Should Females in the Military Be Excluded from Combat Free Essays

Should females in the military be avoided from battle and different perilous obligations? Should females in the military be rejected from battle and different unsafe obligations? Ladies are delicate, they are mindful and makers of life not destroyers of life. Ladies have been thought of as having nothing just the same as war. Ladies today have the chance to enroll in the military, they are not permitted to take an interest in battle units and battle. We will compose a custom article test on Should Females in the Military Be Excluded from Combat or then again any comparative theme just for you Request Now Who might confide in a weapon in the possession of a lady who is delicate and vulnerable?Females ought to be avoided in light of the fact that they divert male warriors could be caught and tormented, and genuinely or intellectually aren’t fit for endurance. Contentions favor ladies being barred from cutting edge battle. The main contention is that females in battle jobs are an interruption for male officers. The nearness of females on the front line affects the male warriors. It can make the male fighters be occupied causing them not to center. Numerous officers accept that they can't have a similar trust in ladies on the war zone to play out their obligations in battle battling when it is at a crucial time, as they do with individual male companions. Ladies and men engaged with sentimental connections in battle units can upset the concentration and ability to battle. Enormous rates of ladies may get pregnant to get away from battle obligations. Females set in battle units will influence the battle unit union and the men who would prefer not to work with them. Many believe that pregnant fighters certainly influences them as battle prepared. During the Gulf War pregnant fighters couldn't serve.Many ladies in the wake of learning of their pregnancies after organization to Saudi Arabia during Operation Desert Storm were sent home. A few purposes of contention are by the individuals who bolster ladies serving on the war zone in battle units. Another contention is by the individuals who are against ladies filling in just as the presence of the ladies in battle units and how it influences the male warriors and the other way around. The following contention is females don't have the physical chest area quality or intellectual ability expected to perform and adapt to battle jobs. There are physical contrasts that people have and furthermore their disparities in mentalities.Women have a less thick skeletal casing and bound to have cracks. Ladies are at a higher hazard for wounds identified with practices than men are. Ladies are twice as likely then men to continue lower furthest point wounds and multiple times as liable to have pressure cracks. On normal ladies are littler and shorter than men with 40 to half less quality in the chest area and 20 to 30% most extreme oxygen utilization less high-impact limit, fundamental for perseverance. Women’s high-impact limit is fundamentally lower than men, and it causes them not to have the endurance important to convey substantial hardware for significant distances and as fast as men.Women are increasingly helpless to getting incredibly drained. Ladies fundamentally come up short on the physical quality and endurance basic to act in direct battle. Ladies soldier can not convey the rucksacks, gear, weapons, and food the significant distances to the battle lines. Along these lines, it will be hard to deal with the very overwhelming military hardware utilized on the field; it would take them longer to control weapons, which would offer the adversary the chance to shoot first. There would be issues at whatever point the need emerges to convey the body of an injured fighter off the front line. Ladies are more vulnerable than men and it causes ladies certain impediments in battle circumstances. It has been demonstrated that when ladies are appropriately prepared, they are as extreme as the men. Ladies ought to be given indistinguishable rights from men to be in battle and battle for their nation, given that they pass indistinguishable norms of wellness assessments from men. Ladies don't have the fundamental mental solidarity to adapt to the passionate and mental pressure included. Ladies will have issues taking care of the air of antagonistic vibe and dread on the battlefield.Women, who are permitted to serve in battle jobs can decrease the battle units’ adequacy. At the point when ladies are brought to battle units men quit identifying with one another and begin attempting to get the consideration of the ladies. The high pace of Post-Traumatic Stress Disorder (PTSD) called battle weakness, or shell-stun) among the male fighters would represent this. In this manner considering these contentions, it might appear to be an obvious end result that ladies ought not be permitted to battle in the front-line.The above contentions are what individuals customarily consider ladies and are not realities but rather speculations. Truth be told, it isn't valid for each lady. Most ladies don't have the vital physical quality, there are some sufficiently able to battle in battle and may even have the option to pass indistinguishable wellness prerequisites from men. Battle is an amazingly troublesome time for each person, regardless of whether lady, or man. The capacity to adapt to upsetting circumstances is a trademark that will change rom individual to individual whether man or lady. I trust it isn't on the right track to avoid ladies from battling in battle obligations dependent on their qualities. Qualities are controlled by ladies and men just to an alternate degree. Ladies are barred out of battle obligations in light of speculations. Ladies ought to be decided by their own qualities and capacities. The most significant explanation females ought to be rejected from battle jobs is that in battle units the females are in danger of capture.Female POWs are tormented, and potentially explicitly attacked. Female POWs will be exposed to the enemy’s procedures of dangers of assault, assault, or different types of sexual unfortunate behavior. Despite the fact that they are being held hostage some are compelled to work for the foe. Female POW’s additionally may confront undesirable pregnancies from assault and consensual sex while in bondage. Eighty seven ladies have been caught held as detainees of war (POWs) in World War II, two ladies in Operation Desert Storm, and two ladies during Operation Iraqi Freedom (Valdosta. edu).Researchers have found in the course of the most recent 40 years more females are in deployment ready then earlier years, yet not in the forefronts. The measurements show the ladies training for deployment and save and gatekeeper. The measurements likewise show ladies in military clashes and detainees of war. The accompanying insights shows this point. Insights on Women in the Military |Women Serving Today | |Information civility of the Department of Defense and the US Coast Guard. | |Data as of Sept. 30, 2009. |Active Duty |Reserve and Guard | |Women |Total |%Women | |USANG |20,168 |109,196 |18. 5% | |(More than 90% of all vocation fields in the military |Guard |71,190 |472,317 |15. 1% | |are open to ladies) |Total | [pic] Women in Military Conflicts |Women Prisoners of War | |Spanish American War |1,500 |Civil War |one* | |World War I |35,000 |World War II |90** | |World War II (time) |400,000 |Desert Storm |two | |Korea (in theater) |1,000 |Operation Iraqi Freedom |three | |Vietnam (in theater) |7,500 |*known | |**includes one American Red Cross and three Army Civilians | |â | |Revised 02/09/10 | |Grenada (sent) |170 | |Panama (conveyed) |770 | |Desert Storm (in theater) |41,000 | http://www. womensmemorial. organization No uncertainty there is a lot more prominent likelihood of demonstrations of torment, sexual attack, dangers of assault, and assault with the presence of ladies on the cutting edge. Is it feasible for men to be explicitly attacked or assaulted too? Despite the fact that it is conceivable, assault of a male is more outlandish (Bork, 2005). The idea of ladies tormented, explicitly attacked, and assaulted in bondage is a purpose behind barring ladies from direct battle jobs. Insights show how ladies in the military explicitly ambushed created Post Traumatic-Stress Disorder. The accompanying insights shows this point.Combat PTSD  Lifetime event (commonness) in battle veterans 10-30%. In the previous year alone the quantity of analyzed cases in the military hopped half and that’s just analyzed cases. Studies gauge that one in each five military work force coming back from Iraq and Afghanistan has Post Traumatic-Stress Disorder (PTSD). 20 % of the officers who have been conveyed in the previous 6 years have PTSD. That’s more than 300,000. 17% of battle troops are ladies; 71% of female military faculty create PTSD because of rape. http://www. healmyptsd 400 U. S. troopers surveyed by scientists in Iraq chose by thinking 31% females and 41% male warriors expressed that ladies ought not be permitted in battle jobs Charles Moskos.The expressed accord in the United states ladies ought not be in the forefront units and it doesn't create the impression that any progressions to that strategy are probably going to occur. Ladies don't have the chest area quality or the greatest oxygen utilization, she needs to take in essential for truly difficult work, skilled to continue delayed upsetting exertion and endurance of being in a battle job (Bowman, 2005). The current rendition of the â€Å"ground battle avoidance policy,† by The Defense Department that was set up in 1994, states: â€Å"Military work force can be placed in each position that they meet the capabilities for, with exemption to ladies who won't be incorporated to be doled out to battle units. † Women are permitted underneath detachment level where battle is to occur, only no t in battle arms battalions.The â€Å"ground battle avoidance policy† states that â€Å"direct combat† is battling the foe in a battle unit with individual fighters with weapons. The foe is taking shots at the battle unit and individual troopers are attempting to shield themselves from the adversary in self protection, regardless of whether it is from utilizing physical power or shooting back (Broadwell, 2009). Thinking about all the contentions, females ought not be all

