â€Å"Don’t send me any more gifts.† â€Å"It isn’t a gift. It’s a public service. What woman doesn’t own perfume?† â€Å"Don’t do it again,† I said firmly. Suddenly, a voice behind him asked, â€Å"Rose? Is that you?† I peered beyond him. Lissa. â€Å"What are you doing here?† Between my headache and what I had assumed was some interlude with Christian, I’d blocked her out as best I could this morning. Normally I would have known the instant I approached that she was inside the room. I opened myself up again, letting her shock run into me. She hadn’t expected me to show up here. â€Å"What are you doing here?† she asked. â€Å"Ladies, ladies,† he said teasingly. â€Å"No need to fight over me.† I glared. â€Å"We’re not. I just want to know what’s going on here.† A breath of aftershave hit me, and then I heard a voice behind me: â€Å"Me too.† I jumped. Spinning around, I saw Dimitri standing in the hallway. I had no clue what he was doing in the Ivashkov wing. On his way to Tasha’s room, a voice inside me suggested. Dimitri no doubt always expected me to get into all sorts of trouble, but I think seeing Lissa there caught him off guard. He stepped past me and came into the room, looking between the three of us. â€Å"Male and female students aren’t supposed to be in each other’s rooms.† I knew pointing out that Adrian wasn’t technically a student wasn’t going to get us out of trouble here. We weren’t supposed to be in any guy’s room. â€Å"How do you keep doing this?† I asked Adrian, frustrated. â€Å"Do what?† â€Å"Keep making us look bad!† He chuckled. â€Å"You guys are the ones who came here.† â€Å"You shouldn’t have let them in,† scolded Dimitri. â€Å"I’m sure you know the rules at St. Vladimir’s.† Adrian shrugged. â€Å"Yeah, but I don’t have to follow any school’s stupid rules.† â€Å"Perhaps not,† said Dimitri coldly. â€Å"But I would have thought you’d still respect those rules.† Adrian rolled his eyes. â€Å"I’m kind of surprised to find you lecturing about underage girls.† I saw the anger kindle in Dimitri’s eyes, and for a moment, I thought I might have seen the loss of control I’d teased him about. But he stayed composed, and only his clenched fists showed how angry he was. â€Å"Besides,† continued Adrian, â€Å"nothing sordid was going on. We were just hanging out.† â€Å"If you want to ‘hang out’ with young girls, do it at one of the public areas.† I didn’t really like Dimitri calling us ‘young girls,’ and I kind of felt like he was overreacting here. I also suspected part of his reaction had to do with the fact that I was here. Adrian laughed just then, a weird kind of laugh that made my skin crawl. â€Å"Young girls? Young girls? Sure. Young and old at the same time. They’ve barely seen anything in life, yet they’ve already seen too much. One’s marked with life, and one’s marked with death†¦but they’re the ones you’re worried about? Worry about yourself, dhampir. Worry about you, and worry about me. We’re the ones who are young.† The rest of us just sort of stared. I don’t think anyone had expected Adrian to suddenly take an abrupt trip to Crazyville. Adrian was calm and looked perfectly normal again. He turned away and strolled toward the window, glancing casually back at the rest of us as he pulled out his cigarettes. â€Å"You ladies should probably go. He’s right. I am a bad influence.† I exchanged looks with Lissa. Hurriedly, we both left and followed Dimitri down the hall toward the lobby. â€Å"That was†¦strange,† I said a couple of minutes later. It was stating the obvious, but, well, someone had to. â€Å"Very,† said Dimitri. He didn’t sound angry so much as puzzled. When we reached the lobby, I started to follow Lissa back toward our room, but Dimitri called to me. â€Å"Rose,† he said. â€Å"Can I talk to you?† I felt a sympathetic rush of feeling from Lissa. I turned toward Dimitri and stepped off to the side of the room, out of the way of those passing through. A party of Moroi in diamonds and fur swept past us, anxious looks on their faces. Bellhops followed with luggage. People were still leaving in search of safer places. The Strigoi paranoia was far from over. Dimitri’s voice snapped my attention back to him. â€Å"That’s Adrian Ivashkov.† He said the name the same way everyone else did. â€Å"Yeah, I know.† â€Å"This is the second time I’ve seen you with him.† â€Å"Yeah,† I replied glibly. â€Å"We hang out sometimes.† Dimitri arched an eyebrow, then jerked his head back toward where we’d come from. â€Å"You hang out in his room a lot?† Several retorts popped into my head, and then a golden one took precedence. â€Å"What happens between him and me is none of your business.† I managed a tone very similar to the one he’d used on me when making a similar comment about him and Tasha. â€Å"Actually, as long as you’re at the Academy, what you do is my business.† â€Å"Not my personal life. You don’t have any say in that.† â€Å"You’re not an adult yet.† â€Å"I’m close enough. Besides, it’s not like I’ll magically become an adult on my eighteenth birthday.† â€Å"Clearly,† he said. I blushed. â€Å"That’s not what I meant. I meant- â€Å" â€Å"I know what you meant. And the technicalities don’t matter right now. You’re an Academy student. I’m your instructor. It’s my job to help you and to keep you safe. Being in the bedroom of someone like him †¦ well, that’s not safe.† â€Å"I can handle Adrian Ivashkov,† I muttered. â€Å"He’s weird- really weird, apparently- but harmless.† I secretly wondered if Dimitri’s problem might be that he was jealous. He hadn’t pulled Lissa aside to yell at her. The thought made me slightly happy, but then I remembered my earlier curiosity about why Dimitri had even wandered by. â€Å"Speaking of personal lives †¦ I suppose you were off visiting Tasha, huh?† I knew it was petty, and I expected a â€Å"none of your business† response. Instead he replied, â€Å"Actually, I was visiting your mother.