Habeas Corpus: The Ultimate Writ of Liberty Essay

In time of war, numerous speedy and disliked choices are unavoidable. The choices the President needs to cause must to be to the greatest advantage of the nation, and of the world. Despite the fact that war is disagreeable with numerous individuals, it is unavoidable in specific conditions. During wartime, numerous American individuals need known adversary soldiers to have their privileges maintained while being kept. Sadly, this isn't generally possible. One needs to comprehend that the taking of the freedom of a bunch of individuals to spare the lives of thousands, or even a great many individuals is an unavoidable demonstration. At the point when a resident of an outside nation, or a resident of America, who has gone to fear based oppression, does battle with America, the rights given to American residents by the Constitution ought to be denied. Wartime is rarely lovely and it can possibly causes the devastation of billions of dollars’ worth of property. In any case, the de ath toll is considerably more pulverizing than the loss of property. During war, there are legal adversary warriors caught by the restricting power and held for data or as dealing instruments. These legitimate foe warriors are known are detainees of war (POW). On the off chance that the foe warrior whom is caught isn't qualified for wartime captive status since the person in question doesn't meet the meaning of a legitimate soldier as set up by the Third Geneva Convention, the detainee is known as an unlawful foe warrior (EC). In 2001, when President George W. Shrubbery proclaimed war on fear mongering, the war was not against a nation however against a specific gathering. Under the standards of the Third Geneva Convention, fear based oppressors caught during the war on psychological warfare don't fit the measures to be named a POW. Accordingly, these warriors are viewed as unlawful adversary soldiers not limited by the assurance of the Third Geneva Convention. Since the war on drea d began in 2011, there have been various claims documented againstâ the American Government asserting the prisoners at Guantanamo Bay were reserving their privileges to Habeas Corpus abused. A Writ of Habeas Corpus teaches an administration, police, or any individual who is keeping a person from their freedom, to quickly bring the denounced under the watchful eye of the court so the lawfulness of the detainment might be inspected (A concise history of habeas corpus, 2005). Be that as it may, President Bush proclaimed the prisoners as unlawful adversary soldiers, accordingly denying their entitlement to Habeas Corpus. In the United States Constitution under Article One, Section 9, provision 2, it peruses, â€Å"The Privilege of the Writ of Habeas Corpus will not be suspended, except if when in Cases of Rebellion or Invasion, the open wellbeing may require it.† (Transcript of Constitution of the United States, 1787). The essential right given to prisoners by the United States Constitution, otherwise called Writ of Habeas Corpus, is the same old thing to the world. The inceptions of Habeas Corpus can be gone back to British customary law (Schultz, 2011). The Habeas C orpus Act was passed by British Parliament in 1679 and is said to have sources of Anglo-Saxon plummet going back to the medieval times (A short history of habeas corpus, 2005). As per Sir William Blackstone, the primary utilization of Habeas Corpus can be gone back to 1305. Be that as it may, there were different Writs with a similar impact being utilized in the twelfth century, which goes before the Magna Carta in 1215 (A concise history of habeas corpus, 2005). Habeas Corpus was first settled in the United States by rule in the Judiciary Act of 1789. This legitimate Writ applied distinctly to prisoners in care by authorities of the Executive Branch of the central government, and not to those held by state governments. In any case, Article One, Section 9, proviso 2 doesn't give the privilege to prisoners to practice their entitlement to the Writ of Habeas Corpus; rather it educates Congress against suspending a person’s right except if it is for a situation of insubordination, attack, or open security. In this manner, in America, if an individual is being kept and they don't feel the confinement is lawful, the prisoner has the option to document a Writ of Habeas Corpus. There have been just two examples when the President thought that it was important to suspend the Habeas Corpus Act considering social liberties (Robinson, 2011). In the beginning of the United States Civil War, President Abraham Lincoln suspended Writs of Habeas Corpus on April 27, 1861. President Lincoln felt it was important to suspend Habeas Corpus along the railroad line among Philadelphia and Washington. In the end, inâ the fall of 1862, President Lincoln suspended Habeas Corpus across the country (Robinson, 2011). In late history, President George W. Bramble suspended Writs of Habeas Corpus for the foe warriors held at Guantanamo Bay by marking into law the Military Commissions Act of 2006. The two Presidents experienced harsh criticism for their choices. Be that as it may, Lincoln’s was removing the privilege of Habeas Corpus from American residents while Bush removed the privilege from non-American residents or residents who were in resistance to the United States. Probably the greatest contention is whether adversary warriors reserve the privilege to record a Writ of Habeas Corpus in a government court. Despite the fact that Habeas Corpus is a major right given to the American individuals in the Constitution, the fear monger assaults of September 11, 2001 carried new hypotheses to the bleeding edge. The Bush Administration’s decision to confine foe soldiers at Guantanamo Bay without preliminary tried the scope and affirmation of this established right. The Bush Administration built up some time in the past their view that remote psychological militants are not qualified for American essential rights (Justice and Gitmo; The high court’s choice to weigh habeas corpus for prisoners is a stage toward reestablishing stomped on opportunities, 2007). The Supreme Court heard the case Boumediene v. Shrubbery and made a decision on this case on June 12, 2008. Boumediene v. Shrubbery was a Writ of Habeas Corpus documented in a non military personnel court of the United States for the benefit of Lakhdar Boumediene. Boumediene was a naturalized resident of Bosnia and Herzegovina be ing held as an adversary warrior by the United States at Guantanamo Bay. At the point when the decision descended from the Supreme Court, it was a five to four with the dominant part