An Original Research Design Plan Paper Example | Topics and Well Written Essays - 1500 words

An Original Design Plan - Research Paper Example The problems arise due to factors such as sexual and substance abuse within prisons. There is a high rate in consumption of drugs by inmates in prisons, which impact negatively on their health, and in the extreme cases lead to death. Substance abuse in Austin prisons is not a new trend, and it requires maximum attention, as the effects on the inmates are severe. Prisons are places meant to rehabilitate and reform the inmates, rather than to destroy them, in one way or the other. Introduction There has been an increasing rate of substance abuse in Austin prisons. Substance abuse refers to a pattern of harmful and injurious use of drugs for mood altering purposes. In other words, it is the consumption of illicit drugs for purposes meant to interfere with the normal mental condition of an individual (Chang, 2010). Although there has been treatment for drug abusers since the 1970s, this has not changed the fact of drug abuse in prisons. Scientific research shows that this treatment can h elp many victims change their behaviors and attitudes towards drug abuse (Stover and Michels, 2010). There are various reasons associated with drug abuse in prisons. These factors stem from the relationship that exists between crime and drug abuse, which is widely known. Drug abuse is implicated in three kinds of offences related to drug. That is, offences related directly to drug abuse such as theft to get money for drugs, offences defined by drug sale or possession, and offences related to a way of life that disposes an individual (substance abuser) to engage in unlawful activities. This may take the form of associating with other lawbreakers or with illegitimate markets (Jennifer et al. 2012). Substance abuse among prisoners in Austin is very dangerous due to the many negative impacts associated with it. The negative impacts of drug abuse affect the victim both socially and psychologically. The sociological and psychological effects of substance abuse on inmates in Austin are div erse ranging from mental illnesses to contraction of other diseases. In the extreme cases, substance abuse leads to death of the drug abuser. According to William and Daniel, 2005), inmates who engage in substance abuse in prisons are at a high risk of contracting chronic diseases such as HIV/AIDs, hepatitis and other sexually transmitted diseases. This occurs especially when drug abusers engage in sexual behaviors influenced by drug abuse factor. The prevalence of diseases such as HIV/AIDS in prisons is very high, increasing the rate of risk of transmission. The other serious effect that substance abuse has on individuals is relapse. Relapse to drug abuse by offenders occurs especially when they are not treated, and this makes the offenders return to criminal behavior. Relapse can bring about re-arrest and re-incarceration of offenders, jeopardizing public health and taxing criminal justice system. Therefore, this does not only affect the criminal’s social life, but also imp acts on the institutions involved negatively. Most mental illnesses in prison are a result of substance and drug abuse (Hide et al. 2012). The mental psychology of substance abusers in prisons is disturbed by intoxication. This can make the individual to become insane or interfere with the logical thinking of the individual. Substance abuse can make the individual to alter his moods and change his or her attitudes and behaviors towards a particular thing. In

Adult Learner Retention Essay -- Education Learning Essays

Adult Learner Retention Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This D igest provides an updated look at research on retention in adult education and suggests effective practices for different settings. Adult Basic Education Repeatedly, attrition is described as the #1 problem in ABE. Attrition rates as high as 60-70% are reported in state and federal statistics (Quigley 1995). The raw numbers may be alarming, but they do not tell the whole story. Several studies show that noncompleters sometimes leave when they feel their goals were realized (Kambouri and Francis 1994; Perin and Greenberg 1994). The phenomenon of stopping out-one or more cycles of attending, withdrawing, and returning-is typical of adults who must place the student role on the back burner temporarily. Counting them as dr... ...cy. Kent: Ohio Literacy Resource Center, 1995. (ED 378 408) Smith, G., and Bailey, V. Staying the Course. London: Business and Technology Education Council, 1993. (ED 359 356) Towles, D. E.; Ellis, J. R.; and Spencer, J. "Student Persistence in a Distance Education Program." Conference paper, 1993. (ED 360 931) Tracy-Mumford, F. et al. Student Retention: Creating Student Success. Washington, DC: National Adult Education Professional Development Consortium, 1994. (ED 375 299) Vanderpool, N. M., and Brown, W. E. "Implications of a Peer Telephone Network on Adult Learner GPA and Retention." Journal of College Student Development 35, no.2 (March 1994): 125-128. Vann, B. A., and Hinton, B. E. "Workplace Social Networks and Their Relationship to Student Retention in On-Site GED Programs." Human Resource Development Quarterly 5, no. 2 (Summer 1994): 141-151.