† â€Å"You going to hook up with her too?† I knew of course that he wasn’t, but the quip seemed too good to pass up. He seemed to know that too and merely gave me a weary glance. â€Å"No, we were looking over some new data about the Strigoi in the Drozdov attack.† My anger and snarkiness dried up. The Drozdovs. The Badicas. Suddenly, everything that had happened this morning seemed incredibly trivial. How could I have stood there arguing with Dimitri about romances that might or might not be happening when he and the other guardians were trying to protect us? â€Å"What’d you find out?† I asked quietly. â€Å"We’ve managed to track some of the Strigoi,† he said. â€Å"Or at least the humans with them. There were witnesses who lived nearby who spotted a few of the cars the group used. The plates were all from different states- the group appears to have split up, probably to make it harder for us. But one of the witnesses did catch one plate number. It’s registered to an address in Spokane.† â€Å"Spokane?† I asked incredulously. â€Å"Spokane, Washington? Who makes Spokane their hideout?† I’d been there once. It was about as boring as every other backwoods northwest city. â€Å"Strigoi, apparently,† he said, deadpan. â€Å"The address was fake, but other evidence shows they really are there. There’s a kind of shopping plaza that has some underground tunnels. There’ve been Strigoi sightings around that area.† â€Å"Then †¦Ã¢â‚¬  I frowned. â€Å"Are you going to go after them? Is somebody going to? I mean, this is what Tasha’s been saying all along†¦. If we know where they are †¦Ã¢â‚¬  He shook his head. â€Å"The guardians can’t do anything without permission from higher up. That’s not going to happen anytime soon.† I sighed. â€Å"Because the Moroi talk too much.† â€Å"They’re being cautious,† he said. I felt myself getting worked up again. â€Å"Come on. Even you can’t want to be careful on this one. You actually know where Strigoi are hiding out. Strigoi who massacred children. Don’t you want to go after them when they don’t expect it?† I sounded like Mason now. â€Å"It’s not that easy,† he said. â€Å"We answer to the Guardian Council and the Moroi government. We can’t just run off and act on impulse. And anyway, we don’t know everything yet. You should never walk into any situation without knowing all the details.† â€Å"Zen life lessons again,† I sighed. I ran a hand through my hair, tucking it behind my ears. â€Å"Why’d you tell me this, anyway? This is guardian stuff. Not the kind of thing you let novices in on.† He considered his words, and his expression softened. He always looked amazing, but I liked him best like this. â€Å"I’ve said a few things†¦the other day and today†¦that I shouldn’t have. Things that insulted your age. You’re seventeen†¦but you’re capable of handling and processing the same things those much older than you do.† My chest grew light and fluttery. â€Å"Really?† He nodded. â€Å"You’re still really young in a lot of ways- and act young- but the only way to really change that is to treat you like an adult. I need to do that more. I know you’ll take this information and understand how important it is and keep it to yourself.† I didn’t love being told I acted young, but I liked the idea that he would talk to me like an equal. â€Å"Dimka,† came a voice. Tasha Ozera walked up to us. She smiled when she saw me. â€Å"Hello, Rose.† There went my mood. â€Å"Hey,† I said flatly. She placed a hand on Dimitri’s forearm, sliding her fingers over the leather of his coat. I eyed those fingers angrily. How dare they touch him? â€Å"You’ve got that look,† she told him. â€Å"What look?† he asked. The stern look he’d worn with me vanished. There was a small, knowing smile on his lips. Almost a playful one. â€Å"That look that says you’re going to be on duty all day.† â€Å"Really? I have a look like that?† There was a teasing, mocking tone to his voice. She nodded. â€Å"When does your shift technically end?† Dimitri actually looked- I swear- sheepish. â€Å"An hour ago.† â€Å"You can’t keep doing this,† she groaned. â€Å"You need a break.† â€Å"Well †¦ if you consider that I’m always Lissa’s guardian†¦Ã¢â‚¬  â€Å"For now,† she said knowingly. I felt sicker than I had last night. â€Å"There’s a big pool tournament going on upstairs.† â€Å"I can’t,† he said, but the smile was still on his face. â€Å"Even though I haven’t played in a long time †¦Ã¢â‚¬  What the- ? Dimitri played pool? Suddenly, it didn’t matter that we’d just had a discussion about him treating me like an adult. Some small part of me did know what a compliment that was- but the rest of me wanted him to treat me like he did Tasha. Playful. Teasing. Casual. They were so familiar with each other, so completely at ease. â€Å"Come on, then,† she begged. â€Å"Just one round! We could take them all.† â€Å"I can’t,† he repeated. He sounded regretful. â€Å"Not with everything going on.† She sobered a little. â€Å"No. I suppose not.† Glancing at me, she said teasingly, â€Å"I hope you realize what a hard-core role model you have here. He’s never off duty.† â€Å"Well,† I said, copying her lilting tone from earlier, â€Å"for now, at least.† Tasha looked puzzled. I don’t think it occurred to her I’d be making fun of her. Dimitri’s dark look told me he knew exactly what I was doing. I immediately realized I’d just killed whatever progress I’d made as an adult. â€Å"We’re finished here, Rose. Remember what I said.† â€Å"Yeah,† I said, turning away. I suddenly wanted to go to my room and veg for a while. This day was making me tired already. â€Å"Definitely.† I hadn’t gotten far when I ran into Mason. Good God. Men everywhere. â€Å"You’re mad,† he said as soon as he looked at my face. He had a knack for discovering my moods. â€Å"What happened?† â€Å"Some †¦ authority problems. It’s been a weird morning.