Rumble Fish Essay Research Paper SummaryRumble fish free essay sample

Thunder Fish Essay, Research Paper Drumhead Thunder fish is a story account where a male youngster named Russell-James gets together with his old companion Steve and recalls the days of old. Everything began with Russell-James ( Rusty-James was his moniker ) saw his old companion Steve. They talked for a piece when Russell-James is reminded about the blade fight he had 5 mature ages prior due to his gathering with Steve. { Flashback } His story began with him being informed that he would be executed in the pace behind the partner by Biff in the late evening. He went to the fight and about acquired murdered until his sibling the Motorcycle Boy stepped in and brought down Biff in one interference of the carpus. The story proceeds with Russell-James appreciative that his sibling has returned from LA, however he is sincerely injured yet does non want to make a trip to the clinic, so he takes a break or twice because of miss of blood. We will compose a custom exposition test on Thunder Fish Essay Research Paper SummaryRumble fish or then again any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The story arrangements concerning why Russell-James and Steve ere companions, and how Russell-James got ousted from his outdated, however a considerable lot of these occasions do non add to the central mystery plan of the account. One dull the # 8220 ; Motorcycle Boy # 8221 ; , Russell-James, and Steve took to downtown. Steve, moving strangely since his female parent was in the hospital, st expressions drinking and hurling (Steve never drinks so this isn't typical). In the long run, â€Å"Motorcycle Boy† looses his customary strength and feels frustrated about the first thing in quite a while life: His absence of having the option to see shading. He needed to see the brilliant yellow city lights, and the red of neon signs, yet can't. That night the trio go to a gathering and â€Å"Motorcycle Boy† leaves without Steve and Russell-James. At the point when the now couple leave, they are muged by a posse and are both half dead. By and by, â€Å"Motorcycle Boy† steps in and assists, practically slaughtering the two posse individuals for what they have done. The story goes on and we discover that Russell-James sweetheart Patty dumps him and how Steve s father is harsh. Be that as it may, the fundamental part close to the finish of the story is the manner by which â€Å"Motorcycle Boy† gets fixated on thunder fish (Siamese battling fish) at the clos e by pet shop on account of the hues he can't see on them. On the Saturday night of that equivalent week, â€Å"Motorcycle Boy† breaks in the store, takes the entirety of the creatures in there, and discharges them. Both of the young men were sent to prison (Russell-James followed along). {End Flashback} The story finishes in the current where Russell-James bids farewell to his old buddy Steve and the two of them take various ways.

Personalized Conversational Recommendation Systems :: Business Communications

Discussion by means of Dialog Management Up: Personalized Conversational Recommendation Systems Conversational Recommendation The objective of proposal frameworks is to assist clients with discovering things of intrigue, and therefore they should wipe out certain decisions from thought while keeping others. To accomplish this, they should either know or decide the interests of the present client, at that point present things that fulfill those interests. One of the most broadly utilized methodologies for data obtaining in suggestion frameworks is the utilization of a straightforward structure (generally a solitary question box) that the client fills in. Combined with this, a typical introduction design is the positioned list approach. In this plan, the framework presents a typically not insignificant rundown of results, requested by their anticipated importance to the client. The joined procedure of data obtaining through a structure and introduction in a rundown started in data recovery, where it was utilized to help discover archives or reports during library inquire about. The essential strategy, which w e allude to as the positioned list approach, is progressively broad, be that as it may, and it underlies the more straightforward web crawlers for the World Wide Web, which are utilized routinely for some, unique determination errands. Conversely, the ADAPTIVE PLACE ADVISOR bolsters discussions as its method of collaboration. In this methodology, one conversational member, which we call the inquirer, asks a subsequent member, which we call the counselor, for help with choosing a thing. For instance, if the inquirer is settling on an eatery at which to eat, the discussion may continue as follows: 1. Inquirer: Where do you figure I ought to eat today around evening time? 2. Guide: What kind of nourishment would you like? 3. Inquirer: What types are there? 4. Guide: You can make statements like Chinese, Indian, and Mediterranean. 5. Inquirer: Oh, perhaps a modest Indian spot. 6. Guide: What sort of stopping would you like? 7. Inquirer: I couldn't care less, as long as it's in Palo Alto. 8. Guide: I'm grieved, I don't know about any eateries like that, OK prefer to scan at any cost? 9. Inquirer: No, I think I'd like Chinese. 10. Guide: How does Mandarin Gourmet on 420 Ramona sound?1 11. Inquirer: No, what else do you have? 12. Counsel: How about Jing-Jing Szechwan Hunan Gourmet on 443 Emerson Street? 13. Inquirer: Sure, that sounds fine. We will allude to frameworks that copy this way to deal with proposal as conversational suggestion frameworks. The connection upheld by conversational proposal frameworks is very not the same as that found in the positioned list approach.

Should Texans Have Sovereignty - 1730 Words

Should Texans Have Sovereignty? On November, 9th, 2012 a petition, containing 125,746 signatures, was submitted to the United States Federal Government asking if Texas could peacefully secede from the Union (Peacefully grant, 2012, p. 1). Some Texans claimed â€Å"Texas maintains a balanced budget and is the 15th largest economy in the world, it is practically feasible for Texas to withdraw from the union, and to do so would protect its citizens standard of living and re-secure their rights and liberties in accordance with the original ideas and beliefs of our founding fathers which are no longer being reflected by the federal government† (Peacefully grant, 2012, p. 1). However, with a Texan population of over 25million it is quite†¦show more content†¦In fact, the federal government responded to the petition for Texan secession by declining the request (Peacefully grant, 2012, p. 1). The executive branch, established that the Union should remain united and that grievances should be handled thro ugh measures of the ballot, not running from the issues at hand (para. 3). In addition, they used this Abraham Lincoln quote to support their decision, â€Å"in contemplation of universal law and of the Constitution the Union of these States is perpetual. In the years that followed, more than 600,000 Americans died in a long and bloody civil war that vindicated the principle that the Constitution establishes a permanent union between the States. And shortly after the Civil War ended, the Supreme Court confirmed that [t]he Constitution, in all its provisions, looks to an indestructible Union composed of indestructible States (Peacefully grant, 2012, para. 3). Next, a fundamental philosophy of Texan separatist is the idea of state rights. For example, Philips (2013) mentions that states like Texas can threaten the economy by romanticizing nullification of federal laws different from elected official’s ideas (para. 3). Accordingly, many scholars agree that nullification an d secession is illegal (Rakove, 2014, p. 82). In the writings of Rakove et al., (2014) he explained that there is no mention of nullification, secession, or sovereignty in the constitution,