Literary analysis of ‘The Going’ by Thomas Hardy Essay

‘The Going’ is a poem mourning the death and loss of Hardy’s wife Emma. The themes of anguish, love and regret are echoes throughout the poem however it is unusual and interesting to note that it seems that Hardy is blaming Emma for leaving him and over-romanticizing the time they spent together. The title ‘The Going’ gives the air that Emma’s death was a grand sort of departure. A reader with no knowledge of Hardy’s life would perhaps feel that Hardy loved and took much care of his wife throughout his life and her departure was ‘grand’ in that way, however this is not the case. The circumstances Emma died in illustrated a harsh husband who did not come to his wife’s deathbed when the maid told him Emma was very ill – Hardy’s grievous poem makes the circumstances are very ironic. In the second stanza, Hardy also refers to Emma’s death as the ‘great going’, which is once again giving the idea that Emma’s death was grand; like a Queen leaving. It is possible that by glorifying and exalting Emma’s death, Hardy is trying to console himself about the circumstances she died in – by writing over the situation he may be trying to change the story of what happened for the reader in order to make it seem as though he is not the one to blame. Building on the idea that Hardy wants to shift the blame from himself, Hardy throughout the poem asks questions as statements rather than as real questions. For example, he says ‘ Why do you make me leave the house / And think for a breath it is you I see†¦! ‘ – Hardy has not ended his sentence with a question mark but rather he has ended with an exclamation mark, suggesting he in reality does not want to ask Emma these questions, instead he wants to tell her how he wants the story to be. By using ‘you’ in all his questions, the air that Hardy is the victim in this situation rather than Emma. This amplifies upon the idea mentioned above that Hardy may be wanting to write over the situation in order to make it seem that he is not the one to blame. A sense of arrogance and self-righteousness is eluded from his desire to shift the blame away from him – this may make the speaker seem unlikeable. There is a sensual tone in the poem which works to romanticize the mood of the poem and suggest the happy past the couple had in the beginning of their relationship and the happy life they could have had but didn’t. Hardy asks Emma why she did not ‘lip me the softest call’ – this is a reference to physical intimacy and could be a kiss or to whispering ‘sweet-nothings’. From that suggestion, it would seem like Hardy was always expectant for such intimacy however this was not the case as the couple were not physically intimate for most of their relationship. There are echoes of their courting days in their youth in the fourth stanza where Hardy describes a younger Emma in flattering and loving terms as the ‘swan-necked one’ who would ‘muse and eye (him)’. The idea of Emma ‘eyeing’ Hardy suggests a shy and playful Emma sneaking glances at Hardy which evokes empathy in the readers heart for not only Emma but the combined couple of Emma and Hardy during their courtship. This only adds to the sorrowful feeling of Emma’s death – but now by relating their courting days Hardy has not only told the reader of his grief but he has also spread this grief to the reader. Alliteration also adds to the playful feel to the poem, building on the point above. The day is described as ‘darkening dankness’ and the alleys as ‘bending boughs’ – this brings the settings to life and illustrates how rich their relationship could have been, thus amplifying the emotion of regret over Emma’s ‘going’. The alliteration could also suggest that Hardy is attempting to over-romanticize the situation to such an extent that he is trying to convince himself that their relationship was happy. Another interpretation could that whilst this poem is a sad love poem, Hardy’s use of playful alliteration may be demonstrating that Hardy may not be as sad as he is making out to be throughout the poem because if indeed he was terrible grief-stricken by her loss, he would not have had enough composure to compose the poem with such literary devices which make the poem sound more flowing. Using a device such as alliteration is deliberate and therefore Hardy’s use of alliteration shows he had enough capability to make use of this technique. The final stanza in the poem has great significance to the poem and its meaning. Hardy uses short sentences and caesuras to demonstrate how harshly Emma’s death came about and how harshly their relationship ended. ‘Well, well! All’s past amend/Unchangeable. It must go. ‘ shows how he seems reluctant to accept that Emma is now dead as the short sentences make it sound as though he is slowly trying to make himself accept this fact. Sharp caesuras in this stanza also make it feel as though trying to convince himself Emma is gone is very painful. To conclude, Hardy uses literary devices such as alliteration and sensual imagery to give a sensual feel to this poem, however the underlying tone and meaning of this poem is a sad and greivious one as highlighted by Hardy’s use of blame and structure. Short sentences and an inconsistent ryhming scheme demonstrate this sad mood.

Racism versus Civil Rights Movement Essay examples

Struggle is a never ending process. Freedom is never really won. You earn it and win it in every generation. -Coretta Scott King, page666 The 1960s were a time of great turmoil in America and throughout the world. One of the main topics that arouse was black civil rights. In my essay I plan to compare the difference of opinion between these particular writers and directors, towards racism and the civil rights movement in the 1960s The movement truly got underway with civil rights leaders such as Martin Luther King jr. and Malcolm X in the early 1960s. Students who wanted to bolt on the equality and protest bandwagon quickly followed. Most of the students went to the Southern states (Mississippi, Alabama,†¦show more content†¦The writer of Malcolm X, Bernard Aquina Doctor, has informatively shown (with some bias) the life of Malcolm X. He wanted to show that Malcolm pulled himself out of the gutter to become one of the most famous and respected civil rights leaders in our history so far. He tells us this by showing his life when he hung around with criminals and was into committing small thefts, etc. In this text he was shown as having all the right ideas of how to deal with the problems that were facing minorities at the time, Malcolm believed in violent protest, and Martin L-K jr., another major leader for the civil rights movement believed that protesting should be non-violent. Dr.King though, was forced to reconsider his views when he was thrown into jail and was badly beaten. This text is similar to the Rosa Parks text in the way the writer (for a Rosa Parks book) looked upon Rosa Parks, as Malcolm X, in a revered way. Rosa Parks a Woman Who Changed a Nation, by Kira Albini, is focused on the great injustice that the black community has been faced with. She talks about the fact that blacks had to pay at the front of the bus and then walk around the outside of the bus to the back door where, more often then not, the bus driver would pull away without them being on, although they paid. Rosa Parks came into fameShow MoreRelatedRacism In To Kill A Mockingbird1570 Words   |  7 Pageshistory, racism has enslaved and segregated many races in other countries, but in the United States, the African-Americans have especially been victims of racism and segregation based upon their color. In recent history, the struggle to achieve equality and eradicate racism in the United States has been an ongoing battle since the late 1800’s. 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