The Pros And Cons of Boot Camps Essay Example for Free

The Pros And Cons of Boot Camps Essay Boot Camps came into prominence in the 1980s. It was initially conceived as an effective tool for resolving behavioral problems of teens. This approach was derived from the military style of correcting the behavior of erring members of the military. Boot Camps are short programs that may last from 3 to 6 months. The youth offender is housed in a facility along with other youth offenders. This paper will delve on the effects, pros and cons, and background of juvenile boot camps. The Pros And Cons of Boot Camps An Overview of Boot Camps Juvenile delinquency is one of the more glaring issues facing the youth of today. At present, the number of juvenile defenders all over the world has grown into alarming proportions. Juvenile delinquency takes place during adolescence, a period which is marked by a transition from childhood to adulthood. At this stage of their lives, they start to become independent and away from the guidance of their parents. Although the youth is acknowledged as the holder of the key to the future, it is a sad fact that most adolescents are now confronted by many issues that can put their future in peril – violence, drug abuse, prostitution. Juvenile delinquency is regarded as more of a social than political problem. It stems from various factors such as peer pressure and family influence. However, realizing that there is a need to help these youth offenders, the government has stepped in and implemented several measures by setting up facilities that will save the future of these young people. What are Boot Camps? Otherwise known as â€Å"shock incarceration,† boot camps became prevalent in the 1980s. The concept was patterned after the military boot camps and was grounded on the principle of using military discipline in shaping youth offenders to become productive members of the society. Compared to the overcrowded detention centers, boot camps offered reduced per-bed cost (Hanusa, 2006). Boot camps are facilities that are designed to reform delinquents by employing a military type of correction. The main purpose of these boot camps is to teach the delinquent how to respect authority, adhere to rules, and shape up their behavior at home and school. In these facilities, therapy and psychological intervention is non-existent. Instead, military exercises, discipline, and rigid physical training are used to reform the offender (Boot Camps Info, n. d. ). There are many kinds of boot camps. Some of them are run by the state as an alternative for juvenile jail. Others are privately owned with tight security. Guards are placed in boot camps for no reason than to make sure that the inmates will follow the rules. The punishment for breaking the guidelines in the facility includes extended runs and obstacle courses. The idea of boot camps is to break the â€Å"spirit† of the adolescent and lead to corrective actions (Boot Camps Info, n. d. ). The History of Boot Camps Due to the increasing number of adolescent youths who got imprisoned in the last ten years, as well as the different opinions regarding the role that punishment and treatment play in correcting offenders, boot camps have emerged as an alternative to incarceration. Boot camps started in Georgia in 1983. Since then, they have expanded to twenty five states and have gained fame for their military-type approach. In a survey spearheaded by the General Accounting Office, it was revealed that during its first ten years, there were 29 boot camps offering their programs in 29 states with a total population of 10,065. Since then, Michigan and Texas have shown a drop in their population. New York and Georgia own the largest boot camps in the country. Their combined population comprises fifty percent of the national total (Parent, 2003). While the focus of first-generation boot camps centered on the military-type approach involving â€Å"discipline, physical training, and hard work,† second-generation facilities utilized rehabilitation through â€Å"alcohol and drug treatment† (Parent, 2003). Likewise, second-generation boot camps introduced new treatment methods such as pro-social skills training, electronic monitoring, and home confinement, to name a few. By the middle of the 1990s, boot camps existing in the country started to decline. At the dawn of the 21st century, only 51 boot camps are left operating. Likewise, the population of boot camp inmates has considerably dropped more than 30 percent. Reasons Behind Boot Camps Because of the escalating number of youth offenders in the United States, more and more states are now setting up boot camps. These facilities take the place of youth correctional facilities. Most of them adopt the military type of approach in improving the behavior and attitude of the youth offender. They use physical training and conditioning and follow a structured program. However, it is interesting to note that these facilities or barracks are not entirely for problem teenagers. There are facilities designed for the youth without any criminal record. They are no different from other camps, except that they follow strict procedures. How Do Boot Camps Work? Boot camps are patterned after military-type minimum-security prisons. The conditions are not similar to a regular prison facility and the duration of stay is much shorter which could range from three to six months. While majority of the strategy are modeled after military training, juvenile boot camps vary considerably with a standard prison set-up. These facilities provide â€Å"intermediate sanction† in the jargon of juvenile justice. The punishment in a boot camp is more restrictive compared to probation, but not as severe as imprisonment or detention (Begin, 2002). Boot camps in the United States accept male and female delinquents between 17 to 25 years old. Some inmates were admitted to the program through the â€Å"back door† (Begin, 2002). They were chosen by correctional officers from other offenders who were sentenced to serve a regular prison term. Other inmates came from the â€Å"front door† after the court sentenced them to one term in a boot camp (Begin, 2002). When the offender has already completed their sentence, boot camp officials would determine the method of after-care support that the community would provide. Offenders would either receive regular