Punishment Vs. Rehabilitation And Rehabilitation - 1754 Words

Punishment vs Rehabilitation Punishment and rehabilitation are topics of many debates, especially when it comes to the effectiveness of them both but when these two dynamics work collectively they will be helpful in controlling crime. Punishment and rehabilitation is expected for those that have elected to disobey the law; these are only two of the four recognized objectives with in the criminal justice system, the others include deterrence and incapacitation. Punishing offenders and then subsequently involving rehabilitation in the course of community supervision can be the foundation to help prevent crime. Of course, the punishment and re-integration stage should be rooted on the character of the offense. When the proper sentence is†¦show more content†¦There is significant variability in the outcome connected with the type of treatment, for example, how well it is put into action, and the personality of the wrongdoer to whom it is applied. Programs used to re-establish offenders to lessen recidivism are effective if they include proven standards and are aimed to the detailed needs of the offenders; this type of rehabilitation treatments are time and again positive and reasonably significant. The specific sources of that variability have not been well explored, but some principles for effective treatment have emerged (Cullen Lipsey, 2007). Offenders who gain their high school equivalency diploma while incarcerated are prone to get a job after release, researchers reveal. In addition, those who go through vocational training are highly probable to get jobs with better wages and offenders that went through any drug treatment program during incarceration are less probable to go back to using drugs outside of confinement. When effective programs are implemented, offenders that recidivism could be reduced by 15 to 20 percent (Petersilia, 2011). This is not to express that criminology is a challenge that can always be resolved. There is an explanation for why people go to prison and depending on the circumstances there is incredibly little or nothing can be done to alter the options

Writing Style Fit For All Audiences - 1291 Words

Molding A Writing Style Fit For All Audiences My goal is to learn how to make my writing flexible to satisfy different groups while keeping it on point. When looking at my current work and self reflecting I quickly recognized that my writing was sloppy and liberal. Why are my writings producing these kind of results? I formed a conclusion that my High School teachers were to blame. I was so stuck on robotically writing summaries for teachers, including English teachers, that I rarely had the chance to think for myself. I never had the opportunity to actually learn how to write in my own words, even when the teacher said â€Å"write in your own words†. There was always an agenda to follow, never your own opinion, never the â€Å"I†.†¦show more content†¦I also found it very useful to critique, reflect, ask other people opinions and read my work aloud. This allows me to get a second and third opinion on my work. The exercise that we did in class where we swapped essays, convinced me that a second set of eyes is very handy. There is yet another issue that arises. Because I never learned a writing process, how would I start forming my own? I figured the best way to start is to learn from others. In order to become a good writer I would have to learn the jargon that is literature. For example after reading Orlean Anderson’s journal I chose Bob Ingalls to be sort of my mentor in my middle draft. Like Obi-Wan Kenobi in Star Wars, he would mentor this Luke Skywalker in the ways of proper writing. He brought up many points that really interested me. With his advice I will form my own writing process by imitating style, reading and building upon an author’s ideas. I should be getting my ideas from authors and writers who know what they’re doing. With this in mind, I can shed the High School English approach of â€Å"write down what we want you to write down, not write down what is on your mind†. They could’ve at least taught us as students how to come up with ideas and focus on quality, rather than focusing on volume and tell us to write more to fix our writing which is redundant. They focused on interpreting authors and not emulating them.