† I sighed, unable to get Dimitri off the brain. Looking at Mason, I remembered how I’d been convinced I wanted to get serious with him last night. I was a head case. I couldn’t make up my mind about anyone. Deciding the best way to banish one guy was to pay attention to another, I grabbed Mason’s hand and steered him away. â€Å"Come on. Wasn’t the deal to go somewhere†¦um, private today?† â€Å"I figured you weren’t drunk anymore,† he joked. But his eyes looked very, very serious. And interested. â€Å"I assumed it was all off.† â€Å"Hey, I stand by my claims, no matter what.† Opening my mind, I searched for Lissa. She was no longer in our room. She’d gone off to some other royal event, no doubt still practicing for Priscilla Voda’s big dinner. â€Å"Come on,† I told Mason. â€Å"We’ll go to my room.† Aside from when Dimitri inconveniently happened to be passing by someone’s room, nobody was really enforcing the mixed-gender rule. It was practically like being back in my Academy dorms. As Mason and I went upstairs, I related to him what Dimitri had told me about the Strigoi in Spokane. Dimitri had told me to keep it to myself, but I was mad at him again, and I didn’t see any harm in telling Mason. I knew he’d be interested in this. I was right. Mason got really worked up. â€Å"What?† he exclaimed as we walked into my room. â€Å"They’re not doing anything?† I shrugged and sat on my bed. â€Å"Dimitri said- â€Å" â€Å"I know, I know †¦ I heard you. About being careful and all that.† Mason paced around my room angrily. â€Å"But if those Strigoi go after another Moroi†¦another family†¦damn it! They’re going to wish they weren’t so careful then.† â€Å"Forget about it,† I said. I felt kind of miffed that me on a bed wasn’t enough to deter him from crazy battle plans. â€Å"There’s nothing we can do.† He stopped walking. â€Å"We could go.† â€Å"Go where?† I asked stupidly. â€Å"To Spokane. There are buses you can catch in town.† â€Å"I †¦ wait. You want us to go to Spokane and take on Strigoi?† â€Å"Sure. Eddie’d do it too †¦ we could go to that mall. They wouldn’t be organized or anything, so we could wait and pick them off one by one †¦Ã¢â‚¬  I could only stare. â€Å"When did you get so dumb?† â€Å"Oh, I see. Thanks for the vote of confidence.† â€Å"It’s not about confidence,† I argued, standing up and approaching him. â€Å"You kick major ass. I’ve seen it. But this †¦ this isn’t the way. We can’t go get Eddie and take on Strigoi. We need more people. More planning. More information.† I rested my hands on his chest. He placed his over them and smiled. The fire of battle was still in his eyes, but I could tell his mind was shifting to more immediate concerns. Like me. â€Å"I didn’t mean to call you dumb,† I told him. â€Å"I’m sorry.† â€Å"You’re just saying that now because you want to have your way with me.† â€Å"Of course I am,† I laughed, happy to see him relax. The nature of this conversation reminded me a little of the one Christian and Lissa had had in the chapel. â€Å"Well,† he said, â€Å"I don’t think I’m going to be too hard to take advantage of.† â€Å"Good. Because there are lots of things I want to do.† I slid my hands up and around his neck. His skin was warm beneath my fingers, and I remembered how much I’d enjoyed kissing him last night. Suddenly, out of nowhere, he said, â€Å"You really are his student.† â€Å"Whose?† â€Å"Belikov’s. I was just thinking about when you mentioned needing more information and stuff. You act just like him. You’ve gotten all serious since you’ve been hanging out with him.† â€Å"No, I haven’t.† Mason had pulled me closer, but now I suddenly didn’t feel so romantic. I’d wanted to make out and forget Dimitri for a while, not have a conversation about him. Where had this come from? Mason was supposed to be distracting me. He didn’t notice anything was wrong. â€Å"You’ve just changed, that’s all. It’s not bad †¦ just different.† Something about that made me angry, but before I could snap back, his mouth met mine in a kiss. Reasonable discussions sort of vanished. A bit of that dark temper started to rise in me, but I simply channeled that intensity into physicality as Mason and I fell on top of each other. I yanked him down on the bed, managing to do so without stopping the kissing. I was nothing if not a multitasker. I dug my nails into his back while his hands slid up the back of my neck and released the ponytail I’d just made minutes ago. Running his fingers through the unbound hair, he shifted his mouth down and kissed my neck. â€Å"You are †¦ amazing,† he told me. And I could tell that he meant it. His whole face glowed with affection for me. I arched upward, letting his lips press harder against my skin while his hands slipped under the bottom of my shirt. They trailed upward along my stomach, just barely tracing the edge of my bra. Considering we’d just been having an argument a minute ago, I was surprised to see things escalating so quickly. Honestly, though †¦ I didn’t mind. This was the way I lived my life. Everything was always fast and intense with me. The night Dimitri and I had fallen victim to Victor Dashkov’s lust charm, there’d been some pretty furious passion going on too. Dimitri had controlled it, though, so sometimes we’d taken things slowly†¦and that had been wonderful in its own way. But most of the time, we hadn’t been able to hold ourselves back. I could feel it all over again. The ways his hands had run over my body. The deep, powerful kisses. It was then that I realized something. I was kissing Mason, but in my head, I was with Dimitri. And it wasn’t like I was simply remembering either. I was actually imagining I was with Dimitri- right now- reliving that night all over again. With my eyes closed, it was easy to pretend. But when I opened them and saw Mason’s eyes, I knew he was with me. He adored me and had wanted me for a long time. For me to do this †¦ to be with him and pretend I was with someone else †¦ It wasn’t right. I wiggled out of his reach. â€Å"No †¦ don’t.