Airport Screening

Airport screening has become an essential component of transportation security policy in the United States following a security breach that precipitated the terrorist attacks of September 11, 2001 (Fritteli, 2005).Advertising We will write a custom essay sample on Airport Screening specifically for you for only $16.05 $11/page Learn More In response to the terrorist attacks, the US Congress moved with speed to pass the Aviation and Transportation Security Act (ATSA), which in turn established the Transportation Security Administration (TSA) to ensure the security of the travelling public through screening of passengers for explosives and other dangerous items (Blalock, 2007; Lord, 2012). Although the TSA mandated a federalized workforce of security screeners to conduct inspections on online passengers and their luggage, available literature demonstrates that this piecemeal and reactive mandate resulted in significant cost increases, adverse privacy impli cations, and inconveniences (McLay, Lee, Jacobson, 2010). The present paper measures the impact of the federalization of airport screening and attempts to advocate for a more responsive, intelligence-based, and technology-focused screening aimed at cutting costs, ensuring passenger privacy, and reducing inconveniences. Impact of Federalization of Airport Screening Understanding the Federalization of Airport Screening The two fundamental changes in airport security visible to passengers after the terrorist attacks included â€Å"the federalization of passenger security screening at all US commercial airports by November 19, 2002, and the requirement to begin screening all checked baggage by December 31, 2002† (Blalock, 2007, p. 2). When TSA officially took over the mandate for airport security in February 2002, it embarked on an effort to substitute private security screeners with federal employees who were charged with the responsibility of conducting passenger-screening ope rations at all US commercial airports. TSA not only embarked on hiring 56,000 federal screeners to help reduce waiting time in security lines but also increased the compensation and training of screeners by offering them higher wages and expanding training requirements (Blalock, 2007). Fritteli (2005) argues that federalizing the screener workforce was offered as a potential solution to address the challenges of high staff turnover, low wages, poor supervision and training, as well as lack of regulatory oversight.Advertising Looking for essay on air transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More Impacts and Concerns This paper looks into three impacts related to the federalization of airport screening, namely travelers’ inconveniences, privacy concerns, and cost implications. The discussion around inconvenience is embedded in the fact that, although greater confidence in the safety of air travel has been found to trigger de mand, the inconvenience of security procedures that necessitate additional time and effort on the part of travelers due to the high expectations associated with airport screening may indeed minimize demand for air travel (Blalock, 2007). The intrusive security measures occasioned by the federalization of airport screening (e.g., arbitrary hand-searches of travelers and their carry-on luggage, expansive inspection and prohibitions on non-dangerous items) have been found to minimize the convenience of air travel, resulting in lost revenues for airline companies as potential travelers choose to stay at home (Hessick, 2002). Although studies have found that travelers often value-enhanced airport security and are prepared to allow some extra inconvenience and/or high prices in order to feel more secure and confident (Blalock, 2007), the requirements for additional time and effort on the part of customers have been found to substantially reduce passenger convenience in domestic and foreig n arenas (Hessick, 2002). From the ongoing, it is evident that risk-based approaches to airport screening such as selective screening and behavioral profiling can be used to avoid unnecessary passenger inconveniences in contemporary airport security operations. As postulated by McLay et al. (2010), selective screening applies high-order security technologies and procedures on a targeted cluster of high-risk passengers and employs lower levels of scrutiny to screen low-risk passengers. However, as acknowledged by Markarian, Kolle, and Tarter (2011), it is always essential to have a prescreening system that undertakes an accurate risk assessment of passengers before their arrival at the airport to enhance the accuracy of passenger assessment. On its part, behavioral profiling is able to minimize passenger inconveniences by focusing attention to high-risk passengers (Poole Carofano, 2006). Due to lack of passenger privacy that followed the implementation of the new security procedures such as the federalization of airport screening and comprehensive baggage screening, a huge decline in passengers flying shorter trips was noted as such passengers preferred to drive to their destinations (Blalock, 