Psychometric Evaluation of Global Emotional †MyAssignmenthelp.com

Question: Discuss about the Psychometric Evaluation of Global Emotional. Answer: Introduction Enthusiastic insight (EI) has been proposed both as a vital expansion to the scene of human individual contrasts and as a key determinant of genuine results, for instance accomplishment in work and individual connections. The possibility that individuals vary in their enthusiastic aptitudes is an engaging one which has pulled in much late open consideration Research on the psychometrics of EI is however still in its beginning periods, leaving various uncertain research issues which should be tended to. The most fitting technique for estimating EI is presently a zone of debate. EI has been described by a few specialists as an intellectual capacity including the psychological handling of passionate data which ought to be estimated by capacity composes tests. An elective way to deal with EI suggests that it is a dispositional propensity which can along these lines be estimated without anyone else's input report survey. The principle supporters of the capacity and dispositional approaches are Mayer, Caruso, and Salovey (2000). It is important to deal with the relations between trait EI and its putative outcomes. For example it is frequently proposed that the high interpersonal skills associated with EI should also be associated with career success and evidence for associations between EI and occupational success have been reported by Bar-On (2000). Academic progress in students might also be expected to be related to EI since emotional and social skills in dealing with a university environment could contribute to overall achievement. Schutte et al. (1998) reported that trait EI was positively related to grade point average but this finding was not replicated in a larger study by Newsome, Day, and Catano (2000). Other proposed outcomes of particular interest in the present study include success in social and personal relationships and general measures of life quality. The general expectation is that those aspects of emotional intelligence associated with intra-personal and interpersonal emotional facility would be expected to lead to positive associations with happiness/life satisfaction and quality and extent of social interactions and negative associations with loneliness. Because mood regulation is a subcomponent of EI, it would be expected to be negatively associated with measures of depression. There are some findings in th is area but further work is required. Trait EI has been found to be positively correlated with life satisfaction (Martinez-Pons, 1997). A progression of investigations of attribute EI have discovered direct and sometimes extensive connections between's these measures and identity qualities. Attribute EI measures for the most part indicate expansive critical correlations with Extraversion (E) and Neuroticism (N) with positive and negative signs, individually, while littler huge positive connections with Openness (O), Agreeableness (An) and Conscientiousness (C) have likewise been discovered (Dawda and Hart, 2000; Petrides and Furnham, 2001; Schutte et al., 1998). One approach to evaluate the issue of the uniqueness of attribute EI is to analyze its incremental legitimacy in the expectation of life results, i.e. its capacity to anticipate out-comes when the influences of identity are controlled for. There are as of now not very many outcomes here yet attribute EI has been appeared to have incremental legitimacy in the forecast of life (Palmer et al., 2014). To estimate the psychometric properties of an online emotional intelligence questionnaire with forty questions, 326 participants were enrolled by Qualtrics, a professional examining association who spends significant time in surveying research. They were enlisted from existing on the web boards possessed by Qualtrics, from the individuals who have concurred in the past to sociological surveying research. Participants were informed about the experiment procedure and allowed to leave at any stage of the conducted workshop conducted by the ethical committee of the university. 287 participants mostly in the age bracket of 20 years were finally selected with 68 male and 214 females after the workshop session. Ethical form designed by ethical committee was provided to the participants and was returned by putting their signature. There was no control group for this study as no hypothetical testing was done. GEIT (https://globalleadershipfoundation.com/geit/eitest.html) was used to assess the EI scores. University laboratory was used for the purpose of conducting the test. The investigator collected the answers from online survey and organised according to the GEIT40 components. Sample matching and sorting were done in few stages, starting with distinguishing some objective populace with a characterized set of qualities. In the present examination, the parameters such as age, sexual orientation were distinguished. Second, utilizing their online answers a separation work was then ascertained based on the numerical score separation of every individual. The questionnaire asked to respond to the questions related to emotional intelligence, personality traits and self-esteem. The examinees were guided for the content of the questionnaire distressing them and the Monash University counsellors were available for assistance. Participants demographic Sample data was categorised demographically in two sections based on gender with 24.1 % male and 74.6 female participants. Average age was 21.84 years (S.D =3.76 years) and was considered as a categorical variable. Table 1: Participant Demographic Statistics Age Range 19-48 Mean Age for all Participants 21.84 Standard Deviation for all Participants 3.76 Total Number of Participants (N) 287 Split By Sex Mean Age for all Women 21.54 Standard Deviation for all Women 2.95 Total Number of Women (N) 282 Mean Age for all Men 22.42 Standard Deviation for all Men 4.64 Total Number of Men (N) 68 Results Findings Five GEI scores were more than 90% valid and excess validity was cross checked. GEI question numbers (components) 4, 8, 9, 12, 20, 27, 37 did not differentiated between the people as validity scores were equally distributed. The average global total EI score was 27.18 (S.D was 4.99), TEIQue was 146.66 (S.D was 20.61), BFI extraversion was 25 (S.D was 6.81), BFI agreeableness was 34.48 (S.D was 5.94), BFI conscientiousness was 31.42 (S.D was 6.15), BFI neuroticism was 25.35 (S.D was 6.06) and BFI openness was 35.03 (S.D 5.94). Table 2: Descriptive values for GEI BFI scores Descriptive Statistics N Minimum Maximum Mean Std. Deviation GEIT_Total 287 2.00 38.00 27.1847 4.98992 TEIQue 287 91.00 200.00 146.6620 20.61436 BFI_Extraversion 287 10.00 40.00 25.0000 6.81063 BFI_Agreeableness 287 11.00 45.00 34.4843 5.94429 BFI_Conscientiousness 287 15.00 45.00 31.4216 6.15760 BFI_Neuroticism 287 9.00 38.00 25.3519 6.06418 BFI_Openness 287 20.00 50.00 35.0314 5.94577 Valid N (listwise) 287 Internal Consistency The Cronbachs Alpha was 0.72 for 40 items of GEIT, and the data