† Mason stopped immediately because that’s the kind of guy he was. â€Å"Too much?† he asked. I nodded. â€Å"That’s okay. We don’t have to do that.† He reached for me again, and I moved farther away. â€Å"No, I just don’t†¦ I don’t know. Let’s call it quits, okay?† â€Å"I†¦Ã¢â‚¬  He was speechless for a moment. â€Å"What happened to the ‘lots of things’ you wanted to do?† Yeah †¦ it looked pretty bad, but what could I say? I can’t get physical with you because when I do, I just think about the other guy I actually want. You’re just a stand-in. I swallowed, feeling stupid. â€Å"I’m sorry, Mase. I just can’t.† He sat up and ran a hand over his hair. â€Å"Okay. All right.† I could hear the hardness in his voice. â€Å"You’re mad.† He glanced over at me, a stormy expression on his face. â€Å"I’m just confused. I can’t read your signals. One moment you’re hot, the next you’re cold. You tell me you want me, you tell me you don’t. If you picked one, that’d be fine, but you keep making me think one thing and then you end up going in a completely different direction. Not just now- all the time.† It was true. I had gone back and forth with him. Sometimes I was flirty, other times I completely ignored him. â€Å"Is there something you want me to do?† he asked when I didn’t say anything. â€Å"Something that’ll†¦ I don’t know. Make you feel better about me?† â€Å"I don’t know,† I said weakly. He sighed. â€Å"Then what do you want in general?† Dimitri, I thought. Instead, I repeated myself. â€Å"I don’t know.† With a groan, he stood up and headed for the door. â€Å"Rose, for someone who claims she wants to gather as much information as possible, you really have a lot to learn about yourself.† The door slammed behind him. The noise made me flinch, and as I stared at where Mason had just stood, I realized he was right. I did have a lot to learn. How to cite Frostbite Chapter 15, Essay examples

Reflective Practice in Profession-Free-Samples-Myassignmenthelp.com

Question: Write a reflective Practice in Profession. Answer: Reflective practice is critical for professional life The reflective model helps in the understanding of the different factors that helps in maintaining and bringing in the changes in the systems and the functioning as per the requirements of the job role. The Work Based Learning (WBL) program helps the candidates working in the profession to attain the higher knowledge in order to enhance the functioning in the respective job roles (Matsuo, 2012). The major aspect of the change that is being undertaken by the organization is based on the understanding of the needs of the employees. Therefore, various Universities have taken steps in order to enhance the functioning of the students as they are engaged in different professions. The major aspects that are being highlighted in this discussion are based on the understanding of the importance of the reflective practice that helps in maintaining the efficiency of the professional life and career. The major aspects of the change that is being planned by the individuals are based on the reflection as it helps in bringing in improvements in the systems and the processes undertaken by the same. The understanding of the Gibbs reflection model helps in determining the needs of the profession and thereby promotes the working while learning (Moon, 2013). The major aspects of the change in the behaviors and the mentality of the people towards the proper functioning of the job roles is based on the different aspects of the ideas for the transition. The strict observance of the job role by the individual helps in determining the attributes that are required to be altered based on the requirements of the same. The model helps in the evaluation of the job role and thereby understands the necessary steps that would help in enhancing the proper functions undertaken by the person while performing in the job role. Figure 1: Gibbs reflection model (Source: Hilden Tikkamki, 2013) In order to maintain the equilibrium of the change in the professional life, the people are required to take steps in order to understand the requirements of the job role and the manner in which the requirements of the job role can be met through enhanced functioning of the individual. The progress that are being made by the industries and the changes in the technology and the culture of the organizations has affected the functioning of the employees based on the enhancement of their job role. Thereby, the employees are required to undertake steps in order to maintain the paradigm of the responsibilities and balance the same through the proper understanding of the requirements of the job roles through the reflection process. The reflection on the duties of the job role and thereby coming up with new ideas to facilitate the profession helps in enhancing and enlarging the scopes of functioning of the job that the individual is into. The self reflective learning that is being initiated by the individuals is based on the understanding of the workplace, the job role and the major aspects of the indulgence of the individual in that job role (Johns, 2017). It helps the individual in understanding the position in the workforce through the proper functioning of the reflective analysis that is being taken by the individual. The self assessment helps the individual in maintaining the proper balance of the functioning and the requirements of the job role. According to Thompson and Pascal (2012), the determination of the job role and the proper understanding of the processes helps the individuals in making progress as per the assessments that are undertaken by the individuals. The change in the approaches is also being facilitated through the proper understanding of the different job requirements. it helps in bringing in professionalism to the work that is being undertaken by the individuals. Different