holding the prisoners at Guantanamo Bay had the option to document Writs of Habeas Corpus under the United States Constitution. There were three elements mulled over while deciding an official choice: the citizenship and status, alongside the sufficiency of the procedure that status was resolved, the locales where worry and confinement occurred, and the snags in settling the prisoners right to the Writ (Boumediene v. Hedge, 2008). The Supreme Court administered the United States, by uprightness of its purview and command over Guantanamo Bay, the nation keeps up accepted power over the domain, while Cuba held extreme sway over the region. In this way, the outsiders confined at Guantanamo Bay were foe soldiers and were qualified for the Writ of Habeas Corpus (Boumediene v. Bramble, 2008). This decision turned around the lower court’s choice, whichâ stated that sacred rights don't reach out to the prisoners at Guantanamo Bay. Partner Justice Kennedy composed the assessment of the court, with Justices Stevens, Souter, Ginsburg, and Breyer joining. Equity Souter additionally recorded an agreeing suppositio n with Justice Ginsburg, and Breyer joining. In any case, Chief Justice Roberts documented a disagreeing sentiment with Scalia, Thomas, and Alito joining. Equity Scalia likewise documented a contradicting feeling with Roberts, Thomas and Alito joining. In Chief Justice Robert’s contradicting, he expresses the Boumediene v. Bramble case ought to have not made it to the Supreme Court for a decision on Habeas Corpus until the lower court originally chose if the prisoners had a legitimate option to record in a United States Court (Boumediene v. Hedge, 2008). In a period of war, the president is given a staggering measure of scope in deciding. One tremendous choice that must be made is the taking of freedom from a person. With the understanding that thousands to a large number of lives could be spared by taking the freedom of a bunch of individuals, it is, now and again, an unavoidable demonstration. Protected rights ought to become voided when a demonstration of fear is released on United States soil by either an outside resident or a resident of America. Having the option to submit a fear based oppressor act and afterward cover up under the assurance of the common freedoms of another nation is just a demonstration of a quitter. References A short history of Habeas Corpus. (2005, March 09). Recovered November 04, 2012, from BBC News: http://news.bbc.co.uk/2/hello/uk_news/magazine/4329839.stm Boumediene v. Hedge, No. 06â€1195 (Supreme Court of the United States June 12, 2008). Equity and Gitmo; The high court’s choice to gauge Habeas Corpus for prisoners is a stage toward reestablishing stomped on opportunities. (2007, July 08). Los Angeles Times, p. M.2. Recovered from http://search.proquest.com/docview/422272051?accountid=32521 on November 05, 2012 Robinson, K. (2011, June 26). Students of history won’t convict Lincoln for suspension of Habeas Corpus. McClatchy †Tribune Business News. Recovered from http://search.proquest.com/docview/873651368?accountid=32521 Schultz, D. (2011, July). Habeas Corpus after 9/11: standing up to America’s new worldwide confinement framework. Decision, 48(11), pp. 2190-2191. Recovered November 05, 2012 from http://search.proquest.com/docview/877038974?accountid =32521 Transcript of Constitution of the United States. (1787). Recovered from Our Documents: http://www.ourdocuments.gov/doc.php?doc=9&page=transcript

Quantitative Research Article Example | Topics and Well Written Essays - 1000 words

Quantitative Research - Article Example Generally, while the examination could have detailed the difficulties confronting existing structures, holes, and disappointments as reason for the preparation program created, it essentially harps on the angles it thought about significant. This basically brings about some type of one-sided concentrate with a foreordained bearing. From the beginning, it is clear that the investigation is constrained to what the scientists favor as significant as opposed to on past research support or any holes recently recognized. The writing audit attempts to address various issues in connection how advocates, ESL instructors and ESL students cooperate among themselves. The writing checked on in the paper places accentuation in three unmistakable regions. â€Å"These are the criticalness of and requirement for multicultural competency in school directing; the importance of serving ESL understudies in school advising; and the hugeness of and requirement for joint effort in school counseling.† (p. 3) As much as these are a significant piece of writing survey and furthermore feature the significance of overcoming any barrier between the three gatherings, it misses the mark regarding recognizing the regions of the current structures and thus legitimizes requirement for the proposed experiential framework. Nonetheless, this hole is crossed over by the area which tends to the justification for the experiential preparing venture. This anyway still neglects to stress the choice of the examination questions. As matter of actuality, there is a noticeable separation between the exploration questions and the writing. The investigation by Burnham, Mantero, and Hooper (2009) records six factors which endeavors to respond to the examination questions are coordinated towards. These incorporate the accompanying: 1. Pre-preparing training and task to an ESL class; 2. joint effort, coordination, discussion, and cooperating with ESL instructors, which included direction educational progra m arranging, improvement, and execution dependent on ESL understudy needs in the homeroom; 3. Showing study hall direction exercises; 4. evaluating direction exercises (i.e., self and companion investigates); 5. progressing combination during class conversations; and 6. Post-preparing instruction (Burnham, Mantero, and Hooper, 2009). In any case, notice that the factors are just referenced with no reasonable definitions. The writers additionally neglect to make an away from of what every one of the factors comprise in the article. For as much as the factors are intently self-evident, it would have been considerably more suitable if the extent of every factor was very much characterized for the peruser. Further, the factors grow the general extent of the exploration making it practically difficult to cover every zone of the examination inside a solitary paper. Concentrating on a solitary region would have come about into an increasingly complete research. The outcomes segment is mayb e the most helpful and exhaustive piece of the examination. Utilizing the pre-characterized set of inquiries, the exploration offers an exhaustive examination of the territories regarded as totally significant in the investigation. The exploration embraced bunch meets as the prime research procedure. The meeting approach opens the examination to a wide scope of information. Issues not recently shrouded in the exploration questions additionally rose as survey tried to gather however much data as could reasonably be expected from the respondents. Moreover, as the researchers’