2007). Calculations demonstrate that the substitution of flying for driving by travelers seeking to safeguard their privacy not only led to fatal road accidents but also triggered a slump in traveler volumes as well as airline profit margins (Selzer, 2003). Available literature demonstrates that the creation of multiple levels of security (e.g., concentric protection) may indeed be more effective than treating all passengers the same, particularly in terms of safeguarding their privacy and removing bottlenecks that trigger privacy concerns (McLay et al., 2010).Advertising We will write a custom essay sample on Airport Screening specifically for you for only $16.05 $11/page Learn More Security frameworks such as concentric protection are not intrusive to passengers as they help to integrate security systems and increase the level of penetration difficulty through what is commonly referred to as defense in depth (Markarian et al., 2011). In terms of costs, airline companies are of the opinion that â€Å"the increased inconvenience caused by security measures has cost them billions in lost ticket revenues as potential business travelers opt to stay at home† (Blalock, 2007, p. 8). Tough security measures imposed by the TSA through the federalization of airport screening and comprehensive screening of baggage, though appropriate in thwarting terrorist attacks, have nevertheless imposed a huge cost in terms of reduced profits in the airline industry and less tax revenue for the federal government due to stunted ticket sales (Selzer, 2003). Plan Validation It is evident that the federalization of airport screening has witnessed adverse outcomes in terms of travelers’ inconveniences, privacy concerns and cost imp lications, though it has had a corresponding increase in security (McLay et al., 2010). The solution to these adverse outcomes and concerns, it seems, is nested on the development of a more responsive, intelligence-based and technology-focused screening process that utilizes the federal and private workforce of screeners. Federal screeners will be included in the plan as many travelers feel safer with federal security screeners as opposed to private ones (Blalock, 2007), while private screeners will be included for their innovation and flexibility to provide screening services more competently and with superior customer service (Lord, 2012). The combination of safety, efficiency, competency and enhanced customer service will be instrumental in reducing travelers’ inconveniences and reinforcing privacy. As already acknowledged, the proposed plan will include three main components, namely responsiveness, intelligence collection, and technology. It is essential to have a compete nt and flexible workforce to man the responsiveness component of the plan. These human resources will be sourced from the private sector as available literature demonstrates that private airport screeners are more innovative, flexible, and competent in customer service than federal screeners (Lord, 2012). Overall, this workforce will be charged with the responsibility of implementing risk-based approaches to airport screening (e.g., selective screening and behavioral profiling) with the view to ensuring that the interventions are more responsive to the needs and expectations of travelers.Advertising Looking for essay on air transport? Let's see if we can help you! Get your first paper with 15% OFF Learn More As demonstrated in the literature, â€Å"the risk-based approach would produce significant cost savings in both capital and operating costs, while targeting those funds spent on airport security toward the passengers more likely to pose threats to people and property† (Poole, 2006, p. 27). Additionally, it is now common knowledge that selective screening is a useful technique in reducing costs and waste of scarce security resources as air travelers are not treated equally in terms of threat potential (Poole Carofano, 2006). This way, it is assumed that the private screeners will have the capacity to substantially reduce travelers’ inconveniences and associated costs due to the responsive nature of available airport security interventions. The intelligence collection component of the plan will be allocated to duly qualified and competent federal screeners and their mandate will entail the use of available security and safety systems, existing criminal databases, and ri sk-based prescreening techniques to identify passengers and baggage for inspection. The use of these systems and risk-based screening techniques in airport safety operations will increase travelers’ confidentiality and privacy while ensuring that sufficient levels of safety are maintained to deter terrorist attacks (Edwards, 2013). It is proposed that the screening force will be part of the intelligence collection fraternity and will be directly involved in providing concentric circles of security to, among other things, (1) help separate sensitive areas from the airside or other areas, (2) provide defense in depth by instituting another gateway that needs to be altered from a less-secure environment to a