companies around the world has emphasized on the importance of the self assessment that is being undertaken by the people in order to bring in improvements in their respective job roles. IBM has taken steps to improve the functioning of the employees through instilling the value of self reflection in the employees (Gould, 2016). The company values the self reflectory process in order to bring in continuous improvements in the structure and the functioning of the organization in the market. On the other hand, the proper understanding of the self reflectory process helps in determining the progress made by the organizations through the evolution of the ideas that fits into the context of the companies. Microsoft on the other hand has taken steps in order to bring in changes in the structure and the functioning based on the adaptability of the employees (Redmond, 2017). The understanding of the adaptability of the employees has helped on understanding of the different aspects of the change in the structure and the functioning of the organization. The determination of the job roles helps in enhancing the employment skills that are required to be considered by the organization for its growth. At the micro level, the individuals are required to reflect on the functions that are being undertaken by them in order to reason for their functioning. The self assessment of the employees helps in identifying the challenges that are faced by the same while undertaking the different aspects of the change in the structure and the functioning of the organization in the market. According to Schn (2017), the reflection process that is being undertaken by the employees helps them in not only understanding their job roles but also to gain an expertise on the same which helps them in bringing in improvements in the skills. The improvements in the skills help in enhancing the scope and the employability of the individuals and the enhancement of the careers. Therefore, the reflection on the job role helps in bringing forth improvements in the structure and the functioning of the individuals as per the needs of professionalism. Therefore, from the above discussion it can be stated that the proper functioning of the job role is based on the understanding of the same, which is initiated by the self reflections that are being undertaken by the candidates References Gould, N. (2016). Introduction: the learning organization and reflective practicethe emergence of a concept. InSocial work, critical reflection and the learning organization(pp. 11-20). Routledge. Hilden, S., Tikkamki, K. (2013). Reflective practice as a fuel for organizational learning.Administrative sciences,3(3), 76-95. Johns, C. (2017).Becoming a reflective practitioner. John Wiley Sons. Matsuo, M. (2012). Leadership of learning and reflective practice: An exploratory study of nursing managers.Management Learning,43(5), 609-623. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Routledge. Redmond, B. (2017).Reflection in action: Developing reflective practice in health and social services. Routledge. Schn, D. A. (2017).The reflective practitioner: How professionals think in action. Routledge. Thompson, N., Pascal, J. (2012). Developing critically reflective practice.Reflective practice,13(2), 311-325

One Simple Class Can Decide Your Major

College is a wonderful place. Aside from the social aspects and the friends you’ll make, you will immerse yourself in a great educational environment that will challenge you while kickstarting your career interests. We looked to some of our users from Northwestern to find out their favorite classes and why. Whether it helped them decide their major or was just a fun class to take, here’s what these Admits had to say:alexdvelasco - Developmental Psychology because the professor teaches in a way that is more similar to a performance than a lecture. bodhello - Intro to Computer Programming. Honestly it was such a fun class with a great teacher. Programming is increasingly prevalent, so its good groundwork for anyone interested. monkster519 - My favorite class so far has been a class in optimization because it was the first class I ever took in industrial engineering and made me realize that it was the right major for me. doritosandkilos777 - I have really enjoyed Econ 311, intermediate macroeconomics. Unlike other econ classes, the information presented is applicable to everyday life and my professor is hilarious. However, I will say that I have enjoyed every single class I have taken so far at Northwestern as every teacher here is so smart and so dedicated to what they do. AmandaMG - Intro to poetry (ENG 206) is amazing, especially if you can get in as a freshmanthe first class I got positive and personalized feedback on my writing from the professor, and truly opened my eyes up to the beauty that is campus. NU2018 - Take upper level humanities, political science and history courses, even if intro courses are recommended. As long as you can handle the reading, the better professors and smaller class sizes are worth it. Plus, youll never be completely out of your league because you wont need many field-specific skills (as you would in a math or science course); knowledge-based classes can be taken with little prior knowledge in the field. allym896 - My favorite class is German 101. I believe Northwestern really tries to encourage language study, and they are making a shift toward emphasizing study abroad, which requires them to beef up language. These classes are really supportive, especially the German department. Are you a student at Northwestern? Let us know your favorite classes in the comments below. If youre interested in applying to Northwestern, search our database to get a better idea of where other students applied and how they got in. Talk to a mentor and get essay help to get you into your dream school.