of the scores were found to be acceptably reliable as the alpha value was between 0.7 and 0.8 Table 3: Reliability Measure Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items .723 .728 40 Factor Analysis The 40 things of the GEIT were subjected to corroborative important segments investigation (PCA). The Kaiser-Meyer-Olkin esteem was 0.68 which was more noteworthy than the suggested estimation of .60 and Bartlett's Test of Sphericity was huge, supporting factorability of the grid. A four factor arrangement was determined, and to help translation Verimax pivot was performed. Table 4: KMO Baetletts test values Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .679 Bartlett's Test of Sphericity Approx. Chi-Square 1767.996 df 780 Sig. .000 Correlation Matrix Correlations between all 40 items were calculated. The significance levels of the inter correlations were also noted. Inter correlation was also found between GEIT total and TEQue score and between GEIT total score and big five scores. Not all of them were greater than 0.3 to be significantly related. TEQue had significant correlation with big five measures of personality traits. GEI total had low positive correlation with BFI Conscientiousness and negative correlation with BFI neuroticism. The variance explained by the 40 items was recorded and percentage explanation was taken into account for effect size. The Scree plot for the fraction of total variance was explained by figure1. Four distinct contrasts were observed in total variance explained matrix and hence four factors were studied in Verimax rotational matrix. This matrix exhibited the un-rotated factor loadings of each of the items on the four components obtained from factor analysis. The absolute value of correlation was greater than 0.4 between the rotated components (appendix table 13). For four components, not all the rotated factors loaded well. Factor one and two with correlation values greater than 0.5 loaded well in component 4. In component 1 factors 9, 10, and 20 loaded well with significant correlations (appendix table 23). From factor analysis existence of four factors was well supported. The effect size was found to be satisfactory. Forty item GEIT scores were correlated in accordance with earlier results. TEQue score and total big five scores were compared with total GEIT score and was found to be in line with earlier research works (appendix table 24). The after effects of exploratory and corroborative factor investigation of the attribute EI size of Schutte et al. (1998) introduced here presents a reproduction of the four-factor structure acquired by Petrides and Furnham (2000). The discoveries are additionally in concurrence with the reasonable system of EI as a multidimensional build. The elements demonstrate some cover with the applied model of John D. Mayer (1996). Such a progressive model would be normal on the premise that self-reports of different areas of passionate aptitudes would be required to be emphatically correlated. The example of connections of quality EI with identity and different measures found in the present investigation is by and large as per the desires depicted in the presentation and with discoveries from different examinations (Newsome et al., 2000). Relationships between's quality EI scores and different measures were additionally examined. Add up to GEI scores was observed to be correlated with add up to TEQui score and with the verbal and execution sub-scales, recommending that characteristic EI as characterized by this specific measure is unmistakable from psychometric knowledge, affirming past discoveries of feeble or non significant relationship between quality EI and insight (Derksen et al., 2002). As discussed above and talked about in more detail somewhere else (Petrides, Pita et al., 2007), an attention on area particular parts of identity will be helpful for hypothetically determined research that accentuates replication and clarification. This objective isn't best served by imagination about that happily relapse criteria on five wide, thoughtfully inconsequential variables (Big Five). Feelings are yet a solitary, yet major, space of identity, and it will be important to stretch out attribute EI hypothesis to envelop other vital areas such as social, individual, and Meta cognitive areas. The acknowledgment of this point holds guarantee for the mix of self-idea, self-adequacy, and false knowledge models into the standard scientific classifications of identity. The TEIQue has been intended to give far reaching scope of the sampling space of characteristic EI that is of the feeling related parts of identity There are a few confinements to this investigation that ought to be considered. The first is the example estimate utilized as a part of the present examination and the way they were directed crosswise over statistic subgroups. Moreover, factor investigation normally requires substantial test sizes to accomplish dependability in assessing the models. Future research should in this manner reproduce these discoveries on bigger examples to guarantee the dependability of the models, and therefore the discoveries. Second, despite the fact that GEIT was utilized as a part of the present investigation to inspect the structure of the BFI for reasons for having the capacity to contrast it with different examinations utilizing comparative techniques (Schmitt and Allik, 2005), different strategies ought to be used. Reference Stough, D. H. Saklofske, and J. D. Parker,Advances in the assessment of emotional intelligence. New York: Springer. doi: 10.1007/978-0-387-88370-0_5 Derksen, J., Kramer, I., Katzko, M. (2002). Does a self-report measure for emotional intelligence assess something different than general intelligence?.Personality and individual differences,32(1), 37-48. Harary, F., Palmer, E. M. (2014).Graphical enumeration. Elsevier. Martinez-Pons, M. (1997). The relation of emotional intelligence with selected areas of personal functioning.Imagination, Cognition and Personality,17(1), 3-13. Mayer, J. D., Geher, G. (1996). Emotional intelligence and the identification of emotion.Intelligence,22(2), 89-113. Petrides, K. V., Pita, R., Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space.British journal of psychology,98(2), 273-289. Saklofske, D., Austin, E., Minski, P. (2003). Factor structure and validity of a trait emotional intelligence measure. Personality and Individual Differences, 34(4), 707- 721.doi: 10.1016/S0191-8869(02)00056-9 Schutte, N., Malouff, J., Simunek, M., Mckenley, J., Hollander, S. (2002). Characteristic emotional intelligence and emotional well-being.Cognition Emotion,16(6), 769- 785. doi: 10.1080/0269993014300 Schmitt, D. P., Allik, J. (2005). Simultaneous administration of the Rosenberg Self-Esteem Scale in 53 nations: exploring the universal and culture-specific features of global self-esteem.Journal of personality and social psychology,89(4), 623. Van der Zee, K., Thijs, M., Schakel, L. (2002).The relationship of emotional intelligence with academic intelligence and the Big Five.European Journal of Personality,16(2), 103-125.