higher-secure environment, (3) assist in the integration of security systems for effective airport screening, and (4) enhance the level of penetration difficulty (Markarian et al., 2011). This workforce is also expected to focus on the ‘human factor’ of security provisions and exercise comprehensive due diligence, common sense, and consistency to be useful in the provision of optimal passenger safety using a methodology that does not violate passenger safety (Canody, 2015; McLay et al., 2010). Overall, such screening interventions are bound to increase aviation safety and decrease privacy and confidentiality violations. Lastly, both federal and private screeners will be exposed to emerging safety technologies and information technology (IT) solutions to ensure the optimal uptake of technology-focused interventions in airport screening. Use of state-of-the-art security technologies will be useful in decentralizing operations, re-orienting security policies along risk-based lines, as well as devolving screening functions to each individual airport for efficiency and effectiveness (Poole, 2006). The workforce handling emerging technology devices must be trained to improve airport security by targeting more of these sophisticated devices towar ds passengers who pose comparatively more significant risk of harm and developing technology-focused screening methodologies that are able to rely on various datasets to quantify the threat potential of a passenger as opposed to undertaking full screening. Such a technology-focused platform for airport screening, in my view, will substantially reduce passenger inconveniences, address privacy concerns and cut operating costs. Furthermore, the emerging technology and IT infrastructure can be used in aviation environments to integrate security systems for optimal productivity and efficiency. Conclusion This report has not only measured the impact of federalization of airport screening in terms of passenger inconvenience, privacy concerns and cost implications but also advocated for a more responsive, intelligence-based and technology-focused airport screening intervention to remedy the situation. The proposed plan will utilize a mix of federal and private airport screeners as the two g roups have their unique skills and competencies. Overall, it is felt that the proposed plan will be useful in addressing the deficits and contributing towards an effective and efficient airport screening system. Comprehensive training of the workforce is critical in making the proposed plan a reality. References Blalock, G., Kadiyali, V., Simon, D. H. (2007). The impact of post-9/11 airport security measures on the demand for air travel. Web. Canody, H. (2015). Smarter Security. Air Transport World, 52(7), 20-22. Edwards, C. (2013). Privatizing the transport security administration. Web. Fritteli, J. (2005). Transportation security: Issues for the 109th congress. Web. Hessick, F. A. (2002). The federalization of airport security: Privacy implications. Whittier Law Review, 24(2), 43-69. Lord, S. M. (2012). Screening partnership program: TSA should issue more guidance to airports and monitor private versus federal screener performance. Web. Markarian, G., Kolle, R., Tarter, A. (2011 ). Aviation security engineering: A holistic approach. London, UK: Artech House. McLay, L. A., Lee, A. J., Jacobson, S. H. (2010). Risk-based policies for airport security checkpoint screening. Transportation Science, 44(3), 339-349. Poole, R. W. (2006). Airport security: Time for a new model. Web. Poole, R. W., and Carofano, J. J. (2006). Time to rethink airport security. Web. Selzer, M. (2003). Federalization of airport security workers: A study of practical impact of the aviation and transportation security act from a labor law perspective. Journal of Labor and Employment Law, 5(2), 363-381. This essay on Airport Screening was written and submitted by user Emilia Z. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Write a Cause and Effect Essay

How to Write a Cause and Effect Essay Useful Tips on Identifying Cause and Effects Each type of essay requires a particular writing style. It means that students can implement various types of writing when it comes to academic assignments. From compare and contrast papers to cause and effect essays – you need to have a clear understanding of how to write those papers whether you are a college student or professional essay writer. Cause and effect essays are among the most complicated ones when it comes to selecting a proper writing style. A few students and writers actually understand the structure of the paper. The assignment is often poorly understood. This is why we decided to put an ease on your writing process and deliver some helpful tips out of the box. What is the cause and effect essay? The first thing we need to do is to define the term itself. It will make it easier to understand the paper as well as the way it should look like. The paper is about different things that take place in our daily lives and their outcomes. The things are the cause while the outcomes appear to be effects. The main mission