The 19 Best Colleges for Students With Learning Disabilities

The 19 Best Colleges for Students With Learning Disabilities SAT / ACT Prep Online Guides and Tips Figuring out which colleges you’re interested in is arguably the most difficult part of the college application process. There’s so much information to sift through- how could brief campus visits and informational brochures really tell you where you’ll be most successful? This process is even harder for students with learning disabilities. You want to make sure there are programs in place to help you be the best you can be no matter where you go to school. If you want to apply to colleges for students with learning disabilities, this article is a great place to start your college search. I'll start off by talking about what these specialtyprograms have to offer before getting to the rankings. Afterward, I'll discuss the next steps to take if you decide a learning disability program is right for you. What Makes a College Good for Students With Learning Disabilities? All colleges in the US are required to have a disabilities office, which helps accommodate students with different needs. While disability offices can be helpful for logistical concerns, some students need more of a supportive structure in place in order for them to feel comfortable. All the schools listed below go above and beyond what's required of them when it comes to supporting students with learning disabilities. They offer an array of supportive programs, often operated by learning specialists who are trained in working with students with different needs. Examples of supportive services, programs, and procedures include the following: Weekly meetings with a counselor Reduced course load Extra tutoring support Specialcurricula On-campus learning specialists Individual meetings with educators Transitional summer programs Specialty workshops The schools below offer different combinations of these support services and in different levels of structure. Not all the schools listed will be appropriate for all students with learning disabilities- some offer very high levels of structure and support, whereas others only offer more basic check-ins to make sure you're on track.It might be helpful to think about how much support is ideal for you before you begin your college search. Learning Disability Programs: What These College Rankings Mean Because many of the schools on this list are very different from one another (even though they all offer specialized programs), there aren’t reliable rankings lists available. Each student will have to consider her own unique needs when thinking about which specialized programs would be best for her. To compile this list of schools,I researched the best learning disability programs according to aggregated lists and opinions from the learning disability community. Instead of assigning an arbitrary rank to each school, I organized the colleges by type, which should be more useful. Here, you can learn about programsat schools solely for students for learning disabilities. Or if you want to be part of a learning disability program that’s embedded within a school, you can compare programs at smaller communities with some larger, more well-known ones. Note that most of these learning disability programs come with an additional fee on top of tuition if they're embedded within a college or university. If information about the program cost was available, I included it in the program description. Read on to see the best programs for students with learning disabilities at large and small colleges. Later, I'll go over some schools notable for cateringonlyto students with learning disabilities. Like Goldilocks, you should focus on the right fit for you. Unlike Goldilocks, you won't end up chased from a house by angry bears. Larger Colleges for Students With Learning Disabilities The following learning disability programs are generally found at medium to large colleges. If you want more of a typical college experience but still want the additional support and attention that comes with a specialized program, these might be good options for you. Keep in mind that you'll likely to have to apply to both the college and the learning disability program. American University (Learning Services Program) Washington, DC Based in the Academic Support and Access Center (ASAC), the Learning Services Program (LSP) offers several quality support systems for qualifying students. Enrollees have weekly individual meetings with a program coordinator or counselor and consult with a program coordinator during the summer to discuss registration and course selection. Other benefits include the following: Enrollment in a reserved section of the freshman writing class Weekly meetings with a writing tutor for the freshman writing class Individualized course advising Upperclass student mentor The LSP is a one-year program and has a one-time fee of $4,850. Bellevue College(OLS Degree) Bellevue, WA Bellevue College offers an associate degree in Occupational and Life Skills (OLS) for adult students with learning disabilities. Students in the OLS program spend 10-14 hours per week in the classroom, taking classes in subjects such as workplace problem-solving, healthy relationships, and personal finance. They also complete a 200-hour internship at a local business as part of their graduation requirement. 85% of their graduates are employed. Tuition is $455 per credit. DePaul University (Center for Students with Disabilities) Chicago, IL DePaul University is home to the Center for Students with Disabilities (CSD), a department that specializes inspecifically meeting the needs of students with learning disabilities and attention deficit disorders. More than a dozen accommodations are offered depending on the student's particular needs. CSD students also have access to a Learning Specialist Clinician for additional academic guidance. East Carolina University (STEPP Program) Greenville, NC The STEPP (Supporting Transition and Education Through Planning and Partnernships) Program offers academic, social, and life-skills help to students with learning disabilities at ECU. It begins with monthly newsletters and a pre-college bootcamp to help students prepare for college before they even begin their first day. Once they start school, participants receive mentoring and advising, a housing assignment within a designated residence hall, independent study courses and a required study hall to help structure their schedule, and guidance developing a professional portfolio to help with getting a job after graduation. Only 10 students are accepted into the program per year, but for those that are, there are no additional fees for being in STEPP. Northeastern University (Learning Disabilities Program) Boston, MA Northeastern is a relatively large university that offers many on-campus resources to its students. Those who are part of the Learning Disabilities Program (LDP) meet twice every week with an LDP specialist to work on their academic and general life skills. This specialist also directs students to other resources that are available on campus, such as subject-specific tutoring. The fee for the LDP is $2,900 per semester. University of Arizona (SALT Center) Tucson, AZ The University of Arizona's Strategic Alternative Learning Techniques (SALT) Center offers fairly comprehensive support to students and is ideal for those who want the atmosphere of a large school. SALT enrollees have weekly meetings with a strategic learning specialist and access to many other services, including the following: Content-specific tutoring Educational tech support Life skills and academic strategies workshops Psychological services Life and ADHD coaching (this is separate from the SALT fee) Lower-division students pay $2,800 per semester, which includes tutoring. Upper-division students pay $1,200 per semester, with tutoring costing an additional $21 an hour. University of Connecticut (Beyond Access Program) Storrs, CT The University of Connecticut