Comparison Of World War I And World War II - Free Essay Example

Sample details Pages: 2 Words: 637 Downloads: 3 Date added: 2019/04/29 Category History Essay Level High school Tags: War Essay World War 1 Essay World War 2 Essay Did you like this example? World War I vs World War II World War I and World War II were very similar in many ways. Both began because of the clash of political ideologies. For example, there were imperialistic, nationalistic, and militaristic countries both involved in the wars. As they were similar, they also differ in a number of ways; none of the countries fighting in World War I had a dictator whereas World War II had multiple dictators from the same few countries. World War I and II also had differences in technology and overall fighting style. The world wars began because of the clashing of political ideologies. Some may say that the two started because of completely different reasons, but the wars had started long before the events that supposedly started them. Imperialism was one of the political ideologies that caused the wars. Britain was the most known country to practice imperialism in both world wars. Britain was occupying small countries and placing part of their military in them before World War I and World War II, which caused higher tensions between the surrounding countries. During World War I, Serbia had many citizens who were nationalist which caused the assassination of Archduke Franz Ferdinand. In World War II Germany had a leader who was a nationalist which led to most of the country to feel the same way, causing a large military buildup which caused tensions to rise during that time period. Militarism played one of the biggest roles in both wars. Britain and Germany in World War I were competing for the l argest military in Europe, which caused conflict in these two countries. In World War II Germany began growing and improving their military rapidly; consequently, Germany used it to take over Poland which caused the allied forces to declare war on Germany and their allies. Don’t waste time! Our writers will create an original "Comparison Of World War I And World War II" essay for you Create order World War I and World War II had very different technology and fighting styles. During World War I the countries relied mainly on battleships and artillery guns to do their heavy damage to the opposing forces. However, in World War II battleships and artillery guns became almost obsolete due to the advancements countries had in aircraft. The wars differed in fighting styles because of these advancements. In World War I, every country used the idea of trench warfare, and that caused them to rely on the battleships and artillery guns to win battles. In World War II, the countries did not use trench warfare due to the advancements in aircraft. The aircraft helped weaken the opposing forces so ground troops can keep moving. Aircraft could also get to places where battleships and artillery guns could not reach which helped during operations behind enemy lines. The German army used a type of fighting style in World War II, which did not appear in the past wars. The fighting style known as blitzkrieg, or lightning war, struck fear in the allied forces. This style was very efficient for the German army. World War II also brought in multiple dictators. Dictators did not play a role in World War I as they did in World War II. The countries with dictatorships included: Germany, Russia, and Italy. Germany and Russia ruled by emperors while Italy ruled by a king. What led Germany to dictatorship was their chancellor, Adolf Hitler. Russia became a dictatorship after the Russian Revolution of 1917. Italy became a dictatorship after the results of World War I and the treaty of Versailles. Although the two world wars were fought in different ways, they still began because of the clashing of political ideologies. Imperialism, nationalism, and militarism all played huge roles in both wars by causing the major events that are known to start them. World War I and World War II may seem remarkably different, but they are actually more alike than someone might think.

One Of The Best Speeches - I Have A Dream - 3032 Words

One of the Best Speeches One of the Best Speeches – I Have a Dream Melissa Khang Bellevue University Abstract With the challenges that we, as the human race, have faced, we have also endured and conquered some of the easiest and most of the hardest issues that had risen in the past. With more opportunities opening up, there will also come more challenges. In Martin Luther King’s speech I Have a Dream, he was able to express the way he feels toward having the dream that one day everyone shall be united as one. By using repetition in the power of words, dedication and hard work, and other variables thrown in the mix of the speech, King was able to empower the people to make a stand and fight for the opportunity of equality and freedom. Keywords: Martin Luther King, I Have a Dream, speeches, 1963, Civil rights Movement, Lincoln Memorial, Declaration of Independence, Gettysburg Address, United States Constitution, President Kennedy, racial injustice, empowerment, equality, freedom One of the Best Speeches – I Have a Dream With the many difficult challenges that the human race has so far faced, the lack of civil rights and inequalities has divided our nation into conflicts of racial segregation. Not only did these conflicts bring forth fear, aggression, ignorance, and violence into our nation, it has also been the cause for many deaths and injuries of our past ancestors. With Martin Luther King, he had a dream that this madness would all end one day in order forShow MoreRelatedJohn F. Kennedy Compared to Martin Luther King Jr.957 Words   |  4 PagesEssay There have been many great speeches delivered in the past. 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Develop and Use Emotional Intelligence Online Emotional Intelligence

Question: Discuss about theDevelop and Use Emotional Intelligencefor Online Emotional Intelligence Test. Answer: Personal Reflection I have used online emotional intelligence test to determine my own emotional state. My emotional strengths include that I am able to deliver high performance in the workplace. My emotional intelligence was counted as twice than my IQ level. I am able to work under pressure and I am able to stay calm in difficult times. This helps me to take multiple tasks in the workplace and perform them effectively. I complete my work perfectly and with minimum number of defects. I am also known to adhere to my deadlines and I have time management skills also. This makes me efficient in my professional life and I am able to complete my tasks in a perfect manner. My weakness includes that at times I become very busy in my routine and I am unable to ponder upon the broad meaning of life. I fail to see the true meaning of my existence or give attention to the people around me. I am often unable to figure out my actual goal in life and choose activities that do not help me in achieving my purpose of li fe. There are times when I am tranquilized by the smaller details of life and fail to identify my larger objectives. There are instances when my actions are not aligned with my key values. This makes me cynical at times, especially when I face a lot of work pressure. I am unable to take correct decisions at such times and start to feel emotionally insecure. This makes me emotionally vulnerable at times when I am unable to control my emotions easily. I strive to control my weakness and convert them into strengths so that I can become a better individual. I have often faced negative emotional state at the workplace.I felt significant stress in the workplace. The first instance was caused when I had huge workload in the weekends. I was supposed to complete three important assignments within the weekends and it caused me stress. I was required to work for three hours after office hours so that I could deliver the task within the deadline. The cause of this stress was due to the urgent nature of work and its importance. I handled the stress by dividing my time and also allocated small portion of the tasks to my subordinate. This reduced the burden of me and the task was delivered on time. The second instance was that when I found out that my skills do not match with the job requirement. I did Masters degree in healthcare however I ended up in human resource management job role. This caused me lack of satisfaction in work and I was unable to gain job satisfaction. I kept thinking about the misfit of the job in my career graph and it was a matter of stress for me. However, I convinced myself as human resource function is also a part of the healthcare organizations. This reduced my stress to some extent and I was able to concentrate on my professional life. The third instance was job security. I feared that I may lose my job because of the global recession. I suffered from great mental stress as I need financial support for my family. I have seen many acquaintances that have lost their jobs based on the economic condition. There have also been instances when the employees are replaced since their skills are no longer valid in the job market. I made alternative arrangements which would make me financially secure in my professional. It helped me to gain confidence and I was more confident than before. There are causes of my particular state of emotional condition at the workplaces. There are instances when there are excessively high workloads in the workplace which I am unable to manage at a short duration of time. There are unrealistic deadlines and the company expects that since I am one of the top performers, I would be able submit the work within a short period of time. Whenever such a situation arises, I feel an urge to rush and do the work hurriedly. This often causes deterioration in the quality of work which in turn causes a negative emotional state. There are instances when there is a poor interpersonal relationship at the workplace, which leads me to work in isolation. This may be caused by heavy work pressure which makes me unable to bond with the other employees at the workplaces. This triggers a feeling of insecurity and causes turbulence in my own emotional state. These two causes of triggers can cause a reduction in my work performance. I aim to control my responses which help me to effectively control my emotional states at work. I aim to plan my schedule and perform effective time management so that I can submit the work within the stipulated deadline. If I am able to plan my work accordingly then I do not feel burdened at the workplace. I also make it a point to interact with my colleagues at the workplace so that I can have good interpersonal relationships, which would help me to stay motivated at work. One instance of managing workplace behaviors is that I must understand the emotional state of the supervisors as well as the colleagues. I should find the times when my supervisor has a calm mind and he is not likely to shout at me. I should practice deep breathing at the workplace which would help me to control my stress levels. It is also important to have a control on the emotional well being and not to showcase the emotions in the workplace. I should ensure that I treat the data on emotional intelligence as a valuable data which can be used for beneficial purpose. It is very important to model the workplace behaviours which make it essential for the employees to control their emotional state. The management of ones behavior is direct proportional to the work output of the individual. There are three actions that I would undertake to enhance my present situation of emotional intelligence. I must take initiatives not to react but rather respond to particular workplace situations. The art of responding is a conscious process that is important to be practiced in a workplace situation. I should practice to keep a note of my own feelings and keep myself refrained in stressful situations. I have decided that I should take some time out of my busy schedules and give attention to our emotions. I should pay attention to our feelings which would help me to manage my emotions in a better manner. I should also try to set a timer every day. I should try to take deep breaths when the timer goes off. This would make me concentrate on my emotional sensation and help me to control them effectively. I should try to empathize with the other person and I should try to understand the feelings of other person especially in a workplace scenario. I should also try to make an active effor t to take communicate this understanding to the people around me. This would also help me in enhancing the interpersonal relationships. I should start this exercise with myself and ask myself regarding the type of feeling I am experiencing. I have decided that I should concentrate on my behavior and the feelings at the workplace. This would help me to modify my behaviour especially in stressful situations. These actions would help to deal with my emotions and properly channelize them.