is to highlight the skills to provide a strong connection between things and their outcomes. Students are supposed to stress logical links and evidence to those connections. To make the things clearer, the cause explains why the event takes place. For example, the water boils at 100 degrees. The temperature is the cause while the boiling water is the event. Everything looks pretty simple, doesn’t it? The main problem all students face is to identify the effect and the cause. Once you clearly see the difference, the writing process is no longer a challenge. The high temperature is the cause resulting in the boiling water. It explains why the event takes place and under what conditions. No other factors will result in the same event. You may discuss possibilities but eventually prove the cause with the one and only statement that is true. A cause and effect essay may look similar too argumentative paper. The idea is to provide evidence to prove the statement. Make sure you provide enough evidence to establish a strong argumentation of the cause. Having doubts at some point of writing is natural. Never hesitate to ask yourself questions: Why does it happen? What will happen if? It will let you explain the event and the effect. What structure should a cause and effect essay have? The writing process should start with a clear outline and proper structure. Both features are the core points of the paper. They will define the general success of the assignment. You should choose a structure according to the subject. It may consist of each separate factor that results in the event. Or you can discuss them in general dividing into steps and stages. Structure 1 – Several Events, Single Effect The structure consists of multiple causes that result in a single effect. It should contain core points like introduction and conclusion in addition to 3-4 paragraphs deepening on the number of causes. Each paragraph should describe a particular event. Structure 2 – Single Event, Several Causes Vice versa. We have a single event that may result in several effects. The structure is actually the same as the previous one. The only difference is that paragraphs should describe causes, not events. Structure 3 – Casual Chain or Domino Effect This particular structure is the best bet whenever you have a single event that results in a single cause. At the same time, the cause is not a final destination of the process, as it may lead to another effect and so on. In other words, we have the domino effect that consists of various paragraphs describing the next stage. Cause and effect writing tips Once you have developed a clear outline, you only have to follow each step. The writing process is no longer a challenge. Make sure you strictly follow the plan and provide strong enough evidence and links. Now you have to highlight your acknowledgment of the topics. Make notes and use brainstorming to generate as many ideas as possible. Sort out the strongest ones and describe them in particular paragraph. Start with a powerful introduction that defines the core issues of the paper. End with a conclusion highlighting the key points in a short summary.

This is the History of the Drumset essays

This is the History of the Drumset essays In the beginning of this powerful instrument's creation, drums were used for forceful supernatural summons and the master control of ceremonies all over the world. Drums were beat to keep a steady stroke on water for smooth even sailing. Drums were beat to keep soldiers in line at an even pace. The modern drum set was not invented by just one individual. It wasnt even invented at one time or one certain place. It has shown most of its becoming in the early part of the 20th century, with the help of other musicians that have contributed for the making of this instrument. Many places, particularly New Orleans, were adapting the drums of the traditional military-style marching band to the stage. A snare drum and base drum were beginning to be played by one person at the same time, when usually on drum was played by one person, such as the cymbals, base and snare. At the same time, New Orleans musicians were developing a new style of playing where they would improvise, later to be known as jazz. In 1909, William F. Ludwig, musician and instrument maker produced the first base drum foot pedal. He spent years adjusting the pedal so it could be played faster and swifter with the foot, freeing the players hand to pay more attention to the snare drum and other instruments. Drummers started adding instrument around their set, such as woodblocks, Chinese cymbals, cowbells, little tom toms, Chinese tom toms, whistles, sirens and even birdcalls. These sounds added were mainly used in theatrical performance and circuses. These were commonly known as traps, a term generally derived from contraption. In 1925 drummers began adding sock cymbals or low boys which were a pair of low standing cymbals on a spring operated by the foot. In addition to low boys, high boys came out in 1927. This was the high hat where you may play with your foot or you hands, and also is th ...