offers a few different options for students with learning disabilities. The major support program is the Beyond Access Program (BAP), in which students meet weekly with a trained Strategy Instructor (SI) to develop important skills. The SI focuses on several skill sets, including the following: Time management and organization Study skills Stress management Self-advocacy Memory and concentration Social skills Career prep Health and wellness Reading and writing strategies There are two different program levels: the BAP fee is $1,800 per semester for one SI meeting a week, or $3,600 per semester for three SI meetings a week. University of Denver (Learning Effectiveness Program) Denver, CO The University of Denver's Learning Effectiveness Program (LCP) offers students with learning disabilities academic counseling, subject-specific tutoring, time and organizational management assistance, and special student events. The program fee is $1,350 per quarter. University of Iowa (REACH Program) Iowa City, IA The University of Iowa's Realizing Educational and Career Hopes (REACH) program is a solid option for students who need extra support or who aren’t ready to jump into the college experience just yet. REACH isan educational program in its own right, specialized specifically for students with intellectual, cognitive, and/or learning disabilities. Thistwo-year transition certificate program provides students with a "big 10" university experience and ensures they're supported throughout the educational process. Services offered by the REACH program include the following: Small group instruction Real world opportunities for hands-on learning Special events and support staff Opportunities to participate in UI courses with the assistance of REACH staff Tuition, fees, and expenses for the REACH program come to $28,859 for Iowa residents and $46,069 for non-residents. Smaller Colleges for Students With Learning Disabilities Not everyone gets excited at the prospect of joining a big college campus. If you prefer a more intimate academic environment, these schools might be good fits for you. Classes at small colleges can be really stimulating, intimate experiences (as long as you don't forget to do the reading). Augsburg College (CLASS) Minneapolis, MN CLASS stands for the Center of Learning and Accessible Student Services. Located at Augsburg College, this center is staffed with disability specialists who are trained to provide the following services to students who might need them: Individual support Instruction of learning strategies and compensatory techniques Help with time management and organizational skills Academic advising Housing assistance There doesn't seem to be a fee for these services. Curry College (Program for Advancement of Learning) Milton, MA Curry College's Program for Advancement of Learning (PAL) offers a specialized curriculum for students with learning disabilities and attention deficit disorders. This curriculum mainly focuses on learning strategies and the learning process in general. Students in the program also receive referrals to specialized advisers and technical support. To apply,you have to submit a separate application in addition to Curry's regular college app. The cost is $1,825 a semester for PAL1220, $3,390 a semester for PAL1210, and $3,470 a semester for PAL1190 and PAL1200. Fairleigh Dickinson University (Regional Center for Learning Disabilities) Teaneck, NJ At Fairleigh Dickinson's Regional Center for Learning Disabilities, students can schedule weekly meetings with learning specialists, participate in counseling sessions, get technologicalsupport, and receive priority registration. Best of all, these services are offered at no extra cost to students. Lesley University (Threshold Program) Cambridge, MA Similar to REACH at the University of Iowa, Lesley University's Threshold is a specialty certificate program meant for those who would struggle in a traditional college environment,even with some structured support. Students can choose to study Business Services and/or Early Childhood Development. After completing the program, students have the opportunity to participate in post-grad programs through Lesley University. Tuition fees amount to $22,125 per semester; room and board expenses are an additional $5,430 a semester. Lynn University (Institute for Achievement and Learning) Boca Raton, FL Students who are part of the Institute for Achievement and Learning (IAL) have access to a variety of specialty services, including the following: Academic coaching Assistive technology Diagnostic assessments Tutoring Alternative testing environments All Lynn University students have access to the IAL. Marist College (Learning Support Program) Poughkeepsie, NY Students enrolled in the Learning Support Program work one-on-one with a learning specialist. In meeting with these specialists, students focus on honing the following skills: Writing skills Note-taking skills Organization skills Test-taking strategies Time management There are fees for meeting with learning specialists,but that information isn't publicized on the program's official website. Mercyhurst University (Learning Differences Program) Erie, PA There are two parts to the Learning Differences Program (LDP): the Summer PASS Program, which helps students ease into college life, and the more intensive Academic Advantage Program (AAP), which is designed to provide structured academic support to students throughout the year. The AAP includes the following features: Weekly meetings with an academic counselor Academic advising Subject-specific tutoring Assigned note-takers Priority class registration The AAP costs $2,590 for one academic year, while the Summer PASS Program costs $995. Mitchell College (Bentsen Learning Center) New London, CT Through the Bentsen Learning Center (BLC), students get access to an academic support program meant specifically for students with learning disabilities and attention deficit disorders. There are three tiers of support, allowing the program to be tailored to each student's individual needs. The center offers the following services: Learning strategy instruction Career readiness skill building Content strategy workshops Designated student study areas Referrals to additional campus resources Program fees vary by level of support, ranging from $820 to $3,700 per semester. Schools Dedicated to Students With Learning Disabilities There are a few schools out there that only accept students with learning disabilities. These tend to be smaller colleges and typically offer customizable levels of support and structure. If you're interested in schools that cater exclusively to students with language-based learning disabilities, check out the following colleges. These schools are experienced in helping students with learning disabilities balance their academic, professional, and personal lives. Beacon College Leesburg, FL Beacon College offers associate and bachelor's degrees exclusively to students with learning disabilities and attention deficit disorders. Itson-time graduation rate is 70%, which surpasses the national average graduation rate for students with learning disabilities. The college's support services include a Center for Student Success (with trained learning specialists and tutors), a math lab, and a writing center. Landmark College Putney, VT All of Landmark College isdedicated to helping students who learn differently (i.e., students with learning disabilities, attention deficit disorders, and/or dyslexia). Support services offered here include the following: Academic advising and coaching Centers for academic support Counseling Specialty summer programs, to ease the transition into college What to Do If You're Interested in a Program for Students With Learning Disabilities Think you'd benefit from a supportive program meant for students with learning disabilities? The following tips will help you successfully navigate admissions and beyond. #1: Get More Information Just like anycollege applicant, you should get as