Dylan Anderson Essays (833 words) - Ice Hockey, Sports,

Dylan Anderson Freshmen English Process Paper 10/17/14 Word count: 836 Ice Hockey This essay is going to be on how to understand the game of hockey. A game of hockey is divided into three twenty minute time periods that are called periods. Between each period there is a fifth teen minute intermission. In hockey there are several ways a game may end if there is a tie at the end of regulation. The pros use one twenty sudden death period in which the first to score is the winner. In the amateurs they use a shoot out in which five players from each team are selected and allowed to go one on one with the opposing goalie and which ever team scores the most goals after all five members for both teams have taken their shot they are the winners. If there is a tie after this it keeps repeating until a winner is crowned.A team is allowed only six players on the ice at a time. These players consist of a goalie, right and left defensemen, right and left-wingers, and a center. Defensemen stay back towards the blue line so none of the opposing team can get behind them. The wingm en stay towards their respective sides of the net. The center does just that jams the front of the net to either screen (block the view of) the goalie or deflects the shot into the net. The goalie mostly stays in his crease to protect the goal however if he wants he may leave his crease (the light blue area by the net).Because of the speed of the game it is the only sport in which substitutions are allowed to be made while the game is in progress. The pace of a game is so quick that even the pros in top physical condition only have shifts that last from ninety second to two minutes. A defensemen's shift will often be slightly longer then that of a winger or a center.There are three different types of penalties in hockey a minor, a major, and non-contact penalties. Non contact penalties occur when a player hit's the puck from his zone past the red goal line in the other teams zone and a member from his team does not touch it, however the goalie for the opposing team can wave it off a nd keep the puck in play, this is called icing. Another non contact penalty is when a teammate passes the puck to another teammate and it goes over a blue and red line without being touched before crossing both lines this called a two line pass. The last of the non-contact penalties is off sides and this when an opposing team is going into their defenders zone and they pass the blue line before the puck does (the puck has to be the first thing to pass the blue line going into the zone). A minor penalty is assessed when an excessive amount of body or equipment is used to impede the speed or shot of an opponent. The player must then sit in the penalty box for two minutes of play and his team must play a man down (power play). If the opposing team scores during this time the man then can leave the box. A major penalty is given when most often for fighting or a severely violent act, and results in five minutes in the penalty box and return to play. This can also result in a game miscond uct in which the player may not return to the game, but after the five minutes in the penalty box has been served he may be substituted.There are three common shots in hockey: the wrist shot, the slap shot, and the backhand. The slap shot has been timed at more then 100 mph. The slap shot is different from the wrist shot in that the player brings the stick to where it is almost perpendicular to the ice and then brings it down quickly slapping the puck forward. In a wrist shot there is no windup or raising of the stick before the shot, the puck is cradled along the ice and the wrist is then snapped forward often times launching the

Multiplication Rule for Independent Events

Multiplication Rule for Independent Events It is important to know how to calculate the probability of an event.  Certain types of events in probability are called independent.  When we have a pair of independent events, sometimes we may ask, What is the probability that both of these events occur?  In this situation, we can simply multiply our two  probabilities together. We will see how to utilize the multiplication rule for independent events.  After we have gone over the basics, we will see the details of a couple of calculations. Definition of Independent Events We begin with a definition of independent events.  In probability, two events are independent if the outcome of one event does not influence the outcome of the second event. A good example of a pair of independent events is when we roll a die and then flip a coin.  The number showing on the die has no effect on the coin that was tossed.  Therefore these two events are independent. An example of a pair of events that are not independent would be the gender of each baby in a set of twins.  If the twins are identical, then both of them will be male, or both of them would be female. Statement of the Multiplication Rule The multiplication rule for independent events relates the probabilities of two events to the probability that they both occur.  In order to use the rule, we need to have the probabilities of each of the independent events.  Given these events, the multiplication rule states the probability that both events occur is found by multiplying the probabilities of each event. Formula for the Multiplication Rule The multiplication rule is much easier to state and to work with when we use mathematical notation. Denote events A and B and the probabilities of each by P(A) and P(B). If A and B  are independent events, then: P(A and B) P(A) x P(B) Some versions of this formula use even more symbols.  Instead of the word and we can instead use the intersection symbol:  Ã¢Ë† ©. Sometimes this formula is used as the definition of independent events.  Events are independent if and only if P(A and B) P(A) x P(B). Example #1 of the Use of the Multiplication Rule We will see how to use the multiplication rule by looking at a few examples.  First suppose that we roll a six sided die and then flip a coin.  These two events are independent. The probability of rolling a 1 is 1/6. The probability of a head is 1/2. The probability of rolling a 1 and getting a head is 1/6 x 1/2 1/12. If we were inclined to be skeptical about this result, this example is small enough that all of the outcomes could be listed: {(1, H), (2, H), (3, H), (4, H), (5, H), (6, H), (1, T), (2, T), (3, T), (4, T), (5, T), (6, T)}.  We see that there are twelve outcomes, all of which are equally likely to occur.  Therefore the probability of 1 and a head is 1/12.  The multiplication rule was much more efficient because it did not require us to list our the entire sample space. Example #2 of the Use of the Multiplication Rule For the second example, suppose that we draw a card from a standard deck, replace this card, shuffle the deck and then draw again.  We then ask what is the probability that both cards are kings. Since we have drawn with replacement, these events are independent and the multiplication rule applies.   The probability of drawing a king for the first card is 1/13.  The probability for drawing a king on the second draw is 1/13.  The reason for this is that we are replacing the king that we drew from the first time.  Since these events are independent, we use the multiplication rule to see that the probability of drawing two kings is given by the following product 1/13 x 1/13 1/169. If we did not replace the king, then we would have a different situation in which the events would not be independent.  The probability of drawing a king on the second card would be influenced by the result of the first card.