What is a Good ACT Aspire Score For a Freshman

What is a Good ACT Aspire Score For a Freshman SAT / ACT Prep Online Guides and Tips It’s tempting to compare the ACT Aspire test to the PSAT, but in reality they are quite different in their goals and purpose. The PSAT is meant to be practice for the real SAT, and doing well on it can qualify you for theNational Merit Scholarship. On the other hand, the ACT Aspire is a test for 3rd to 10th gradersthat is meant todetermine whether students are measuring up toCommon Core standards. Just like the real ACT, the ACT Aspire covers English, Math, Reading, Science, and Writing. But the format of this test, the structure of the questions, and the way the test is scored are all very different from the ACT. So how do you know what ACT Aspire score you should aim for in your freshman year of high school? Or if you already got your results, how can you tell where you stand compared to your peers? In this article, I’ll talk about how the ACT Aspire is scored, give you some different ways to think about what a good ACT Aspire score is for a 9th grader, and demonstrate several tools to use when thinking about your specific score. How is the ACT Aspire Test Scored? Scoring is slightly different for the different grades that take this test, so I will speak specifically about how ACT Aspire is scored when you take in high school. Right now,scores can range between 400 and 460 for each subject, depending on your grade level. This means that while the lowest possible score is 400 no matter what grade you're in, the maximum possible score goes up with each year that you take the test. In 10th grade, the last year the ACT Aspire is given, the maximum score is 460. In grades 8–10, your results will include a composite score, which is just the average of the scores you got on the English, Math, Reading, and Science sections of the test. Meanwhile, the Writing section is scored separately. Your results will also come with a few other measurements: one for language arts, one for STEM, and one that evaluations your reading comprehension. To get a sense of what all of this will look like, you can check out a sample score report. What’s a Good Freshman Score on ACT Aspire? What you consider a good score depends very much on what your goal for that score is. I will go through some possibilities of what the ACT Aspire score can show you, and discuss what constitutes a good score in each of those cases. Comparing Yourself to Yourself Because ACT Aspire is given to everyone from 3rd graders to 10th graders, after a few years, you will be able to see how well you’re doing on this test compared to all the other times you’ve taken it. The idea is that in each subject area, your scores should increase from year to year. So part of figuring out a good freshman score is tracking your progress to make sure that you are improving from one year to the next. At the same time, your scores should also be hitting the benchmarks set out by ACT. The benchmarks are basically the minimum scores that you need to get to show that you are performing at grade level. The point of these minimum scores is to show you, your teachers, and your parents whether you are on track for college readiness, and whether there are specific subjects where you could benefit from academic support. Here is a table of the ACT Aspire benchmarks for each subject: So for example, this table shows that on the math portion of the ACT Aspire, you can get a score anywhere between 400 and 460. If you get at least 428 as a freshman, you’re considered to be learningat grade level. Comparing Yourself to YourPeers Another thing that nation-wide tests like the ACT Aspire are supposed to do is give you a sense of where how your level ofacademic preparation compares to your peers. ACT Aspire publishes data about how students taking the test scored, so we can go through the data to see how you can tell where you stand when compared toother 9th graders who took the test at the same time as you. Some have it easier than others when comparing themselves to their peers. Using Composite Scores for Comparison One way to see how you stack up is through your composite score – the average of yourindividual subject scores (minus Writing). This number is a very quick way to see your relative ranking overall, without taking into consideration whether you are better or worse that some subjects than others. Here isthe range of composite scores for 8th, 9th, and 10th graders from the last year the ACT Aspire was administered: Grade Min 25% Rank 50% Rank 75% Rank 90% Rank 95% Rank Max 8 406 414 418 423 428 432 435 9 408 414 418 423 430 435 438 10 409 415 419 426 433 438 440 This table gives us a