Adopting a mac system Assignment Example | Topics and Well Written Essays - 3500 words

Embracing a macintosh framework - Assignment Example de a counterfeit site empowering the administration to picture how a site may profit their business and furthermore for the report to expound on any specialized issue that may get clear during or after the progress. The point of this venture is to coordinate the information and abilities learned all through the HNC/HND Computing course and to convey a functional and sensible answer for the business related issue that I have picked. The destinations for the venture are to exhibit my capacity in delivering an in fact sound report that features the necessary subtleties referenced in my task proposition and to give a powerful and practical answer for the proposed situation. During the way toward aggregating the necessary data it will be important to give an exceptionally concise frameworks examination of the old framework, it isn't my aim to do a total investigation of the framework however I will give enough data and information on this theme to permit the undertaking to be finished. LM photography is an organization which manages photography who as of now work in Weddings and uncommon events, they additionally have two in-house studios where they take family and picture photos. The organization was begun in the year 2005 by Lisa Mary Moggach to transform a long lasting energy into a practical, monetarily suitable business. The business took of well in 2006 when two enormous wedding arranging organizations moved toward LM photography and requested that they flexibly picture takers and gear for 196 weddings more than two years. LM photography accepted the open door and drafted in ten independent picture takers and ten right hand to adapt to the extra outstanding task at hand. In 2009 the juvenile organization are as yet prospering however the administration have understood that there current IT framework doesn't have the establishments to be ceaselessly based on, as the framework can be shaky and questionable when in steady use. The choice was made to utilize an IT organization who were to propose another Macintosh based working framework

2019 Best Brightest Jerome Smalls, Georgetown University (McDonough)

Jerome Smalls 2019 Best Brightest: Jerome Smalls, Georgetown University (McDonough) by: Jeff Schmitt on March 24, 2019 | 0 Comments Comments 793 Views March 24, 2019Jerome SmallsGeorgetown University, McDonough School of Business  Ã¢â‚¬Å"Jerome is jazzy, jiggy, and a jokester. My mission? Spread love and truth.†Fun fact about yourself: My mayor proclaimed July 28th as Jerome Smalls Day in my hometown.Hometown: Charleston, SCHigh School: West Ashley High SchoolMajor: MarketingMinor: African American StudiesFavorite Business Course: Marketing StrategyExtracurricular Activities, Community Work and Leadership Roles During College:Community Work:GOOD Projects | Volunteer Student Coordinator | Fall 2017 – PresentGOOD is a local non-profit that I have led multiple programs for. I.E: a Saturday school tutoring program and a campus wide bagged lunch campaign for those experiencing homelessness.Male Development Association (MDA) | Founder President | Spring 2016 – Spring 2018MD A is a mentorship program that pairs men of color on campus with young men of color at a local high school in Washington, DC.Lemonade Day DC (LDDC) | Georgetown’s Coordinator | Fall 2015 – PresentLDDC is a city-wide initiative that uses college mentors to teach entrepreneurship and financial literacy to 4th – 8th graders across all eight wards of DC.Awards:Lena Landeggar Community Service AwardIntuit L.I.F.E. Scholar AwardBlack Student Alliance Junior Impact AwardSpirit of Georgetown AwardWhere have you interned during your college career?Georgetown Summer School | Washington, DC | Program Manager | Spring Summer 2016Bloomberg | New York, NY | Technology Recruitment Marketing Intern | Summer 2017Youth Marketing Connection | Washington, DC | Junior Program Strategist | Spring 2018Where will you be working after graduation? Georgetown University | Director of nextGENThe nextGEN program is a brand new initiative on campus to increase Georgetown’s accessibi lity to first-generation and low-income students by supporting linchpin educators across the country who play influential roles for these students in under-resourced, public schools.What company do you admire most? I admire a local company called GOODPartners. This is a startup created by three African American men who graduated from Georgetown in 2016. They are committed to bridging the gaps in education for black and brown youth who face the greatest disadvantages that come with poverty. I admire them because they prove that seeking profit and social good is not only possible but even more economical for all. In addition to their company, they have a non-profit arm called GOODProjects. They have found the optimal blend when it comes to corporate social responsibility and being profit driven. That, plus the fact that their mission is directed toward marginalized communities, are all reasons why I admire them most.Who is your favorite professor? My favorite professor was Dr. Christo pher Shinn. I participated in a 5-week bridge program at Georgetown called the Community Scholars Program before my freshman year, and he was the first college professor I ever learned under. Professor Shinn assigned readings and homework that would open my eyes to the reality of America’s sins and he would spark my thirst for truth and political consciousness. I say that Professor Shinn’s writing and culture class taught me more than any history class I took in high school.What did you enjoy most about your business school? The DEANS! The McDonough School of Business has some of the most resourceful, compassionate, and loving deans. I have been able to build genuine relationships with nearly every dean in the McDonough School of Business [Undergraduate Program] not only due to my involvement in multiple programs but also because of our classic â€Å"Bagels with Deans† that occur every Thursday morning! The deans have offered more than just academic or career ad vice. In many ways, I have been