The Nurses Responsibility in the Prevention of Medication Errors Essay

The Nurses Responsibility in the Prevention of Medication Errors - Essay Example Thus, this area needs careful administration in order to avoid unhappy accidents caused by the medication error. When a student studies in medical higher institution, he/she is told that a healthcare professional should not make any mistakes at all, as they are not excusable in the area of medicine. Everybody makes mistakes but a doctor must not as he/she simply does not have a right to do that. â€Å"Any preventable event that may cause or lead to inappropriate medication use or patient harm while the medication is in the control of the health care professional, patient, or consumer† is defined by the newest legislation as a medication error (cited in Preventing Medication Errors). Moreover, medication errors usually lead to court cases. Unfortunately, the number of medication errors in the modern society is very high and tend to increase. The main reasons are the following: Ignorance of drug management rights; The absence of regular drug check. Healthcare workers are obliged to check medications before giving them to patients; The absence of appropriate patient administration. The state of patient’s health may vary so only recent tests should be taken into account when prescribing medicines; Giving drugs to patient being unsure about the dosage and medication appropriateness. Nurses should remember that in the modern world medicine develops fast. New illnesses people die from make pharmacists work hard to invent new medicines. Thus, new drugs appear every day and it makes it necessary for nurses to trace the development of new drugs, to study them carefully in order not to appear in a situation when the prescribed drugs are unfamiliar to them. A nurse should not give a drug to patient if she does not know its characteristics and what it is used for. It may be the cause of medical error. It is also very important to remember that a drug that is used for adults, not always can be used for children or its dosage should be corrected. Unluckily, last time many medication errors reported are connected with children, who should be safe first of all. â€Å"Drugs approved for adults are often used for children under the age of 12, although they aren't formulated for pediatric use† (Hospital medication errors frequent with children). Reporting medical errors is also a big problem. Unfortunately, if a medical error occurs, medical personnel prefer to conceal it rather than to report. Such behavior is caused by the fear of humiliation, of shame, of loosing job etc. However a fear can’t be considered as an excuse as timely reported error can save somebody’s life. Unluckily, nurses often forget about that (Tackling medication errors: European Medicines Agency workshop calls for coordinated EU approach). There are several measures that should be necessarily taken by the nurse to prevent medical errors. The first is the appropriate evaluation. A nurse should find out if a patient has any contra-indications to this or that medicine, make necessary tests to define the state of his/her health. Secondly, it is necessary to create a plan of medicines taking, define the right dose and warn the patient about possible side effects. The third important step is to advise the patients to apply to nurse in case he has any doubts about the drug prescribed (dose, size, color etc.). The final important prevention measure is the assessment of outcomes. It is very essential to check the state of the patient in order to trace the

Business law Essay Example | Topics and Well Written Essays - 2750 words - 4

Business law - Essay Example Despite the fact that most of these laws are poorly implemented and enforced, those concerned with international business cooperation and trade are relatively clear and well applied. There is also evidence showing that after the 2003 leadership succession in china, from the third generation to the fourth generation, there was a launch of a new wave of economic legislation to advance the economic reform as well as reforming and building up the legal reforms in the country. The key driving factor to the new economic laws in china is attributed to the requirements of the world trade organization (WTO). Being part of the membership of the WTO, China has an obligation to meet the rules and regulations as stipulated under the penal code of the WTO (ECOVIS 2014). The most pressing rules and regulations that each member of the WTO is obliged to implement are concerned with the governance of trade as well as those related with other economic activities. As a result, its entry into the WTO, Ch ina has since strived to implement its business law to conform to the agreement with the WTO to meet its international obligations. This essay will attempt to critically discuss how China’s accession to the WTO in 2001 has reshaped its legal environment on the business regulation. In preparing to join the WTO, china initiated the overall process of reviewing its existing laws and regulations. Slightly either before the year 2000 ended, most of the administrative measures and the state council or ministries annulled regulations. Right from the time China became the member of the WTO, it has hastened its activities of revising its current laws and regulations. according to available literature reviews, china had by the year 2002 revised 37 administrative regulations and 14 laws, annulled a total of 12 administrative regulations, changed about 1,000 departmental rules and measures, and suspended a total of 34 relevant documents. At the time being, china had to timely adopt

A view from the bridge Essay Example for Free

A view from the bridge Essay All my life Ive been trying to create a blissful loving environment, in my house. All my expectations of life for my family would very probably have come true. However since the day that Marco and Rodolfo arrived all this has changed. A tense environment is what reigns in this house due to our different points of view.  I can accept that I am a bit confused about them hosting in this house but its very difficult for me to seem inferior to them. I think that Marco is a good person, he likes to collaborate in some house work, and he is an intelligent man with an amazing future. On the other hand Rodolfo is completely different, he has blonde hair, likes to sew dresses, doesnt know to fight and sings Paper Doll, its impossible to have a good impression of him. I think he doesnt want us to know he is a sissy because he is playing with the feelings of my family and he is trying to trick someone. When Rodolfo arrived I thought he was a normal person but it was annoying and shocking when I realized he wasnt right. He is invading my house and trying to impose new rules and authority, that is unacceptable. I want him to leave my house and let me continue the life I had before we met him. It was such a perfect life when we knew Catherine was going to grow in a disciplined manner with a perfect assured future but now he is spoiling her and ruining the expectations that I had for her future. Catherine is a very sweet girl and I love her. Thats why I protect her always and I cant accept the fact of her being with him. I dont know what Catherine likes about Rodolfo; shes unwise in her decision for the first time. Its even harder for me to assume that she is planning to live with him for the rest of her life. I have been taking care of her since she was a little girl, that is why I am nervous about her future and I feel responsible for the consequences. This is why I cant let grant her free will on her future. I think Rodolfo is playing with her feelings and taking advantage of her, his real interest in her is to obtain his legal American papers. For obtaining these papers he just needs to marry an American lady and this is just what hes doing. I know Im not Catherines father and she can take her decisions, but I want the best for her and the best is not beside Rodolfo. Some days ago I went to a lawyers office to ask him for help. He is called Alfieri but unfortunately we couldnt find a form of getting rid of Rodolfo. There is no proof of him wanting to obtain legal papers from Catherine. I had the idea of telling the truth about him being an illegal immigrant but soon I realized other members of the Italian community would have killed me for doing that. Alfieri told me that I should let Catherine choose her future and if she wants to stay with Rodolfo, I should let her do that. If Alfieri cant help me to get rid of that immigrant, I will have to solve this thing myself, the problem is that I still dont know how. My relationship with Beatrice has also been affected since they came. It is getting worse all the time and all of this is Rodolfos fault. I have to pay extra attention in Rodolfo so that he doesnt over step the mark with my niece. That is why Im letting my relationship fall apart. If this continues being as it is I will have to make a radical change and get rid of him because the last thing Im willing is to let the mutual love between Beatrice and me finish here. Some days ago I was trying to get proof to show my family that Rodolfo is gay. I started fighting with him and everyone noticed that he boxed like a girl; however none of them paid attention in that. After this Marco challenged me by lifting a chair from the lower part of the leg but I couldnt understand his idea about this. I think the real force of somebody can be measured by fighting. Unfortunately nobody in my family also believes this.  I am still finding a way of getting rid of Rodolfo. Meanwhile I will try to convince Catherine that he is not the best man for her. Maybe the only solution is to snitch on him but its very risky. In my inside I know that everything Im doing is of good will, for the future of my niece and to recuperate our prosperous loving family.

