Offenders Deserve Real Second Chances Criminal Records...

Ex offenders Deserve Real Second Chances: Criminal Records Should Be Deleted after Their Incarceration and Probation is over. Sabrina Jordan EN 1000 SCPS Writing and Language Jill Archer Abstract I am looking for something exciting cating I was thinking ablout starting with statistics about success rateds of ex offenders gaining gainful emplomnet verses the ones tha end up back in jail again . im looking under the deprtment of justice for these statistics and I want to end witht the argument how do we really give them a secong chance when around every corner they are being judged by their past, Some states have come up with not allowing their records to be accessed talk about the states that have made this a law, how well is†¦show more content†¦Merriam-Webster’s defines stigma as, â€Å"a set of negative and often unfair beliefs a society or group of people have about something.† This is called the invisible punishment. The stigma of incarceration follows the released individual, even though they have served their time and, generally, prompts people to perceive the individual through a negative lens. In fact, it has become generally understood that individuals in any stigmatized group are viewed as of lesser value and their person, discredited, resulting in further social exclusion. This invisible punishment leads formerly incarcerated individuals to experience ostracism and alienation from the community, instead of support. As individuals begin to feel more shame, their self-esteem lowers and the alienation can have a dehumanizing effect. These negative experiences have the power to shift a once positive mindset, aimed towards successful reentry, to a negative one where individuals begin to exhibit behaviors of silence and concealment. One commentator aptly observed that, â€Å"the status as ex-offender is only one part of a person’s identify, yet it can become the most prominent defining characteristics for representing self.† The effects of being in a stigmatized group, however, are not limited to the formerly incarcerated individual alone. These perceptions can trickle over into how the family is perceived. In addition to this compelling synopsis of these accounts the Bureau