able to create friendships with them, friendships that I believe will last a lifetime.What is the biggest lesson you gained from studying business? Studying business, alongside my involvement with social justice efforts on campus and my African American Studies minor, has taught me that there are many ways for corporations to truly practice civic leadership. It has taught me that â€Å"charity† work and business do not have to be two separate entities. I honestly believe that with a little more will power, more businesses can be socially driven organizations that are also dedicated to maximizing profits.What advice would you give to a student looking to major in a business-related field? My advice would be simple. Don’t believe in the status quo. The typical notions of business as the world once knew them are shifting. You no longer need the backing of large scale institutions (both corporations and universities) to validate your credent ials. With the current digital age, you have the capacity to create your own signal. Use a business degree to learn the technical and the logistics, but never feel the need to conform. In today’s age, the tradeoff between work and passion does not have to be your reality.What has surprised you most about majoring in business? I think I’ve been most surprised by the role in which networking plays in business. Growing up, I had always heard the clichà © saying of, â€Å"your net-worth is your network.† Not to say I never understood the value of connections, but it wasn’t until I began to study business that I saw first-hand the immense power of having the right ‘connectors’ in your corner. Simultaneously, I was also surprised to learn how tight-knit the world of business actually is. Majoring in business have given me a new appreciation for my network and connections.â€Å"If I didn’t major in business, I would be majoring in or studyi ng†¦ African American Studies and/or Education.†Who most influenced your decision to pursue business in college? While I was in high school, I had the privilege of taking both marketing courses and engineering courses offered by the Career and Technology Education program at my school. As I grew older, I realized that I was most passionate about business. And though this news saddened my engineering teacher, he completely understood. During my senior year, Mr. Beyel would serve as a lead supporter when applying to school and he helped me organize my essays, my deadlines, and letters of recommendation. But his biggest impact came when he helped me filter my search of schools based on my interest in business – helping me choose the very best programs. And since he went to Syracuse University (Georgetown’s biggest rival) he knew about the McDonough School of Business all too well in a very unique way. Ultimately, it was because of Mr. Beyel that I even knew abo ut Georgetown and I have to thank him for guiding me toward the best decision I’ve ever made.Which academic, extracurricular or personal achievement are you most proud of? My proudest accomplishment would have to be writing and publishing my first book last year. Last April I published my book, Small Talk: One Youth. Seven Stories. Countless Lessons. I wrote this book to offer advice to young people from my perspective as a young person. I have always had a passion for youth development, and this book is my most proud personal achievement because it was my way of using my personal story as a mechanism to help other young people. Since its publication, my mission has been to get it in the hands of as many students as possible, especially those who look like me and can relate to my journey.Which classmate do you most admire? I most admire my good friend and peer, Sebastien Pierre-Louis. Sebastien is also a senior in the business school and he is the most hard-working, big-heart ed, selfless, and socially aware person I know my age. For years, I’ve admired Seb’s confidence in calling out systems of oppression and injustice when it comes to business. As he goes off to do private equity for Goldman Sachs, I know he will continue to be a disruptor and a voice for the voiceless at any table he occupies. Sebastien inspires me to also stay true to my convictions as I pursue a career in social justice and business.Who would you most want to thank for your success? I’d have to thank my grandmother for all that she has contributed to my success today. Growing up, I was privileged with the opportunity to receive a lot of recognition and awards for my volunteer efforts and work as a youth entrepreneur in Charleston. Through all of this, my grandmother was more than just a cheerleader, she served as my PR manager, my booking agent, and my secretary. She made sure the world heard my story, and to my benefit, the world listened. I truly believe that without the help and amplification of my grandmother, I would have never been able to reach the platforms I did at such a young age. Additionally, as a kid who grew up with my parents in-and-out of my life due to mistakes they made as young parents, my grandmother was the only completely stable presence in my life. She offered the kind of stability that every child needs, and deserves. Yeah, I’d have to say â€Å"thank you† to Nana.What are the top two items on your bucket list? Bucket List Item 1: The first thing on my bucket list is to open up my own school. I want to open a school that embodies my vision for education, which is an environment that allows for stories of the students and their cultural backgrounds to dictate how and what they’re taught. I don’t wish to accomplish this bucket list item too soon, though. I want to create this school once I am fully confident that this method of educating can have the greatest impact on the lives of student s from marginalized backgrounds.Bucket List Item 2: The second item on my bucket list is to spend a year or more fully emerged within the culture of a completely foreign country. In an ideal world, I have the privilege to neglect my responsibilities and immerse myself within a new country for an entire year or more. The goal would be for me to do something (occupation wise) totally different from whatever it was I did in the States. The reason? Simply for the experience.What are your hobbies? Some of my favorite hobbies include making music, creating films/ video projects, speaking to students (of all ages)What made Jerome such an invaluable addition to the Class of 2019?â€Å"It is hard to envision a student with a greater impact on Georgetown, McDonough, and the DC community than Jerome Smalls.Jerome is pursuing a degree in Marketing with a minor in African American Studies.  