Civil Disobedience and the Abusive Power of Government Essay -- Thorea

Civil Disobedience and the Abusive Power of Government In response to the annexation of Texas in 1845 by the United States, Henry David Thoreau's wrote the essay, Civil Disobedience.   Thoreau felt that this purely economic move by the United States expedited the Civil War, which he, and many Americans, disapproved of.   In his essay, Thoreau argues that government should not be in control of the people and that the people should be able to rule themselves freely however they please.   In addition, he clearly states and points out that in many instances it is best when individual rights take priority over state authority.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Very often, the best authors, whether it be of a novel or an essay, clearly state their opinions and facts using various literary techniques and devices.   From reading other Thoreau works, such as excerpts from Walden and Excursions, I was able to infer that he has his own unique, unmatched writing style.   Most ordinary and banal writers start their essays with long, tedious descriptions of the point they are trying to convey.   But like all great writers and thinkers, Thoreau begins his essay with a strong, captivating sentence: "That government is best which governs least" (222).   Thoreau's opening line grabs and lets the reader know what topic(s) the essay will be discussing.   As it turns out, this opening sentence is the basis for the rest of his essay as he encourages individuals to take responsibility for keeping the government in constant check.   He believes that the best way for a country and its people to survive is if individuals are willing to exert control over the government and not be ruled like sheep.   Part of Thoreau's writing style includes using examples to justify his op... ...are fighting for.   When he talks about the evils of slavery, Thoreau states that "When the majority shall at length vote for the abolition of slavery, it will be because they are indifferent to slavery, or because there is but little slavery left to be abolished by their vote. They will then be the only slaves. Only his vote can hasten the abolition of slavery who asserts his own freedom by his vote" (226).   As a dedicated abolitionist, he believes that only individuals hold the power to end slavery.   He thinks that you cannot depend on the government to stop slavery because it thinks as a whole, and not as individuals.   As he concludes his essay, Thoreau's main point is that individual power should be greater than that of the government. Thoreau's observation, "That government is best which governs least" continues to be as true today as the day it was written.

Parents Are the Primary Cause of Disturbed and Disturbing Behaviour in Their Children Essay

‘Parents are the primary cause of disturbed and disturbing behaviour in their children’ this essay will look at evidence for and against this claim. It will start by explaining the meaning of the phrase ‘disturbed and ‘disturbing behaviour’ and then move on to explain the role that parents play in the cause of ‘disturbed’ or ‘disturbing’ behaviour within their children. In the past theorists would have agreed with this phrase, having good evidence to support their theories. Nevertheless this is now considered by many to be a naive view of a child’s development. The essay will look at three different models, the medical model, the social environment model and the transactional model. It will conclude by looking at the role of the child in the process and looking at whether there is conclusive evidence to support this claim. There is a large minority of children who find certain circumstances difficult to adjust to and because of this; their behaviour is considered by others to be difficult, withdrawn, disturbed or even bizarre. Parents of these children may describe them as being ‘hard to manage’, ‘demanding’, and ‘aggressive’. People who work with these children for example teachers or health care workers could consider them to have ‘behavioural problems’. The expression ‘disturbed’ and ‘disturbing behaviour’ is very unclear, it can have several meanings at one time. One suggestion could be that the child is the victim of incompetent or abusive parenting. Then another suggestion is that the child is the cause of the problem with behaviour that needs to be contained. What is meant by a ‘problem’? ‘Childhood signs of psychological abnormality are, by and large, manifestations of behavioural, cognitive and emotional responses common to all children. Their quality of being dysfunctional lies in their inappropriate intensity, frequency and persistence (Herbert, 1991, p. 13). Children are said to present problems when their behaviour falls out of the range of tolerance and age-appropriateness. That range maybe more or less wide depending both on the context and the attitudes of those making such judgments. To put it bluntly, many children are only seen as having problems when they become a problem to others. So, whose problem is it? Where does the problem reside (Chapter, 2, p. 63)? Individuals have different perspectives of the ‘problem’. From the medical view the problem might be described in terms of ‘disorders’ which locates the problem firmly within the child as part of their psychological make-up. The approach to treatment was to prescribe medication or psychotherapy. This model was very prevalent during the 40’s and 50’s which came under much criticism. Emotional and behavioural difficulties were not considered within the medical model. The social environment model was careful not to put labels like ‘disturbed’ on to the child. As the medical model focuses the problem within the child the social environment model sees the problem as being outside the child for example a poor home situation, incompetent or abusive parental care or inadequate discipline at school. Bowlby’s theory of maternal deprivation is a good illustration of this perspective, which was highly influential in the 1950’s in the construction of post-war social policy on the functions of the family and especially the role of women, as mothers, in promoting children’s mental health (Chapter, 2, p. 8). Referring to children and their behaviour there is a very common phrase used in everyday life ‘I blame it on the parents’. This spanned many generations believing that the explanation for children’s bad or disruptive behaviour lay firmly within the home environment and the quality of parenting. Believing this removed the attention from the child themselves and the role that they might play in their behaviour and it also removed the attention from society and its responsibility for the welfare of the child. Most importantly, this belief is not just a feature of a particular ideology; it has become a foundation stone for some psychological theories about the processes of typical and disturbed development (Chapter 2 Pg 69). Kessen (1979) alerts us to the fact that some ideologies masquerade as psychological knowledge, information which is extremely important when taking into account research links between mother and child relationships and the development of disturbed behaviour. Many studies have suggested that disturbed/disturbing behaviour in children can be related to difficulties in the relationships with their mothers, which may reflect the mothers’ mental states (Murray and Stein, 1991; Garver, 1997; Wakschlag and Hans, 1999; Halligan et al. , 2004). Maternal responsiveness is important to an infant as is a mothers’ mind-mindedness (the ability to know what is going on in their infants mind) but this sensitive response can be affected by different factors. One example would be postnatal depression. A study