breakdown ofhow students scoredon the test.The "Min" and "Max" columns show the lowest and highest scores earned on this test. The "% Rank" columns show the score you'd need to reachthe given percentile, i.e. the score at which you'd be scoringhigher than that percent of other students. So, for example, 9th graders earned composite scores anywhere between 408 and 438 (that’s the minimum and maximum score columns). If you got at least 414, you did better than 25% of the 9th graders taking the test, which would put you in the 25th percentile of scorers. Meanwhile, if you got a 435, you fall into the top 5%, since you scored better than 95% of students. What can we learn from this table? For 9th graders, 418 was the medianscore - 49% of students did better, and 50% did worse. What's a good freshman composite score for ACT Aspire? Let’s assume that a good score is roughly at or above the 75th percentile – meaning, scoring higher than 75% of your peers. This means that a good composite score for the ACT Aspire for freshmen is 423 or higher. The mix everything together approach: great for paella, less useful for test scores. Using Individual Test Sections forComparison The composite score is a good tool for very quick analysis. But another, probably more useful, way of comparing yourself to your peers is to dive into each section of the test individually. Not only is this a more precise ranking system, but it also helps you figure out which subjects are your strengths, and which you need to work on more, or maybe even get some outside help. Now, let's investigate the test sections one by one. We can look at exactly what percentile you fall into depending on yourscore. ACT Aspire 9th Grade English Percentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 415 13 430 57 445 96 401 1 416 15 431 61 446 97 402 1 417 16 432 65 447 98 403 1 418 19 433 68 448 99 404 1 419 22 434 71 449 99 405 1 420 25 435 74 450 99 406 1 421 28 436 77 451 99 407 2 422 30 437 80 452 99 408 2 423 33 438 82 453 99 409 3 424 37 439 84 454 99 410 4 425 40 440 87 455 99 411 5 426 43 441 89 456 100 412 7 427 47 442 91 413 8 428 50 443 93 414 10 429 54 444 94 One thing to look at right away is that you don’t need to get all the questions right in order to fall into the top 1% of students. Although the exact number will change slightly from year to year, on this version of the ACT Aspire anyone who got above 448 on the English section did better than 99% of test takers. The benchmark English section score of 426 would put you at the 43rd percentile, meaning you scored better than 43% of your peers. Keeping our assumption that a good score on this test is on or above the 75th percentile, we can see that getting 435 or higher puts you in at least the 74th percentile, making this a good score. ACT Aspire 9th Grade ReadingPercentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 411 11 422 57 433 95 401 1 412 15 423 61 434 97 402 1 413 16 424 62 435 99 403 1 414 21 425 66 436 99 404 1 415 26 426 71 437 99 405 1 416 30 427 75 438 99 406 1 417 34 428 80 439 99 407 2 418 39 429 84 440 99 408 4 419 43 430 89 441 99 409 4 420 47 431 89 442 100 410 8 421 52 432 92 You can see a similar thing about the Reading section results – quite a few of the top scores would put you in the top 1% of people taking the test. Also, notice how big a difference in the percentile rankings just one point makes. If you earned 428, you are in the top 20%, but if you earned 429, you are in the top 16%. The Reading benchmark that ACT, Inc. determined is 425, or better than 66% of test takers. A good score on the Reading section – a score around the 75th percentile – is 427. ACT Aspire 9th Grade MathPercentiles Score % Rank Score % Rank Score % Rank Score %Rank 400 1 416 18 432 82 448 99 401 1 417 23 433 84 449 99 402 1 418 28 434 88 450 99 403 1 419 32 435 90 451 99 404 1 420 37 436 92 452 99 405 1 421 39 437 93 453 99 406 1 422 44 438 95 454 99 407 1 423 49 439 96 455 99 408 1 424 53 440 97 456 99 409 2 425 58 441 98 457 99 410 2 426 61 442 98 458 99 411 4 427 65 443 99 459 99 412 6 428 69 444 99 460 100 413 8 429 72 445 99 414 11 430 75 446 99 415 14 431 79 447 99 The math section yielded a really very big spread people in the top percentile – anyone who scored above 443 did better than 99% of their peers. The ACT Aspire benchmark for this section is 428, or the 69th percentile. Meanwhile, a good score in the 75th percentile is 430. ACT Aspire 9th Grade SciencePercentiles Score % Rank Score % Rank Score % Rank Score % Rank 400 1 413 7 426 59 439 97 401 1 414 11 427 63 440 98 402 1 415 16 428 67 441 99 403 1 416 17 429 70 442 99 404 1 417 22 430 76 443 99 405 1 418 24 431 79 444 99 406 1 419 29 432 82 445 