Amongst all of Jeromes accomplishments, perhaps what is most impressive about him is his commitment to improving the world around him, whether it is through elevating dialogue on Georgetowns campus or mentoring youth within the greater Washington, D.C. community. He truly embodies the value of  Men and Women For Others, one of our core Jesuit values here at Georgetown McDonough. Jerome led the Male Development Association at Georgetown, an organization dedicated to providing mentorship and promoting positive character development and academic achievement amongst young, male students from Washington DCs most underserved  communities. He has also served as a McDonough student leader for Lemonade Day, an initiative in which Georgetown students promote financial literacy skills and entrepreneurship to DC youth by supporting them to set up their own lemonade stands throughout the city.In addition to his experience mentoring DC youth, Jerome is an incredibly dynamic and engaging motivational speaker, a published author, and an entrepreneur in his own right. He is the founder and CEO of SmallTalk LLC, a youth speakers bureau dedicated to motivating youth, empowering educators, and connecting students and teachers through the power of storytelling. He has even launched a video series providing teachers with updates on youth pop culture to assist them in connecting more meaningfully with their students. After publishing his first book, which became an Amazon bestseller, Jerome is working to create a podcast series to interview thought leaders in education and facilitate dialogue on how students and teachers can better connect and engage with one another.Overall, Jerome Smalls truly epitomizes the best and brightest of Georgetown McDonough.  He is a one-of-a-kind student who pursues his passions fervently, motivates and inspires youth, and enriches not only our campus community and our classrooms here in McDonough but also the greater Washington, DC community.†Daniel  C.  Minot Senior Associate Director, Undergraduate Programs Georgetown University  McD onough School of Business Page 1 of 11

University of Colorado Acceptance Rate, SAT/ACT Scores, GPA

The University of Colorado Boulder is a public research university with an acceptance rate of 82%. The flagship campus of Colorados university system, CU Boulders 600-acre campus is located in the heart of Boulder. The university is a member of the prestigious  American Association of Universities because of its strong research programs, and CU Boulder was awarded a chapter of  Phi Beta Kappa  for its strengths in the liberal arts and sciences. The University of Colorado Boulder ranks among the top public universities and is one of the top colleges in Colorado and top schools in the Mountain States. CU Boulder offers 85 undergraduate majors in its five colleges and four schools. Outside of the classroom, students can participate in a number of clubs and organizations, including academic honor societies, recreational clubs, and performing arts groups. On the athletic front, the CU Boulder Buffaloes compete in the NCAA Division I  Pac 12 Conference. Popular sports include basketball, track and field, cross country, and golf. Considering applying to the University of Colorado Boulder? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Colorado had an acceptance rate of 82%. This means that for every 100 students who applied, 82 students were admitted, making CU Boulders admissions process less competitive. Admissions Statistics (2017-18) Number of Applicants 36,604 Percent Admitted 82% Percent Admitted Who Enrolled (Yield) 22% SAT Scores and Requirements The University of Colorado requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 70% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 580 670 Math 570 690 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of CU Boulders admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Colorado scored between 580 and 670, while 25% scored below 580 and 25% scored above 670. On the math section, 50% of admitted students scored between 570 and 690, while 25% scored below 570 and 25% scored above 690. Applicants with a composite SAT score of 1360 or higher will have particularly competitive chances at University of Colorado. Requirements CU Boulder does not require the SAT writing section or SAT Subject tests. Note that University of Colorado participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements The University of Colorado requires that all applicants submit either SAT or ACT score. During the 2017-18 admissions cycle, 53% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 32 Math 24 29 Composite 25 30 This admissions data tells us that most of University of Colorados admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to CU Boulder received a composite ACT score between 25 and 30, while 25% scored above 30 and 25% scored below 25. Requirements The University of Colorado does not require the ACT writing section. Unlike many universities, CU Boulder superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA In 2018, the average high school GPA for incoming University of Colorado Boulder freshman was 3.66, and most admitted students had average GPAs ranging from 3.0 to 4.0. These results suggest that most successful applicants to CU Boulder have primarily B grades. Self-Reported GPA/SAT/ACT Graph University of Colorado Boulder Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Colorado Boulder. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances The University of Colorado Boulder, which accepts over three-quarters of applicants, has a slightly selective admissions process. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. However, CU Boulder has a  holistic admissions  process involving other factors beyond your grades and test scores. CU Boulder is looking for an upward trend in grades combined with a  rigorous course schedule. They are also looking for strong application essays and participation in meaningful  extracurricular activities, Applicants need to submit a letter of recommendation, so be sure to choose someone who knows you well. In the graph above, the blue and green dots represent accepted students. The great majority of admitted applicants had a high school average of B or higher, a combined SAT score of 1050 or higher (ERWM), and an ACT composite score of 21 or higher. The higher those numbers, the better. Youll notice very few rejected students (red dots) or waitlisted students (yellow dots) in the upper-right corner of the graph. All admissions data has been sourced from the National Center for Education Statistics and University of Colorado Boulder Undergraduate Admissions Office.