done by Murray (1992) found that 18-month-old infants whose mothers had suffered from postnatal depression were more likely to be assessed as ‘insecurely attached’ in the ‘strange situation’. This was more prevalent in boys. Insecure attachment has been consistently linked with psychological difficulties (Greenberg et al. , 1993; Sund and Wichstrom, 2002). Murray also found that children of depressed mothers were more likely to have difficulties such as temper tantrums, eating problems, have trouble sleeping and be over clinging. This could suggest that infant temperament may also be causing problems. However not all depressed mothers develop difficulties in their relationships with their offspring (Cox et al. , 1987). Although maternal depression is one pathway to behavioural difficulties there is another; research has been carried out which traces the origins of antisocial behaviour to harsh and inconsistent discipline and ineffective parental control strategies which unwittingly reinforce the child’s negative, coercive behaviour (chapter, 2, P. 73). In disturbed relationships the people involved not only behave towards each other but they also think about each other. They both have an internal working model of the relationship which means that the cognitive as well as the social and emotional dimensions of the relationship need to be taken into account. In an Australian large-scale longitudinal study they found that mothers who had negative attitudes towards their infants at 6 months old were more likely to report behaviour problems when their children were 5 years old, especially for boys (Bor et al. 2003). The fathers also have a role in care giving. A father’s child-rearing beliefs, working hours, personality and age predicted fathers’ care giving activities. Fathers were more likely to assume care giving responsibilities if they had more positive personalities and were younger. They also assumed more care giving responsibilities when they contributed lower proportions of family income and were employed for fewer hours. Also marital intimacy predicted fathers’ care giving activities with fathers more involved when mothers reported more imitate marriages (Research summary 3, chapter, 2, p. 6). Much of the research which has explored fathers’ roles in shaping children’s behaviour has focused on the relationship between antisocial behaviour in fathers and children’s development. There is now strong evidence that there is a significant relationship between the two (Deklyen et al. 1998; Margolin and Gordis, 2000; Jaffee et al. 2003). Absence or low involvement of the father has been shown to be associated with poor outcomes for children (Scott, 1998; Carlson and Corcoran, 2001). Research shows that a father’s involvement at age 7 protected against psychological maladjustment in adolescents from disrupted families. For boys, early father involvement protected against later delinquency as measured by the child’s history of trouble with the police (Flouri and Buchanan, 2002) and for girls, father involvement at aged 16 protected against subsequent psychological distress (Flouri and Buchanan, 2003). Many studies have focused only on the amount of father involvement, neglecting the quality of the relationship (Research summary 4 pg 77). Although it is important to acknowledge the role of the parent’s involvement in their children’s adjustment we need to recognise that the child also has a role in the process. Attitudes about some styles of parenting as being the cause of atypical child behaviour, reflects a ‘social environment’ perception seeing the child as a passive victim of circumstances. Traditional questioning of the effects of environmental variables on children’s development and adjustment has been challenged through various researches. In a report from a study carried out by Sears et al. they offered a ‘social environment’ interpretation, arguing that it was the combination of parent’s permissiveness and punitiveness that caused their children to become aggressive. A highly permissive style means that children do not have clear guidance on appropriate behaviour, where as a highly punitive style means that, at the same time, they may have been frustrated by bouts of severe punishment (chapter, 2, p. 79). Bell (1968) argued persuasively for changing the direction of effect. He maintained that it was the child’s temperamental characteristics that determined how aggressive he or she was and that it is the parental disciplinary approach that attempts to adapt the child’s behaviour. Johnston et al. ’s research illustrates the dangers of presuming particular directions of causality. It would be wrong to assume that environmental risk factors would be in some sense causing children’s problems. There could be some circumstances where the characteristics of the child could add to family stress, changing parental attitudes and influencing maternal behaviour. The relative influence of parenting behaviour versus child behaviour will vary, according to the characteristics of the child and of the parent and the circumstances affecting both (chapter, 2, p. 80). It is clear that children can have both direct and indirect influences on their environment. Children and environments can also share transactional relationships. Consider a child who is easily upset and also hard to soothe, the so called ‘difficult’ temperament. Such a child with a parent who has a good social support network an a well-provided home and is relatively easily able to ‘contain’ the child’s distress and minimise upsetting experiences, may end up experiencing only brief and infrequent periods of upset and evoking a lot of supportive, sensitive care giving from ‘the environment’. The same child, however, might evoke a very different kind of care giving in a more stressed household with a parent who is less able to behave sensitively and protectively and reacts to the child’s distress in overly emotional ways. Thus environments can differ in their reactivity to children’s behaviour (Method and Skills Handbook pg 41). Chess and Thomson introduced the concept of ‘goodness of fit’ to describe the transactional relationship between child and environment. As they state, ‘goodness-of-fit results when the child’s capacities, motivations and temperament are adequate to master the demands, expectations and opportunities of the environment’ (Chess and Thomas, 1984, p. 80). Looking at the evidence presented above it is inconclusive that parents are the primary cause of disturbed and disturbing behaviour in their children; it is important to reaffirm that there are multiple pathways to disturbed behaviour and that maternal and paternal behaviour represent just two among a constellation of social context, family and parental risk factors that have been found to be associated with childhood difficulties (chapter, 2, p. 77). The evidence presented by Murray and Stein, 1991; Garver, 1997; Wakschlag and Hans, 1999; Halligan et al. , 2004 stating that disturbed/disturbing behaviour in children can be related to difficulties in the relationships with their mothers, is refuted by Cox et al. saying, not all depressed mothers develop difficulties in their relationships with their offspring. The issue is not about whether the direction of effect runs from child to mother or from mother to child; it is about their mutual influence as partners in a relationship. Children as well as parents play an active role in the process of development (chapter, 2, p. 80). In summary any particular ‘problems’ that a child might present need to be understood in terms of the demands of the context, the history of similar experiences faced by the child and the history of the adult who finds the child’s behaviour disturbing (chapter, 2, p. 64).