probation, intensive probation supervision, or electronic monitoring (Begin, 2006). The Effects of Boot Camps According to a study conducted by the Washington State Institute for Public Policy and the Office of Juvenile Justice and Delinquency Prevention, there is no evidence that boot camps indeed reduce the rate of recidivism. Usually, staying in a boot camp is much cheaper than detention in a juvenile center. However, the amount of money that will be saved by the offender will be determined by the length of sentence, which is commonly shorter than incarceration (Hanusa, 2006). Boot camps have shown both positive and negative effects on the individual. The approach in boot camps is simple and that is reward for good work and punishment for violations. Most of the inmates admitted in boot camps are troubled teenagers who are either drop outs in the school where they are studying or teens who have behavior problems at home (Troubled Teens Guide, n. d. ). The concept of boot camps started in the military. All the major sectors of the armed forces run their own boot camp programs. In the military, the purpose of these facilities is to train new recruits in several aspects such as physical conditioning, using weapons, comradeship, being a leader, and others. The participants of the boot camps stay in the facility for two weeks without sleep, communication, and food. Aside from that, the participants are made to live in diverse conditions in order to test how far they can go (Tobey, 2006). Since the inmate experience a new environment and share the facility with other participants, they learn to adapt themselves with the new surrounding away from the company of previous friends, old habits and behaviors. Since the old environment has disappeared from their system, the inmate starts to incorporate new attitudes and behaviors. Likewise, he or she learns to mingle with a new set of friends. This is a positive aspect of boot camps (Troubled Teens Guide, n. d. ). The MacKenzie Study Recognized as the most intensive and systematic study on the effects of boot camps, Doris MacKenzie conducted a research in 1994. It incorporated programs which emphasized on supplementary programming and increased supervision when released. The research utilized control groups to make way for comparison of effects in connection with other sanctions. Likewise, the study measured recidivism in order to determine its effects on the attitude and behavior of the community (Bilchik, 1997). The MacKenzie-Souryal study reached the following findings: 1. Although the boot camp participants concluded their term with a positive result compared to standard inmates, there was no difference between the participants and sample population as to objectively measuring the changes towards anti-social behavior while serving their term (Bilchik, 1997). 2. Boot camp graduates had a hard time coping up with community assistance when looking for a job, pursuing an education, finding a home, or being financially secured and treated (Bilchik, 1997). Even though they served their sentence in the boot camps, the amount of recidivism in the United States did not decrease. In the three states were the incidence of recidivism reflected a drop in the rate, the program centered on rehabilitation and intensive supervision upon release ((Bilchik, 1997). In addition, the Mackenzie study proved that boot camps contribute to the possibility of extending incarceration if the charge is life imprisonment in order to take part in the boot camp program. Using intensive supervision after completion of sentence will most likely lead to re-incarceration ((Bilchik, 1997). National Institute of Justice A team of six researchers under the National Institute of Justice also conducted their own study (Bourque, Cronin, Pearson, Felker, Han, Hill, 1996). The research involves three demonstration boot camp projects for young re-offenders aged 15 to 18 years old. Likewise, they evaluated boot camp inmates who are in the after-case program. No control groups or long-term follow up were provided to the survey participants. After the study, it was revealed that although there were promising results at the end of boot camp, the programs used in the study reflected increased rates of attrition as a result of non-compliance, absenteeism, and re-offense while in the aftercare phase (Bourque, Cronin, Pearson, Felker, Han, Hill, 1996). . Moreover, the NIJ study yielded the following findings: 1) With careful planning and implementation, boot camp programs will be able to meet their desired goal (Bourque, et al. , 1996). 2) The success rate of first year boot camps were high ranging between 80 percent and 94 percent (Bourque, et al. , 1996). 3) The boot camp programs involved in the study showed a marked improvement in the educational performance, overall behavior, and physical fitness of the inmates. Likewise, the rate of improvement in the aspect of self-discipline, respect for authority, personal appearance, and teamwork (Bourque, et al. , 1996). 4) Inmates who completed the boot camp program within 3-months and continued to receive supervision from the program for a minimum of 5 months showed positive improvement in their attitude and behavior (Bourque, et al. , 1996). 5) Boot camps are most likely more affordable than prisons found in the State or local prison facilities (Bourque, et al. , 1996). During the early part of the 1990s, some boot camp programs started taking in female inmates. However, a study conducted in 1992 revealed that since these facilities were programmed to admit men, accepting female inmates can become a dilemma. The study revealed the following findings about female inmates (Bourque, et al. , 1996, p. 3): †¢ They face the possibility of becoming single parents †¢ They are prone to experiencing physical or sexual abuse †¢ They are inclined to exhibit a different â€Å"history and pattern of drug use† (Bourque, et al. , 1996, p. 3) †¢ They face the possibility of becoming out of job after discharge from the boot camp What Boot Camp Proponents Say Despite of the many questions that the opponents of boot camp hurl at the program, people who are in favor of boot camps as a correction method raise several points that will prove that this kind of program helps participants become productive members of society upon their release from the camp. In her article, Hanusa (2006) stated some of the arguments in support of the program: 1. The atmosphere pervading in the camp is ideal for fostering positive growth and change (Hanusa, 2006). 