Drug Abuse And Dependence Policy - 1680 Words

The drug misuse and dependence policy, aims to support people misusing drugs to live safe and free from a drug dependence life (Department of Health, 2015). With this policy in place drug treatments are becoming more successful with 18% of people staying in treatment and leaving drug free (Department of Health, 2015) this shows the policy is successful and works with people to reduce drug dependency (HM Government, 2012). 193,198 people aged 18 and over were in treatment for drug use during 2013 to 2014, 29,150 of these patients completed treatment and have overcome their drug dependency (Public Health England, 2014). From when the policy was first introduced, drug use is at its lowest since measurement began in 1996 (Featherstone, 2013).†¦show more content†¦Many of the above may have contributed to the patient using drugs such as the environment they live in; the patient could have been living with other drug users which could result in the encouragement to continue abusin g drugs, this could also make it difficult for the patient to stop if she is associating with people who also abuse drugs (WHO, 2015). Two health promotion models were examined and explored; this was to determine the best model or theory to use with a patient who has a drug addiction. The first being the Prochaska DiClemente’s stages of change, the second being the health belief model. These two models have been chosen as both have relevance to the patient with her drug addiction. Prochaska DiClemente’s (1984) research suggests the Prochaska DiClemente’s model of change is effective and has an impact in health promotion. The Prochaska DiClemente’s model of change is becoming a more popular and widely used resource for health promotion; this is because it can be applied with a number of addictive behaviours such as smoking, drug use and alcohol abuse (Whitelaw, et al, 2000). The Prochaska DiClemente’s model of change has six stages these include, Pre contemplation this is when the patient is not seriously considering change, Contemplation This is when the patient is thinking a bout change, Preparation when the

Effects of Victimization and Violence †Free Samples to Students

Question: Discuss about the Effects of Victimization and Violence. Answer: Introduction LGBT or the lesbian, gay, bisexual and transgender community has turned out to be an accepted designation for those minorities, which are based on gender as well as sexual orientation. It is unfortunate to note that almost each of the subgroup of the LGBT community is subjected to varied gender related prejudices, which are deeply rooted in the beliefs as well as traditions regarding sex and gender. It has been a steady topic for over year in both developing and developed countries that to which extent LGBT people are suffering from socio-economic as well as cultural injustice. It has been understood lately that due to lack of social recognition and cultural injustice, most of the members of the LGBT community could not easily access the rights, which they deserve on the ground of humanity. Therefore, it can be said that a particular section of the society is lacking basic privileges, social recognition due to their unusual sexual, and gender orientation. One of the issues faced by m embers of LGBT community at the early age in academic institutions as school, is homophobic and transphobic bullying (Bailey 2014). The statistical evidences are indicative of the fact that more than 55% of the LGBT people in Britain encounter homophobic as well as transphobic bullying in secondary schools (stonewall.org.uk 2017). Considering this aforementioned condition in most of the Britain schools, the aim of the present project research is to identify and discuss whether academic institutions as school should be called safe place for the LGBT people or not. The focus of the present paper would be to identify and elaborate the kinds of bullying and ill-treatment experienced by the LGBT people in Britain schools. At the same time, the reasons for such inappropriate behavior would be identified and analyzed too. In order to accomplish the aforementioned aim and objective of the present project research, an in depth analysis of theoretical concepts of intersectionality and social exclusion would be discussed. Further, eight photographs would be taken from a school of Britain, named Pates Grammar school would b e analyzed in order to have a transparent understanding about how homophobic issues are being dealt. Prior to analyze the aforementioned objective of the present project research paper, it is essential to elaborate critically the choices of methods adopted for accomplishing the fundamental goal of the assignment. It is initially essential to mention that the particular space, which has been chosen for the discourse is the LGBT safe place. The concentration is upon the current condition that is the homophobic as well as transphobic bullying faced by the LGBT students in Britain schools. The aforementioned space has been selected based on the reason that the number of homophobic and transphobic bullying in secondary schools of Britain is increasing. It has been identified and proved from statistical evident that more than 80% of the teachers of the secondary schools do not have any particular professional training in handling issues of homophobic bullying with LGBT students (natcen.ac.uk 2017). Therefore, it can be said that the selection of the space is justified. On the other hand, it should be also mentioned that the topic is relevant enough in the contemporary scenario as cases of homophobic bullying have increased in the last couple of months (Bouris ewt al. 2016). In order to achieve realistic evidence regarding the topic, more than eight photos of the school have been taken. In case of taking photos of the school, the students and some of the teachers, consents have been taken from the school authority and from the teachers. Each of the photographs has been taken in daylight and they included both the teachers and the students. Instead of knowing, the fact that pictures of verbal bullying on the LGBT students would not be easy to get. Therefore, it has been unfortunate for research project that none of the pictures clearly shows that the bullying behavior of the students or the effect of homophobic bullying upon other students. However, the photographs have been helpful enough in