99 407 1 420 35 433 84 446 99 408 2 421 40 434 87 447 99 409 2 422 45 435 91 448 99 410 4 423 46 436 92 449 100 411 4 424 50 437 94 412 7 425 54 438 96 The benchmark for ACT Aspire Science is 430, which the same as the good score we’ve been discussing, since it falls into the 76th percentile of test takers Incidentally, if you’ve been following along with the visual data presentation in these tables, you’re actually getting in somegood practice for both the ACT Aspire Science section and the real ACT Science section as well! ACT Aspire 9th Grade WritingPercentiles Score % Rank Score % Rank Score % Rank Score % Rank 408 1 419 26 430 76 441 99 409 1 420 31 431 76 442 99 410 5 421 31 432 88 443 99 411 5 422 35 433 88 444 99 412 7 423 35 434 95 445 99 413 7 424 47 435 95 446 99 414 9 425 47 436 96 447 99 415 9 426 65 437 96 448 100 416 13 427 65 438 97 417 13 428 71 439 97 418 26 429 71 440 99 The Writing section is scored separately and a little bit differently from the rest of the ACT Aspire sections. For one thing, you can see here that the lowest score on this section isn’t 400 like it is for all the other sections, but 408. Here, the benchmark score from ACT is 428, or better than 71% of everyone taking the test in that year. Meanwhile, a good score on Writing is at least 430, which is in the 76th percentile. Does the ACT Aspire Predict Your Future ACT Score? One of the reasons you may be wondering how well you did on theACT Aspire is that you want some kind of assurance or prediction that you’ll do well on the real ACT when you take it junior or senior year. The truth is thatACT Aspire is not a particularly great predictor of your future accomplishments– at least as far as your ACT scores are concerned.But this is actually fantastic news! First of all, it means that the ACT Aspire really does what it’s supposed to do – it shows you where you are now and where you need to improve. And second,it means that dramatic improvement is possible because, as a freshman, you have 2 or even 3 years in which to do it! The ACT Aspire is the weathervane of tests: it's really good at telling you what's happening now, but not really able to predict the future. How ACT Aspire and ACT Scores Compare ACT published a spreadsheet with score data on 50 10th grade students – what they got on each ACT Aspire section, and what they went on to get on the actual ACT when they took it in 11th grade. While it's true that this data is about sophomores rather than freshman, it's still useful to check out what it can tell us. The spreadsheet itself is rather unwieldy, so I've created a couple of graphs to more easily point out the salient bits of information. First, let's talk about the overall trends that the ACT's data shows. In general, the higher your score on the ACT Aspire, the more likely you are to get a higher score on the real ACT itself. Here is a graph that shows this tendency by taking individual scores and smoothing them out into trendlines: However, this is only part of the story. Another way to parse this data is to look more closely at an individual subject. For example, here is a scatterplot graph of a piece of the same data, comparing how 10th gradersdid on Aspire Math and how they ended up doing on ACT Math. The way the scatterplotgraph works is this: Each blue diamond point representsone student Ifyou gostraight down from the diamond, you can see what this student got on ACT Aspire Math If you gostraight left, you can see what this same student got onACTMath: What can we learn from this more zoomed-in approach? On the one hand, as the scores from Aspire Math increase (x-axis), the scores on ACT Math also tend to get somewhat higher as a group (y-axis). In other words, the swarm of diamonds goes upward as we go from left to right. This what accounts for the way the Math trendline appears on the graph above this one. On the other hand,we can see that your Aspire score is by no means destiny, no matter where in the score range students fall. For example, the 3 students who got434 on ACT Aspire Math (just above the sophomore "good" score in the 72nd percentile), ended up getting ACT scores between17 (approximately in the bottom 30%) to 26 (approximately in the top 15%). What Does This Mean in Terms of a Good Score? I think the best way to think about your scores if you’re worried about eventually taking the ACT is to: First, make sure you’re meeting your 9th grade benchmarks. That’s a pretty good indicator that you’re on track with your learning. Next, think about your ACT Aspire section scores. If there is one section (or several sections) that you are scoring significantly worse in, then this is the time to get extra help with these academic