The Road Not Taken By Robert Frost - 1173 Words

Robert Frost, one of America’s well-known poets is highly regarded for his realistic illustrations of rural life and poetry which is still relevant in today’s society. After being honoured on numerous occasions, he became one of America’s most popular public figures. Frosts’ poems reflect his greatness and his life in a variety of ways after he was confronted with such despair and grief after the passing of his father due to tuberculosis at just eleven years of age and his mother who passed away in 1900. â€Å"The Road Not Taken†, one of his greatest poems written of all times, is often misunderstood by some as an emblem of individual choice and self-reliance. But it was never intended to be read in this way by Frost, who was well aware of the playful ironies contained within it. â€Å"I am not a nature poet. There is almost always a person in my poems† (Robert Frost) Born on March 26, 1874 and died January 29 1963, Frost was 89 years of age. From a young age, Frost devoted himself entirely to his writing. Through his hard work and dedication, he managed to publish his first poem in the New York literary journal â€Å"The Independent† in 1894. After establishing a life-long relationship and being influenced by contemporary British poets Edward Thomas, Rupert Brooke, and Robert Graves, Frosts’ poetry soon became well- known and award winning on many occasions. Through his determination he was rewarded by winning four Pulitzer Prizes, 1924 for New Hampshire: A poem with Notes and GraceShow MoreRelatedThe Road Not Taken By Robert Frost983 Words   |  4 PagesThe poem â€Å"The Road Not Taken was written by Robert Frost, a four-time Pulitzer Prize winner in poetry, and also a special guest at President John F. Kennedy’s inaugurat ion (Robert Frost Biography). Frost was born on March 26, 1874 in San Francisco, California and he died of complications from prostate surgery on January 29, 1963. Much of Robert’s popularity was gained throughout Europe (An Analysis of Robert Frost’s Poem: The Road Not Taken). Frost became a poetic force, and the unofficial poetRead MoreThe Road Not Taken by Robert Frost764 Words   |  3 PagesWritten by Robert Frost, â€Å"The Road Not Taken† deals with about making choices in life and how those choices affect your whole life. The meter of this poem is iambic tetrameter, for the most part. In most lines, the meter follows the rule with four iambs, which means that there is one unstressed syllable followed by a stressed syllable. But the meter is not normal since, in some lines, an anapest, which means there are two unstressed syllables followed by one stressed syllable, is substituted forRead MoreThe Road Not Taken By Robert Frost995 Words   |  4 Pagest hey can only move forward hoping for the best. â€Å"The Road Not Taken†, Robert Frost, 1916. In â€Å"The Road Not Taken† a traveler is strolling through the woods and comes across two different roads he could take, and unable to travel both the poet eventually chooses which path to take. The theme conveyed is about making choices. Frost does this through the use of diction, the use of figure of speech, and the use of imagery. To start with, Frost displays the main idea of decision making by the wordsRead MoreThe Road Not Taken By Robert Frost1055 Words   |  5 Pagesago. Either way, if you admit it now or in the wee hours of the night, like most people, you will come across this question at least once in your life. Robert Frost was able to grasp this raw, vulnerable life changing moment in the palm of his hand. Then he beautifully laid it out in the form of words in the narrative poem â€Å"The Road Not Taken†. Frost is able to take you back to a time when you have been faced with a life-changing decision. Then, causing you to ask yourself â€Å"Did I make the right choiceRead MoreThe Road Not Taken By Robert Frost940 Words   |  4 Pagesâ€Å"The Road Not Taken† was written by Robert Frost in 1916, and it was the first poem in the collection Mountain Interval (Shmoop). Even though it was written many years ago, people of all ages still study this enticing poem. Frost wrote about coming to a fork in the woods and examining which path he should take and whether he might ever come back; the speaker believes each path is fine to take, but he takes the less used path (line 6). He wrote about this decision in clear, standard English. â€Å"TheRead MoreThe Road Not Taken, By Robert Frost968 Words   |  4 PagesPersonal Response 3 Title: The Road Not Taken Text Type: Poem Author: Robert Frost The poem, ‘The Road Not Taken’ by Robert Frost is about the â€Å"roads† and different paths we take in our lives. Frost wrote about a traveler who had to chose between two roads. He had to decide if he wanted to go down the well used or less used path. In the end, he went down the less used path. The theme of decision making and choices is shown in this poem. I think that this is a way of describing the choices we makeRead MoreThe Road Not Taken By Robert Frost863 Words   |  4 PagesThe Poem, â€Å"The Road Not Taken†, by Robert Frost is a detailed poem about a conflict in a person’s life, dealing with having to take the right path throughout life. The Narrator of this poem is faced with a predicament when he comes across two paths. The choices that he makes in his life, can alter the future for better or worse. This poem describes his attitude and emotion towards his choices as well as, shows examples of themes, mood, and different literary devi ces. The title of this poem canRead MoreRoad Not Taken, Robert Frost942 Words   |  4 PagesEnglish 101 Burstrem October 7, 2009 The Road Not Taken Life is full of choices and decisions that could ultimately change the outcome of our lives. In the poem, â€Å"The Road Not Taken† by Robert Frost, a traveler is destined to make that decision. This traveler man has to decide which road to take, one that is frequently traveled, and the one that is not. After contemplating which road to follow, he comes to the decision to take the road less traveled because he doesn’t want to follow inRead MoreThe Road Not Taken By Robert Frost1100 Words   |  5 PagesRobert Frost reflects that poetry â€Å"begins in delight and ends in wisdom†¦.It runs a course of lucky events , and ends in a clarification of life—not necessarily a great clarification, such as sects and cults are found on, but in a momentary stay against confusion† (931). His poem â€Å"The Road Not Taken† is a clarification of life. This paper will analyze and evaluate the formal elements of â€Å"The Road Not Taken† and consid er how these elements work together to fit the author’s purpose and clarificationRead MoreThe Road Not Taken By Robert Frost1297 Words   |  6 Pagesthe poet at the time. The poem I’ll be unveiling is â€Å"The Road Not Taken† by Robert Frost, one of the most well-known poets of the modern literature movement. He lived most of his life in America but moved to the UK a few years before World War 1. (Schmoop, 2008). Frost is known for pioneering the idea that poetry deserves to be spoken out loud, using rhythm and meter, giving his work a traditional ambiance. The title ‘The Road Not Taken’ suggests there is no â€Å"right† path, only the chosen path and

First Day of School free essay sample

A successful opening for the School Year 2013-2014 Welcomed us. Every first are significant to human life because it leaves a mark, a lot that would stay on our life as long as we live. First day of school is one of the most awaited events on a student’s life, from the excitement to use our new set of school supplies, new pair of shoes, a brand new bag and even in wearing once again our school uniform after a long break. What’s more important is that it opens a new door for learning and a new vista for treasured knowledge and a new memories that’s worth reminiscing. During our first day, we will experience our first glance to our new classroom, on how we first sat to our new arm chair and on how our heart beats fast in anticipating for the arrival of our new set of educators as much as it beats when we first saw our crush for the current school year. We will write a custom essay sample on First Day of School or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The first greetings of our friends with our unending discussion in sharing our summer experiences. This is also the time that we will meet our new adviser and the time for first impressions. Impressions that would last in our entire living. Being a Junior Student, we have experience a lot of first day at school and some occurrences are the same from the previous one but it didn’t our enthusiasm to take our single stem in entering our new classroom. Hearing those familiar voices that covers the room, meeting our friends and continue our great camaraderie. Aside from excitement we also feels a little bit nervous, for the new subjects that would serve us an obstacle to our student life, for the hardships that we might encounter while we are studying. But we know these hardships would make us strong and would persuade us to learn more and to study better to achieve our goals. Those first times mentioned above and even those experiences built-up a new horizon in the world of knowledge, gives hope to those inquisitive minds and motivate us, as a student to study harder. In culmination to this, we do believe that, â€Å"A first day on school would make a thousand days of success. † We are hoping for a prosperous School Year and wishing for a great School Year!