understanding that sexual discrimination often take place in the school. The photographs have also indicated the fact that most of the teachers are reluctant about the fact that discrimination based on sexual orientation is taking place in the school. However, in order to make sure that the entire project research has been done in an ethical manner, consents from the selected school authority and the teachers have been taken. Nevertheless, it is essential to mention here that the actual purpose of the project research has not been disclosed as it might have aggravated them. It has been done based on the reason that the purpose of taking photographs of them has not been harmful for their activity. However, it has been informed to the school authority that the photographs are being taken due to an educational purpose. It is to mention in this respect that the photos have helped in acquiring a concise view about the discrimination-taking place in the educational institutions and the impact of such behaviors on others. Nonetheless, it is essential to note down in this context that initially the school authority as well as the teachers of the considered school has been skeptical about the idea of taking photographs. Initially, they hav e not agreed with the idea of taking photographs for the purpose of education and thereafter they show their ignorance though at last they agreed upon to give permission for taking minimum photographs. After getting disapproval at the initial phase, the idea to take photographs while a teacher is taking a class, has been dismissed. Nevertheless, the school authority finally approved of the request when they heard that the idea has been changed into the plan to take pictures of only the students and the teachers. However, keeping in mind about such unfortunate outcome, two other relevant pictures of homophobic bullying have been considered. It is essential to first understand the idea of safe space for the LGBT people. Fundamentally, safe space refers to a small group of individuals who have special kind of need. It can be also said that safe space is an autonomous place where marginalized people feel free to talk about their marginalization. Most of the time University campuses are considered to be the safe space, for the marginalized people like the LGBT community people (Halberstam 2005). It is the responsibility of the academic institutions and its authorities to create a tolerant as well as inclusive environment, where the LGBT people can safely and independently participate in Union activities. For example, the Sussex University is holding a great example of having policy against anti-LGBT activities. According to Doan (2010), the percentage of homophobic bullying is increasing among the pupils in schools, which is highly making negative influence on the performance of the students as well as on their cognitive development. According to the school report of Stonewall, near about 55% of the lesbian, bisexual and gay young students have been highly experiencing homophobic bullying and homophobic language on a daily basis (Doderer 2011). It is unfortunate to denote in this context that more than 61% of the lesbian, gay and bisexual people feel that their children would be bullied in the public space as well as in the educational institutions (Formby 2015). Not only in the elementary level but also in the secondary schools, children of gay, lesbian or bisexual parents. Moreover, seven in ten or more than 70% of the gay, bisexual or lesbian parents have said that they expect that they would face barrier in the education system, only because of their sexual orientation. Most significant ly, the problem arises when members of the LGBT community would apply for the position of school governor. It is to mention in this respect that among those schools, which have LGBT issues, some of the frequently used homophobic words are found to be poof, lezza, thats so gay and youre so gay (stonewall.org.uk 2017). As per Gorman-Murray (2011), there is the essential need for implementing teachers training specifically in both elementary and secondary schools, only for tackling biphobic, homophobic and transphobic threats and bullying. There is the necessary need for such teachers training as several times it has been found out that LGBT teachers themselves encounter homophobic bullies and ill treatment from school authority and students. Most of the photographs taken from the considered school given at the end of the present assignment are apparently indicative of the fact that students are apparently sharing their space with each other and having fun with each other (Valentine 1993). However, the last two considered photographs are indicative of the possible impact that a LGBT student can have after got bullied from other students. In this context, the fundamental responsibility of the concept of intersectionality should be considered. In terms of having an inclusive environment to keep a safe space for the LGBT people, it is essential that all academic institutions should not discriminate LGBT students by keeping different toilet for them. It provides huge embarrassment to the students belonging to the LGBT community and they feel a sense of marginalization, which decreases their sense of self-empowerment. It has been found out that the considered school has a discriminated toilet for the LGBT community people, which mean that the school may not exclude its LGBT students but to some extent discriminate them. Considering the verbal harassment and bullying of LGBT students in public spaces like schools, it is essential here to mention that school authorities of most of the British schools should work on intersectional projects for identifying and thereafter stopping homophobic and transphobic harassment. From the last photograph presented at the last section of the present paper, it can be said that homophobic or transphobic bullies highly hinder the cognitive development of the LGBT individuals (Ruddick 1996). As per McDowell and Court (1994), bullies highly prevent the essential cognitive development of the LGBT individuals and consequently they lose the confidence on their rights and exclude themselves from any kind of social gathering. As evident from the last photograph, bullying against LGBT individuals in schools make LGBT individuals depressed, isolated and most importantly vulnerable for more harassment. As stated by Gorman-Murray (2011), the most of the schools are taking homophobic and transphobic bullying seriously and take prompt measures in order to make schools the safer place for the LGBT community. On the other hand, as argued by Halberstam (2005), in Britain, most of the school authorities do not take the problem of LGBT bullying seriously and it is only degrading the standard of living of the LGBT people. Therefore, it can be argued that public schools are no longer can be called safe space for the students of the LGBT community and their children. However, there has been found some positive signs from the year 2007 as the statistical data show that reports of transphobic as well as homophobic harassment and bullying are less. It is unfortunate to mention that the survey conducted in the year 2007 ha s also indicated that the homophobic comments, language and the style of discriminating the LGBTs have not changed at all (bbc.co.uk 2017). This particular result is proof of the fact that the hostile atmosphere against the LGBT individuals in schools and other academic institutions have not changed completely. However, considering the taken photographs from the considered school, it can be also anticipated that possibly the anti-bullying measurements have been considered by the school properly. Such opinion is based on the facts that most of the pictures represent happiness among the students and their teachers. Therefore, it may not be completely an inappropriate statement to call the considered school a homophobic bullies-free space for the LGBT students. Nevertheless, such assumptions do not share a strong ground as pictures do not always reveal the hidden truth. According to the LGBT youth Scotland, the main problem in getting proper responses from the harassed students and members of the community of LGBT is, in most of the time the LGBT students are confident enough about reporting against those who bully them to the school authority (bbc.com 2017). It is therefore, understandable that the fundamental social norms about gender roles and sex orientation are responsible for preventing LGBT communities to grow confidence and self-respect. It is to note down in this respect that according to the LGBT youth Scotland, rather than their LGB peers, most of the LGBT students face higher level of both verbal and physical bullying. Most significantly, the LGBT youth Scotland has also indicated that in terms of bitter consequence, most of the LGBT students leave schools and education early and lives for an uncertain life where successful earning turns out to be the most difficult part of life (theguardian.com 2017). In this respect, the fundamental idea of the post-modern theory of performativity should be considered. The aforementioned theoretical concept entirely deconstructs the predominant idea of gender as a natural aspect. According to the basic concept of performativity, the predominant percept of gender is a creation by the regulated practices and norms designed by the society (Ruddick 1996). Based on Judith Butler, gender is an outcome of the social norms regarding sexual orientation and the decision regarding a particular gender is determined solely by their sexual habit (Rose 2015). Moreover, according to Judith Butler, the repetitive performance of the society that thickens over the years for producing appearance of substance of the natural aspects, determine the sole concepts of gender and sexuality (Butler 2016). Henceforth, it is understandable that the prime reason for the students bullying against their LGBT classmates is their socio-cultural background and upbringings. It can b e also commented that the schools have become no longer a safe space for the LGBT students and the hostile behavior of the students should be considered as mere reflection of the society they live in (Formby 2015). Thus, it should considered first in order to stop homophobic bullying in schools that a space can be restrictive, liberatory or completely prohibitive, which force the people to act in a particular way towards particular genders. Most significantly, not only for the LGBT students but for the LGBT peers too, school authorities need to adopt strict measures. It is fortunate to denote that within few years, the first school only for the gay, bisexual, transgender and lesbian people may open in Manchester (natcen.ac.uk 2017). It has been decided that the school would particularly offer help to the LGBT students who have faced homophobic bullying in schools. The aim of the school would be to give a proper safe space for learning for the LGBT students. If the photographs presented in the present assignment is indicative of the fact that the school has well implemented policies for prohibiting homophobic bullying in their premise, and then it would be an exceptional evidence for the argument that says that most of public schools in Britain is dealing with LGBT bullying issues. On the other hand, if the pictures do not reveal the actual condition of the LGBT students in the school then, it is to suggest that they sho uld adopt anti-bullying strategies as soon as possible. Conclusion From the above analytical discourse, it can be deduced that in Britain the schools are not safe space for the members and the children of LGBT community. It is evident from the above paper and its find outs that more than 55% of the people belonging to the LGBT community are facing homophobic bullying in schools of Britain. Moreover, the paper has also mentioned that most of the time LGBT students miss important classes because of the fear of getting bullied in the classroom. It has been understood from the above paper that most of present teachers of the public schools do not have any professional trainings in case of preventing any kind of bullying against the LGBT students in the classroom. However, as it has been established by the paper that academic institutions as public schools have not been found to be safe space for the LGBT people and their children. The cause mentioned by the study implicates that the conventional social norms regarding gender roles and sexual orientation is the reason for such mishap. References Bailey, M.M., 2014. Engendering space: Ballroom culture and the spatial practice of possibility in Detroit.Gender, Place Culture,21(4), pp.489-507. BBC News. 2017.LGBT bullying at 'high rate' in Scotland's schools - BBC News. 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