2. The program structure and control personnel foster a secured atmosphere where fighting between inmates would be avoided and would not fall victims of other youths than when they are in regular correctional centers (Hanusa, 2006). 3. The addition of military structure can foster camaraderie as well as respect for staff (Hanusa, 2006). What Critics Say About Boot Camps On the other hand, critics of the program also raised several arguments about boot camps: 1. The confrontational nature of boot camps violates the kind of positive interpersonal relationships that the offender needs in order to achieve positive growth. They claim that this is against the aim of therapeutic treatment. The stringent policies implemented by the camp may cause the inmates to develop fear against the personnel of the camp (Hanusa, 2006). 2. The boot camps focus on group activities does not provide room for addressing individual problems of the youth (Hanusa, 2006). According to Susan Colling, a former juvenile programs Director in Colorado, one of the reasons why boot camps are a failure is because it does not provide aftercare assistance. An inmate may do well inside the boot camp but once they graduate from the program and sent back to their community, they will most likely find a hard time coping up with the new situation because they got used to an environment that is controlled and structured (Hanusa, 2006).

Copper Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Weil 1   Ã‚  Ã‚  Ã‚  Ã‚  Copper is one of the earliest elements known to man. Because of its distinct red color, Copper is very easily identified. In the ancient times, copper could be found lying in the ground in its unattached state without interaction to other substances. Copper and its compounds have many uses in today’s society. Copper has many chemical properties that make it unique. The Atomic number of copper is 29. An Atomic number is a measure of the amount of protons in the nucleus of an atom. Protons are sub-atomic particles, which have a positive charge. The Atomic mass of copper is 63.546. The Atomic mass is a measure of how many neutrons and protons are in an atom. Neutrons are sub- atomic particles, which have no charge. Thus, using the Atomic mass and Atomic number of Copper, we can determine that it has 29 proton and 35 neutrons. Copper is a transition element and is found in column eleven of the periodic table. That means that it has 11 electrons in it valence shell. A valence shell of an atom is the last shell of electrons. Copper is a metal, which lies in period 4 of the Periodic table.   Ã‚  Ã‚  Ã‚  Ã‚  Other basic properties include having a density of 8.96grams/ centimeters3. Density is a measure of mass per unit of volume in a substance. Copper has a melting point of 1083.3 degrees Celsius. A melting point of a substance is the temperature at which a solid changes to a liquid. Also, the freezing point of Copper is 2567 degrees Celsius. The freezing point of substance is the temperature a liquid changes to a solid.   Ã‚  Ã‚  Ã‚  Ã‚  There are also many physical properties of Copper including conductivity, malleability, ductility, and the resistance against corrosion. Conductivity is the ability to conduct electricity. Silver is the only better conductor of electricity, but it is too expensive. Pure copper is a better conductor of electricity than copper alloys, due to the impurities in the alloys. Copper is also Weil 2 very malleable. Malleability is the ability to be easily shaped. Copper doesn’t break when hammered, stamped, forged, or spun into unusual shapes. Copper can be shaped either in a hot or cold shape. Besides being easily shaped, Copper is dutiable. Ductility is the ability to be drawn into thin wires without breaking. When heated, Copper becomes very ... ...s its red color from the iron. The other substance, hemocryanin is the same as hemoglobin, except it uses copper instead of iron. Thus it has a blue color, instead of red. Examples of animals, which have hemocryanin, are crustaceans.   Ã‚  Ã‚  Ã‚  Ã‚  Copper is very numerous in nature. The metal ranks in the upper quarter of elements abundant in the earths crust. A small part can also be found in seawater. Copper is minded Weil 4 throughout the world; fifty nations mine it today. Some include Albania, Argentina, Peru, Russia, Zambia, and many more. The largest miners of copper are Chile and the United States. Other major producers include Canada, Australia, and Indonesia. Within the United States, the leading states of production include, Arizona, Utah, Montana, and Nevada.   Ã‚  Ã‚  Ã‚  Ã‚  Copper is essential to modern society. Its uses are numerous and essential to many animals. Since the discovery of Copper, it has been an integral part of industry, art, and agriculture. Today’s uses would not be possible if not for the discoveries many, many years ago.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Flexible Learning Essay

Education is a broadly debated topic, now there is a new concept emerging, ’flexible learning’. This essay will discuss what is understood by this term and how it could affect the way of the future in education. Furthermore it will discuss how flexible learning has engaged technology and how it has made education more accessible and equitable. Next it will demonstrate how individual students have benefited through the use of technology with flexible learning, and how students are able to be the central focus of their own education. Technology brings with it many advantages for the future of education, however not without some setbacks, this essay will also discuss these. This essay will argue that because of the increasing accessibility and improvements in technology, flexible learning should be the way of the future in education. Flexible learning is quickly becoming the way of the future for education, as it engages and implements the use of sophisticated technology. According to George and Luke (cited in Andrews & Ferman 2001) flexible learning is a multi-directional approach to learning using different methods of delivery. On the other hand, Nunan (cited in Andrews & Ferman 2001, p. 2) considers that ‘flexible delivery is often taken to mean the same