President Roosevelts Goals Recovery, Relief and Reform free essay sample

Following the Great Depression, President Roosevelt Franklin was elected in 1932. Upon his election to deliver the New Deal, an unprecedented number of reforms addressing the catastrophic effects of the Great Depression, Roosevelt felt it was the federal government’s duty to help the American people weather these bad times. His first duty as president was to declare a four-day bank Holiday, during which time congress drafted the Emergency Banking Bill of 1933, which stabilized the Banking system. This restored faith in the Banking systems for the people. Three months later he signed the Glass-Steagall Act, which created the FDIC, federally insuring deposits. The Civil Conservation Corps was one of the New Deal’s most successful programs. It addressed the pressing problem of unemployment sending millions of men to the Nations’ forests to work. The Works Progress Administration program; Roosevelt’s major work program, would employ 8. 5 million Americans to build airports, parks, bridges, etc. We will write a custom essay sample on President Roosevelts Goals: Recovery, Relief and Reform or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Other programs included were, The National Industrial Recovery Act (NIRA) and The National Recovery Administration (NRA) were created to help unemployment. The Federal Emergency Relief Program (FERA) gave 3 million to states for work relief programs. The Agricultural Act subsidized farmers for reducing crops and provided loans for farmers facing bankruptcy. The Home Owner’s loan Corporation (HOLC) helped people save their homes from foreclosure. The Deal Programs did not end the Great Depression, they did however help Americans by taking care of their basic needs and giving them the dignity of work and hope. President Roosevelt not only got the American people a start in the Great Depression but he would go on to pass a few more important deal programs. The Wagner Act, one of the most important pieces of labor legislation in History. It supported the rights of working class Americans, guaranteeing workers’ the right to organize Unions and bargaining with management. Then there was the Social Security Act in 1935 proposed by Roosevelt. This Act has proved to be the most significant and far-reaching of all the New Deal initiatives. The Social Security Act was to help those who were disabled, blind, or elder. The New Social Security tax took money right out of worker’s pockets and placed it into a retirement trust fund, exacerbating the shrinking money supply that was one of the main causes of the Great Depression. President Roosevelt created another major bill called the Revenue Act, it raised taxes on annual income above $50,000. Estate and Gift taxes also rose as did the corporate tax rate. This caused an uproar among businessmen and conservatives, who were fuming at Roosevelt saying he was moving dangerously into a radical direction. Roosevelt countered by stressing he had no love for socialism. Roosevelt steered a zigzag course between the extremes of unregulated Capitalism and socialism. The Greatest failure of the New Deal was its inability to restore economic prosperity and end record levels of unemployment. Roosevelt sharply increased the regulatory powers of t federal welfare system. Roosevelt was no socialist, he sought to preserve the basic capitalist structures. The New Deal represented a â€Å"halfway revolution† that altered the Nation’s social and political landscape. President Roosevelt had three main goals while in office, to provide assistance to millions of needy Americans, to improve the level of the Economy, and to pass laws that would eradicate poverty and unemployment. People called this the Three R’s; Recovery, Relief, and Reform. Due to his dedication to save America from the Great Depression we today can live a better life.