much information about these programs as possible to get a better idea of fit and compatibility. Visit campuses, talk to current students, and consider if program offerings would give you the appropriate level of support. #2: Make Note of Additional Applications Many of these schools require students to submit an application to the learning disabilities program in addition to the regular college application. You might also have to submit further documentation, such as diagnostic tests, psychological evaluations, or letters from educators. As a result, it's best to give yourself extra time to complete these applications. #3: Account for Extra Expenses in Your College Budget You can still apply and be eligible forfinancial aid and scholarships, but be aware that enrolling in one of these programs for students with learning disabilities has the potential to add thousands of dollars to your overall college costs each year. What's Next? If you're still thinking through your college budget (and the extra costs that come with learning disability programs), get informed with our guide to college expenses. Don't forget that federal grants and loans can help make up some of the costs of these specialtyprograms. Learn more aboutPellGrants,DirectUnsubsidizedloans, andDirect Subsidized loans. Worried about choosing a major on your college applications? Learn how to navigate the process and make an informed decision. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A List Of Perspectives Of The American Revolution Against The English Colonization

A List Of Perspectives Of The American Revolution Against The English Colonization The American Revolution against the English Colonization as well as other European colonizers has multiple perspectives despite sharing common goals. In general, the colonies were tired of impositions and control from the European masters that kept changing and were sometimes unreasonable in executing the goals of the colonialists. One notable example is England’s persistent mixing of religion and government business against the wishes of majority of colonialists. The Church of England had become an instrument to enforce punitive laws and was used to stop religious liberty because such freedom had the potential to trigger growth of other forms of leadership (Norton, Kamensky, Sheriff, Blight, Chudacoff, Logevall, Michals, 2014). In the meantime, the colonial administrators on the ground continually felt like slaves to the European masters that controlled the productivity of the colonies. This essay explores two primary sources in providing an understanding the triggers of con flict between American colonies and the Great Britain. Patrick John and Gerald Peters in their account titled, â€Å"Constitutional Debates on Freedom of Religion: Documentary History† published in 1999 focuses on colonial events in Virginia, Northern America. This was during the early 1600s when politics and religion were entwined, a common practice for all European powerhouses such as France, Spain and England (Patrick Gerald, 1999). The church directly received the support of the then government and reciprocated in equal measures. The object of inversion was to influence the natives of America or other overseas colonies into Christianity and thus implant the foreign government in administrative roles. As a result, the colonial proprietors had to follow policies and guidelines dictated by the government. It was difficult enough to convert the natives into Christianity as a religion and from different European States. Shifting from one form of Christianity to another was a daunting task and a cause of confusion because it also m eant to transition from one form of government to another. An example is the imposition of the Anglican Church for its purpose and at the same time resisting the spread of the Roman Catholic Church (Patrick Gerald, 1999). This was a direct form of conflict between England and either Spain or France. Peter Brock through his version of the Revolution titled, â€Å"Liberty and Conscience: A Documentary History of the Experiences of Conscientious Objectors in America through the Civil War†, echoes Patrick John’s and Gerald Peters’ sentiments. However, he draws a connection between religious alliances and the armies. Brock directly and indirectly portrays the inevitable struggle between religion and politics/ government. In highlighting the beliefs and plight of peace sects such as the New England Quakers, the author explores a form of religious independence that probably transversed across the European Powers’ governments. Religious independence was threatening the definition of governments through phrases such as, soldiers under the Prince of Peace (Brock, 2002). The two works by the authors discussed agree on the fact religion and civil government were intertwined and expected to work together as a system of administration. The implied dependence on one another was expected to stand under all areas of governance because the relationship guaranteed predictability of outcomes. Stability, expansion of colonies and protection of boundaries relied on constant administration over colonies. Furthermore, both publications also highlight a form of dissenting behavior. Patrick John and Gerald Peters express the resistance by colonialists based on the intertwining nature of civil government and religion. Peter Brock on the other hand, provides an interesting angle that portrays religious disagreement with the beliefs of the civil government, through a resistance to fight by peace sects, despite affiliation to particular warring European countries. In conclusion, the road to revolution stems from an increasing imbalance of interests for parties within the English colonization. The colonialists felt they had a better chance of understanding and satisfying the needs of the entire stakeholders to their pursuits. However, the European Masters such as the Great Britain and France enforced their interests mingled with religion, as a priority to the existence of colonies. As a result, general implementation of rules and activities demanded by the European Masters gradually generated a disgruntled group of colonialists.

Social Impacts of the War in Iraq Essay Example | Topics and Well Written Essays - 1000 words - 2

Social Impacts of the War in Iraq - Essay Example The psychological effects associated with war are far-reaching and still felt today. War is generally depressing and brings with it devastating repercussions especially to the children of war. The politics of war has brought with it more division in the country along the lines of pro and anti-war campaigns. This coupled with the already prevalent gap between the rich and the poor has expanded the social and economic inequalities in the society. The Bush Administration justified this war by claiming that there was evidence that Iraq had developed and been planning to use weapons of mass destruction. This claim was strengthened by the country’s history of aggression towards its neighbors such as the use of poison gas against Iran. The fact that the country had previously sponsored international terrorism caused the US government to intervene as a precautious measure. The government took it upon itself to enforce international law since the Iraqi dictatorship under Saddam Hussein had violated UN Security Council resolutions (DeFronzo 2010). The Iraqi war brought with it a lot of mixed reactions with civilians having different opinions on the need for this war. Anti-war activists considered this war to be an ill-conceived lunge for control of Iraqi oil by the US government. Advancement towards the long-standing US policy of gaining control of the world’s oil reserves onto which the country’s power, industry and consumerism rely on. This was a colonial war opposed by the rest of the world because of the previous experiences either as the conquerors or colonialists. This was seen as an imperialistic move aimed at securing the control of oil and by doing so, achieving global dominance.