Missing Ingredients In American Sentencing -Myassignmenthelp.Com

Question: Discuss About The Missing Ingredients In American Sentencing? Answer: Introducation A new study provided an insight into the healthcare topical question of how quality of life is enhanced among elderly patients that highlights the importance of respect for autonomy and maintenance of dignity. This study was conducted where the results showed that aged care facilities strive for continuity of care and there is lack of choice and control of aged people affecting their quality of life (australianageingagenda.com.au, 2018). This evidence suggests that autonomy is not being addressed and no amelioration of their emotions and grief supporting the fact that there is lack of dignity among elderly patients that is considered core value in healthcare. This stark finding suggests that autonomy and dignity of older people is being undermined in various healthcare settings affecting care towards them. In the current healthcare scenario, nurses are unable to preserve dignity and autonomy of patients and minimize distress among elderly patients. Although, dignity is woven into the care of healthcare providers that takes their wishes into consideration meeting their needs, there is evidence that elderly patients are not being valued and there is diminishing of their participation in decision-making process (Kurokawa, Yabuwaki Kobayashi, 2013). Whatever may be the basis for grounding dignity, it is important for every human being to respect others dignity. Dignity is violated when there is gross violation of individual rights. In the institutional healthcare, preservation of elderly dignity is respect for autonomy involving them decision-making process and advocate to ensure that there is no violation of dignity. This violation of common good can be justified in terms of common good (Tonry, 2016). The shared responsibility of maintaining dignity among elderly patients is not being realized by the healthcare providers. This depicts that there is no realization of common good in the society and it is not being addressed in the context of healthcare. Among the Catholic Social Teaching (CST) principles, the issue of dignity is being addressed by common good principle in the contemporary society. Common good acts as a foundational principle that is greatly intertwined with dignity of humans leading to solidarity. The issue of maintaining elderly dignity can be elaborated through common good that for building dignity, there is need for social relationships and conditions that allow individuals reaching fulfilment and empowerment. The healthcare professionals need to work towards promoting common good as their core value promoting patient dignity by delivering high quality of care (Sabatino et al., 2016). Various proposed ways are pivotal for nurses in promoting common good for welfare of elderly patents recognizing human beings as social being. Firstly, older people lack potential to perform activities of daily living and as a result, it hampers their independence and dignity. In these situations, nurses need to empower older people so that they realize their inner potential promoting true resilience. Nurses encourage elders and guide them so that they take an active participation in their health and wellbeing promoting dignity and independence. Nurses need to care for the whole person that is one aspect of promoting care as factors like gender, age, culture; language and cognition should be taken into consideration (Carr, 2016). Respect for elderly people is also required where nurses should provide avenues of empowering older people controlling their life. Nurses should encourage independence where nurses should encourage elderly patients in performing activities of daily living. This is encouraging independence which is another way of promoting dignity among elders. Dignity care is another element that promoted dignity among elders comprising of value-giving care, doing, and negotiation and building relationships. The type of care also influence dignity and treatment as nurses should maintain privacy of patients while giving personal care. Value-giving care is beyond the act of doing something for the patients rather treating them with compassion and care (Nicholas, 2015). Empathetic communication and building of relationships also enables nurses to provide dignity by enhancing understanding and knowledge of nuances while providing care. Nurses can negotiate on aspects of care while providing dignity care to elderly patients. In this proposed ways, nurses can promote dignity among elders realizing the principle of common good in their provision of care. Common good and human dignity can be explained in terms of elderly dignity through the ten principles of CST. The principle of respect for human dignity explains that every person is worthy of dignity and respect and should not be disrespected. Elders should be treated with greater dignity and respect by healthcare providers and can never forfeit their rights. The principle of respect for human life also defines dignity in a way where every person has inherent dignity whether young or old and should be treated with respect seeing sacredness of human life as moral vision for promotion of common good in society (Waters et al., 2017). The principle of association explains that human being is social and not