thing as increasing flexibility in learning’. Summarising Harmes (2010) explains flexible learning engages technology, allowing the use of the internet, e-mail, and other digital interactive technology. It also allows the student to freely access online lectures and study material and more importantly it enables teachers to position the student as the central focus of the learning experience. This can be seen at universities including the relatively new University of Queensland campus at Ipswich who are using technology to promote flexible learning. It was in fact the purpose built with this in mind; and included computer rooms, a self-directed learning centre and even wireless laptops (Andrews&Ferman 2001). Another example of flexible learning is discussed by Huijser, Bedford and Bull (2008) who describe the Tertiary Preparation Program (TPP); this is a course which is accessed online and on-campus. TPP students can engage in online lectures, Wimba classrooms and forums, study material can also be submitted online and feedback returned to student, again online. Using technology students have engaged in flexible learning all over Australia, including international students. Furthermore TPP is currently funded by the government making it free; this allows students to prepare for higher study prior to investment. The outcome of this should be a higher intake of fee paying students, which in turn should lead to increased government funding for universities. Flexible learning through technology has made education more accessible and therefore equitable. Harmes (2010) discusses how the internet has increased the number of students to able to study degrees through online study material and lectures. As a result of technological advances the world has become a â€Å"global village â€Å"and students can participate in a global classroom. Worldwide opportunities using technology and flexible learning should be funded locally (Zhao 2009). Ultimately this will enable there to be proximity through distance, and will allow students to study anytime and anywhere, thus making education more equitable explains Harmes (2010). There are students from as far away as remote Western Australia studying through the University of Southern Queensland (USQ). They are able to access all the lectures and tutorials online, and USQ plans to offer many more academic programs online by 2012 (The Chronicle 2009). ‘Technology is the tool used to provide a facility for a teacher facilitated, learner centred environment’ (Bonanno, 2005). It is only through the many improvements and advances in technology that education has been so accessible and with it flexible learning has been implemented. Flexible learning has made education more accessible because, study is teacher facilitated and enables the student to be positioned as the central focus of education. According to Harmes there are many benefits of flexible learning, students are able to access their study any time they like, and this means that they are able to co-ordinate study around work and family life. The flexibility that technology provides has enabled students to study at their own pace (Andrews Ferman, 2001). Additionally students have a sense of freedom with their study, slotting it in whenever they please. Knowles (cited in Choy and Delahaye 2002) researched how adult learners are more likely to be motivated and experienced in life, and that they are ready to embrace learning with deeper appreciation and understanding. Knowles (1973) continues by discussing how this self-driven learning is assisted through flexible delivery and how students benefit from a mature independent approach to education with the option for teacher help when needed. As a result of this Bonanno suggests that with good self-discipline and time management students are able to have freedom and access to study anytime and place, thus enabling many styles of learning. Technology has increased the flexibility that students have, thus allowing greater access to education. Despite the fact that education has embraced technology, there are still some problems which must be resolved. According to Ralston (1999) it appears that although many have embraced technology for learning, there are still many who are either too afraid to or do not have the skills and confidence to do so. Furthermore he suggests that that those who do not attempt to engage technology will be severely disadvantaged, because the twenty-first century is the age of technology. Andrews and Ferman (2000) noted on their study of the University of Queensland, -Ipswich campus that many students found the course material limited, that there was a lack of structure, and there were also a significant number of technical difficulties. Additionally Bonanno (2005) discusses some of the disadvantages of technology and states that the learner can easily lose motivation partly due to a lack of classroom spirit and teacher facilitated learning. Technology can be out of date or difficult to understand and often it can be confusing and sometimes it can just be that there is no technical support available. Bonanno’s (2005) comments that many problems occurring are learner related and that in order to be successful the learner must be self-motivated and have a reasonable degree of self-competency. She also comments that the facilitator or teacher must be motivated as well and be able to produce engaging study material for the student to work with; they must also be able to direct, listen and support students. Despite some complications, changes in technology help to make sure education is more accessible and equitable. Universities are able to capture larger numbers of students enabling more funding from the government. Students are able to be in control of their own education pathway and are able to be flexible about when and where they choose to study. Students can also choose to study gregariously in online classrooms and even traditional classrooms. Problematic areas will in time be improved as technology upgrades on a daily basis; including faster internet options. With this evolving technology people’s knowledge and experience will increase and in time student numbers and study options will grow. It is realistic that flexible learning will be and indeed should be the way of the future in education and that there will be a worldwide classroom.