The School-to-Prison Pipeline Definition and Evidence

The school-to-prison pipeline is a process through which students are pushed out of schools and into prisons. In other words, it is a process of criminalizing youth that is carried out by disciplinary policies and practices within schools that put students into contact with law enforcement. Once they are put into contact with law enforcement  for disciplinary reasons, many are then pushed out of the educational environment and into the juvenile and criminal justice systems. The key policies and practices that created and now maintain the school-to-prison pipeline include zero tolerance policies that mandate harsh punishments for both minor and major infractions, exclusion of students from schools through punitive  suspensions and expulsions, and the presence of police on campus as School Resource Officers (SROs). The school-to-prison pipeline is supported by budgetary decisions made by the U.S. government. From 1987-2007, funding for incarceration more than doubled while funding for higher education was raised by just 21 percent, according to PBS. In addition, evidence shows that the school-to-prison pipeline primarily captures and affects Black students, which mirrors the over-representation of this group in Americas prisons and jails. How It Works The two key forces that produced and now maintain the school-to-prison pipeline are the use of zero tolerance policies that mandate exclusionary punishments and the presence of SROs on campuses. These policies and practices became common following a deadly spate of school shootings across the U.S. in the 1990s. Lawmakers and educators believed they would help to ensure safety on school campuses. Having a zero tolerance policy means that a school has zero tolerance for any kind of misbehavior or violation of school rules, no matter how minor, unintentional, or subjectively defined it may be. In a school with a zero tolerance policy, suspensions and expulsions are normal and common ways of dealing with student misbehavior. Impact of Zero Tolerance Policies Research shows that the implementation of zero tolerance policies has led to significant increases in suspensions and expulsions. Citing a study by Michie, education scholar Henry Giroux observed that, over a four-year period, suspensions increased by 51 percent and expulsions by nearly 32 times after zero tolerance policies were implemented in Chicago schools. They jumped from just 21 expulsions in the 1994–95 school year to 668 in 1997–98. Similarly, Giroux cites a report from the Denver Rocky Mountain News that found that expulsions increased by more than 300 percent in the citys public schools between 1993 and 1997. Once suspended or expelled, data show that students are less likely to complete high school, more than twice as likely to be arrested while on forced leave from school, and  more likely to be in contact with the juvenile justice system during the year that follows the leave. In fact, sociologist David Ramey found, in a nationally representative study, that experiencing school punishment before the age of 15 is associated with contact with the criminal justice system for boys. Other research shows that students who do not complete high school are more likely to be incarcerated. How SROs Facilitate the Pipeline In addition to adopting harsh zero tolerance policies, most schools across the country now have police present on campus on a daily basis and most states require educators to report student misbehavior to law enforcement. The presence of SROs on campus means that students have contact with law enforcement from a young age. Though their intended purpose is to protect students and ensure safety on school campuses, in many instances, the police handling of disciplinary issues escalates minor, non-violent infractions into violent, criminal incidents that have negative impacts on students. By studying the distribution of federal funding for SROs and rates of school-related arrests, criminologist Emily G. Owens found that the presence of SROs on campus causes law enforcement agencies to learn of more crimes and increases the likelihood of arrest for those crimes among children under the age of 15. Christopher A. Mallett, a legal scholar and expert on the school-to-prison pipeline, reviewed evidence of the pipelines existence and concluded that the increased use of zero tolerance policies and police...in the schools has exponentially increased arrests and referrals to the juvenile courts. Once they have made contact with the criminal justice system, data show that students are unlikely to graduate high school. Overall, what over a decade of empirical research on this topic proves is that zero tolerance policies, punitive disciplinary measures like suspensions and expulsions, and the presence of SROs on campus have led to more and more students being pushed out of schools and into the juvenile and criminal justice systems. In short, these policies and practices created the school-to-prison pipeline and sustain it today. But why exactly do these policies and practices make students more likely to commit crimes and end up in prison? Sociological theories and research help answer this question. Institutions and Authority Figures Criminalize Students One key sociological theory of deviance, known as labeling theory, contends that  people come to identify and behave in ways that reflect how others label them. Applying this theory to the school-to-prison pipeline  suggests that being labeled as a bad kid by school authorities and/or SROs, and being treated in a way that reflects that label (punitively), ultimately leads kids to internalize the label and behave in ways that make it real through action. In other words, it is a self-fulfilling prophecy. Sociologist Victor Rios found just that in his studies of the effects of policing on the lives of Black and Latino boys in the San Francisco Bay Area. In his first book,  Punished: Policing the Lives of Black and Latino  Boys, Rios revealed through in-depth interviews and ethnographic observation  how increased surveillance and attempts at controlling at-risk or deviant youth ultimately foster the very criminal behavior they are intended to prevent. In a social context in which social institutions label deviant youth as bad or criminal, and in doing so, strip them of dignity, fail to acknowledge their struggles, and do not treat them with respect, rebellion and criminality are acts of resistance. According to Rios, then, it is social institutions and their authorities that do the work of criminalizing youth. Exclusion from School, Socialization into Crime The sociological concept of socialization also helps shed light on why the school-to-prison pipeline exists. After family, school is the second most important and formative site of socialization for children and adolescents where they learn social norms for behavior and interaction and receive moral guidance from authority figures. Removing students from schools as a form of discipline takes them out of this formative environment and important process, and it removes them from the safety and structure that the school provides. Many students who express behavioral issues at school are acting out in response to stressful or dangerous conditions in their homes or neighborhoods, so removing them from school and returning them to a problematic or unsupervised home environment hurts rather than helps their development. While removed from school during a suspension or expulsion, youth are more likely to spend time  with others removed for similar reasons, and with those who are already engaged in criminal activity. Rather than being socialized by education-focused peers and educators, students who have been suspended or expelled will be socialized more by peers in similar situations. Because of these factors, the punishment of removal from school creates the conditions for the development of criminal behavior. Harsh Punishment Further, treating students as criminals when they have done nothing more than act out in minor, non-violent ways weakens the authority of educators, police, and other members of the juvenile and criminal justice sectors. The punishment does not fit the crime and so it suggests that those in positions of authority are not trustworthy, fair, and are even immoral. Seeking to do the opposite, authority figures who behave this way can actually teach students that they and their authority are not to be respected or trusted, which fosters conflict between them and students. This conflict then often leads to further exclusionary and damaging punishment experienced by students. The Stigma of Exclusion Finally, once excluded from school and labeled bad or criminal, students often find themselves stigmatized by their teachers, parents, friends, parents of friends, and other community members. They experience confusion, stress, depression, and anger as a result of being excluded from school and from being treated harshly and unfairly by those in charge. This makes it difficult to stay focused on school and hinders motivation to study and desire to return to school and to succeed academically. Cumulatively, these social forces work to discourage academic studies, hinder academic achievement and even completion of high school,  and push negatively labeled youth onto criminal paths and into the criminal justice system. Black and American Indian  Students Face Harsher Punishments and Higher Rates of Suspension and Expulsion While Black people are just 13 percent of the total U.S. population,  they comprise the greatest percentage of people in prisons and jails—40 percent. Latinos are also over-represented in prisons and jails, but by far less. While they comprise 16 percent of the U.S. population they represent 19 percent of those in prisons and jails. In contrast, white people make up just 39 percent of the incarcerated population, despite the fact that they are the majority race in the U.S., comprising 64 percent of the national population. Data from across the U.S. that illustrate punishment and school-related arrests show that the racial disparity in incarceration begins with the school-to-prison pipeline. Research shows that both schools with large Black populations and underfunded schools, many of which are majority-minority schools, are more likely to employ zero tolerance policies. Nationwide, Black and American Indian students face far greater rates of suspension and expulsion than do white students. In addition, data compiled by the National Center for Education Statistics show that while the percentage of white students suspended fell from 1999 to 2007, the percentage of Black and Hispanic  students suspended rose. A variety of studies and metrics show that Black and American Indian students are punished more frequently and more harshly for the same, mostly  minor, offenses than are white students. Legal and educational scholar Daniel J. Losen points out that, though there is no evidence that these students misbehave more frequently or more severely than do white students, research from across the country shows that teachers and administrators punish them more—especially Black students. Losen cites one study that found that the disparity is greatest among non-serious offenses like cell phone use, violations of dress code, or subjectively defined offenses like being disruptive or displaying affection. Black first-time offenders in these categories are suspended at rates that are double or more than those for white first-time offenders. According to the U.S. Department of Educations Office for Civil Rights, about  5 percent of white students have been suspended during their schooling experience, compared with 16 percent of Black students. This means Black students are more than three times as likely to be suspended than their white peers. Though they comprise just 16 percent of the total enrollment of public school students, Black students comprise 32 percent of in-school suspensions and 33 percent of out-of-school suspensions.  Troublingly, this disparity begins as early as preschool.  Nearly half of all preschool students suspended are Black, though they represent just 18 percent of total preschool enrollment. American Indians also face inflated suspension rates. They represent 2 percent of out-of-school suspensions, which is 4 times greater than the percentage of total enrolled students that they comprise. Black students are also far more likely to experience multiple suspensions. Though they are just 16 percent of the public school enrollment, they are a full 42 percent of those suspended multiple times. This means that their presence in the population of students with multiple suspensions is more than 2.6 times greater than their presence in the total population of students. Meanwhile, white students are under-represented among those with multiple suspensions, at just 31 percent. These disparate rates play out not only within schools but also across districts on the basis of race. Data shows that in the Midlands area of South Carolina, suspension figures in a mostly-Black school district are double what they are in a mostly-white one. There is also evidence that shows that the overly harsh punishment of Black students is concentrated in the American south, where the legacy of slavery and Jim Crow exclusionary policies and violence against Black people manifest in everyday life. Of the 1.2 million Black students who were suspended nationwide during the 2011-2012 school year, more than half were located in 13 southern states. At the same time, half of all Black students expelled were from these states. In many of the school districts located in these states, Black students comprised 100 percent of students suspended or expelled in a given school year. Among this population, students with disabilities are even more likely to experience exclusionary discipline. With the exception of Asian and Latino students, research shows that more than one out of four boys of color with disabilities... and nearly one in five girls of color with disabilities receives an out-of-school suspension. Meanwhile, research shows that white students who express behavioral issues in school are more likely to be treated with medicine, which reduces their chances of ending up in jail or prison after acting out in school. Black Students Face Higher Rates of School-Related Arrests and Removal from School System Given that there is a connection between the experience of suspensions and engagement with the criminal justice system, and given that racial bias within education and among police is well-documented, it is no surprise that Black and Latino students comprise 70 percent of those who face referral to law enforcement or school-related arrests. Once they are in contact with the criminal justice system, as the statistics on the school-to-prison pipeline cited above demonstrate, students are far less likely to complete high school. Those that do may do so in alternative schools for students labeled as juvenile delinquents, many of which are unaccredited and offer lower quality education than they would receive in public schools. Others who are placed in juvenile detention centers or prison may receive no educational resources at all. The racism embedded in the school-to-prison pipeline is a significant factor in producing the reality that Black and Latino students are far less likely than their white peers to complete high school and that Black, Latino, and American Indian people are much more likely than white people to end up in jail or prison. What all of these data show us is that not only is the school-to-prison pipeline very real, but also, it is fueled by racial bias and produces racist outcomes that cause great harm to the lives, families, and communities of people of color across the United States.