personal and so elders should be included in the diverse community and not isolated promoting dignity. Principle of participation explains that every human being has the right to participate or duty to shape human society seeking common good and promoting well-being. Vulnerable people like elderly people should be encouraged to take an active part in their clinical decision process as shapers or not just passive recipients. Principle of Preferential Option for the Poor and Vulnerable explains that elder people are vulnerable and should give priority to their choices, needs, and rights and maximize their potentials to make them empowered (Carr, 2016). Principle of Solidarity explains that it is important to preserve and firm determination committing oneself to common good where nurses should be good with the caring for every older patient responsible for caring. The Principle of Stewardship explains that nurses have the responsibility to care for the elder patients better safeguarding them and respecting them to live a sustainable life. The Principle of Subsidiarity explains that nurses should provide right amount of support, aid or help that help them to accomplish needs of elder care or meet their obligations. The Principle of Human Equality demonstrates that every individual is entitled to dignity and respect as human beings in the society (Wright, 2017). This is radical equality that is created every human being (even elders) need to be treated with dignity and lies close to God. Lastly, the principle of common good explains that a healthy community is developed when every individual flourish. In this context, elder people sho uld be treated with dignity where nurses should take into account their legitimate aspirations and needs promoting greatest good for all patients. This concept is greatest of all where every older patient should be worthy of respect performed by nurses (Tablan, 2015). Therefore, these CST teachings can be used to promote human dignity and common good in the community. Elderly people are subjected to social exclusion and being isolated by others. In this context, Community participation and advocacy in CST can contribute to that fact that elderly patients should not be isolated and make them engaged as full members in the community. They have an obligation to support and help the elderly patient population in getting socially included in the society (Himes, 2017). Community is the place where human beings live and therefore, elders should be empowered to participate being socially included that promote dignity and autonomy. This helps to show dignity as they feel concerned and being socially associated in community. Therefore, it can be concluded that CST principles provide framework for viewing society ensuring common good and good of humans of humanity coalesce. References australianageingagenda.com.au, (2018).What's it like living in aged care? Researchers shed new light on quality of life - Australian Ageing Agenda. Retrieved 20 January 2018, from https://www.australianageingagenda.com.au/2016/10/28/researchers-shed-new-light-on-quality-of-life-in-residential-aged-care/ Carr, J. (2016). Preaching and Catholic Social Teaching.A Handbook for Catholic Preaching, 275. Retrieved from: https://books.google.co.in/books?hl=enlr=id=zMZnDQAAQBAJoi=fndpg=PA275dq=Catholic+Social+Teaching+(CST)+principles+and+human+dignity+ots=sDVb4iVVQLsig=7dkDU0lb__V8ERM6i3ZxiSp2Cqc#v=onepageqf=false Himes, K. (2017). Catholic Social Teaching on Building a Just Society: The Need for a Ceiling and a Floor.Religions,8(4), 49. Doi: 10.3390/rel8040049 Kurokawa, H., Yabuwaki, K., Kobayashi, R. (2013). Factor structure of personhood for elderly healthcare services: a questionnaire survey of long-term care facilities in Japan.Disability and rehabilitation,35(7), 551-556. Doi: https://doi.org/10.3109/09638288.2012.705219 Nicholas, J. L. (2015). The Common Good, Rights, and Catholic Social Thought: Prolegomena to Any Future Account of Common Goods.Solidarity: The Journal of Catholic Social Thought and Secular Ethics,5(1), 4. Retrieved from: https://researchonline.nd.edu.au/solidarity/vol5/iss1/4/?utm_source=researchonline.nd.edu.au%2Fsolidarity%2Fvol5%2Fiss1%2F4utm_medium=PDFutm_campaign=PDFCoverPages Sabatino, L., Kangasniemi, M. K., Rocco, G., Alvaro, R., Stievano, A. (2016). Nurses perceptions of professional dignity in hospital settings.Nursing ethics,23(3), 277-293. Doi: 10.1177/0969733014564103 Tablan, F. (2015). Catholic social teachings: Toward a meaningful work.Journal of Business Ethics,128(2), 291-303.Retrieved from: https://link.springer.com/article/10.1007/s10551-014-2104-0 Tonry, M. (2016). Equality and Human Dignity: The Missing Ingredients in American Sentencing.Crime and Justice,45(1), 459-496. Retrieved from: https://www.journals.uchicago.edu/doi/abs/10.1086/686256 Waters, N. P., Schmale, T., Goetz, A., Eberl, J. T., Wells, J. H. (2017). A call to promote healthcare justice: A summary of integrated outpatient clinics exemplifying principles of Catholic social teaching.The Linacre Quarterly,84(1), 57-73.Retrieved from: https://doi.org/10.1080/00243639.2016.1272330 Wright, K. S. (2017). The principles of Catholic social teaching: A guide for decision making from daily clinical encounters to national policy-making.The Linacre Quarterly,84(1), 10-22.Retrieved from: https://doi.org/10.1080/00243639.2016.1274629