Learn About Brown Marmorated Stink Bugs, Halyomorpha halys

I have a peculiar fascination with stink bugs. My affection may be misplaced, however, because some stink bugs are pests of garden plants and fruit trees. One exotic species, the brown marmorated stink bug came to the U.S. recently and the agricultural industry is already on alert. Description: The adult brown marmorated stink bug, Halyomorpha halys, can be confused with other brown stink bugs. To identify this species accurately, examine its antennae for alternating bands of light and dark on the last two segments. Adults are a blotchy brown color, with alternating light and dark markings along the edges of the abdomen. They grow to 17mm in length. In its U.S. range, Halyomorpha halys adults may be observed from spring to September. In the fall, they may invade houses and other structures. Find stink bugs in your home in the fall, and theres a good chance youve got brown marmorated stink bugs. First and second instars appear tick-like, but yellowish or reddish in color. The final three instars (five total) become darker and closer in appearance to the adults. Older nymphs have banded legs and antennae and abdominal markings like adults. Clusters of light green eggs may be found from June to August. If you do find a brown marmorated stink bug, keep the insect in a vial or jar and report the find to your local extension office. This insect has the potential to become a serious agricultural pest, and scientists are tracking its spread. Classification: Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - HemipteraFamily - PentatomidaeGenus - HalyomorphaSpecies - H. halys Diet: Brown marmorated stink bugs feed on plants by piercing fruits and stems. The long list of host plants favored by this insect makes it a significant agricultural pest if populations get too large. Host plants include a variety of fruit and shade trees, as well as other woody ornamentals and even legumes. Known food sources include pear, peach, apricot, cherry, mulberry, persimmon, and apple trees; Buddleia, honeysuckle, Rosa rugosa, and abelia shrubs; raspberries and grapes; and legumes including soybeans and beans. Life Cycle: The brown marmorated stink bug undergoes incomplete metamorphosis. In the U.S., only a single life cycle occurs per year. However, in its native Asia, five life cycles per year have been observed. As H. halys spreads south, more life cycles per year are likely. Eggs - The female lays barrel-shaped eggs in masses of 25-30, on the undersides of leaves.Nymphs - Nymphs emerge 4-5 days after eggs are laid. Each instar lasts about one week.Adults - Adults fly, and become sexually mature about two weeks after their final molt. The female lays eggs at one-week intervals. She can lay as many as 400 eggs in a season. Special Adaptations and Defenses: Like other cousins in the Pentatomidae family, brown marmorated stink bugs possess glands in the thorax capable of producing malodorous compounds. When handled or crushed, stink bugs release this foul-smelling secretion. Their coloration provides camouflage from predators, such as birds. Habitat: Fruit tree orchards, soybean fields, and other areas where host plants occur, including the home landscape. Range: The brown marmorated stink bug is native to eastern Asia, existing in China, Japan, and Korea. Halyomorpha halys has been detected in 42 U.S. states and several Canadian provinces.   Other Common Names: Yellow-brown stink bug, East Asian stink bug Sources: Regional Pest Alert: Brown Marmorated Stink Bug, Northeastern IPM CenterBrown Marmorated Stink Bug — A New Exotic Insect in New Jersey, Rutgers Cooperative Extension FS002Brown marmorated stink bug, Halyomorpha halys, University of FloridaBrown Marmorated Stink Bug, Penn state University