subjects. Should You Study For the ACT Aspire? It’s certainly a very good idea to get some exposure to the test itself. In order for any test to be an accurate reflection of your knowledge and abilities, you shouldn’t be penalized just for being unfamiliar with the test’s format and structure. To that end, you should definitely read ourdetailed breakdown of what the ACT Aspire is like and the kinds of questions you’ll face on it. You should also get a sense of what taking the ACT Aspire will be like from their sample questions and computer test simulator. Go to theACT Aspire exemplar page, where you’ll find a link to the simulator and login information for all test sections and grade levels. But honestly, beyond getting a basic sense of what you’ll see on test day, I don’t think it makes a lot of sense to study for the ACT Aspire. For one thing, this isn’t like the PSAT – no scholarships or awards are resting on the score you get. Also, the point of the test is to see whether you are where you should be in your learning. If you study specifically for the test, you could throw off these results – which would be a problem if you actually need help in a specific test area. Finally, the ACT Aspire isn’t just a diagnostic test for individual students. It’s also supposed to measure how each classroom is doing as a whole. Imagine, for example, that the ACT Aspire results come back and every single kid in your class bombed the Writing section. This will tell your teacher and school administrators that they really need to beef up the school’s writing program. And this in turn will benefit you down the road, when you learn how to write college-level work. If you are really very worried about your future testing results, you’re better off justtaking a practice ACT instead. It’ll more accurately show you how you’d score if you took the ACT now. One possible thing to do instead of studying for the ACT Aspire. The Bottom Line The ACT Aspire tests the same 5 sections as the ACT, but is structured, formatted, and scored very differently. You’ll get scores for each of the sections individually, as well as a composite score that averages English, Reading, Math, and Science. What is a good ACT Aspire score depends on what you are trying to determine. A good score for personal progress is a score that’s higher than your previous score and one that meets ACT Aspire benchmarks. A good score when comparing yourself to your peers is around the 75th percentile – the actual number is different for each ACT Aspire section. ACT Aspire is not very good at predicting ACT scores. Instead, it shows you subject areas where you need extra help. There is no need to study for the ACT Aspire, though it would be a good idea to get familiar with the test format by checking out their sample questions. What’s Next? Should you start preparing for the ACT as a 9th grader? We have some advice. Did you take me up on my suggestion to try out a practice ACT test? Now, read aboutwhat your score 9th grade ACT score means. Thinking about taking the PSAT as a 9th grader as well? Check out ourguide to the pros and cons of this decision and our discussion onwhat is a good PSAT score for a freshman. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Balance Essay Example | Topics and Well Written Essays - 1000 words

Balance - Essay Example If a keystone species is removed the balance of that ecosystem may breakdown. For example when they removed wolves from North American woodlands, it caused a spike in prey animal populations and damaged the flow of this system. Question 2 Discuss what a "fish ladder" is and whether or not they contribute to the reproduction of salmon. Fish ladders are designed to be placed in places on the migratory path of fish, like salmon, that is gradient in width, with places for fish to rest in the process of going further and further upstream. The fish ladders are known well to be helpful for adult salmon going upstream. In some ways it is mans way of giving back. So much of manmade structures and endeavors have profound impacts and have interfered in many salmon migratory locales. As helpful as the ladders are in some cases, unfortunately, the ladders are sometimes difficult for the fish to find in the larger bodies of water (USGS, 2013). Question 3 What are the pros and cons of the China's T hree Gorges Dam? China’s Three Gorges Dam is considered the largest construction undertaking since the Great Wall of China. The pros of this immense project include the allowance of ships into the new water way from areas that were before inaccessible, the turbines will provide massive amounts of alternative energy, something China is in need of, and will prevent in the reduction of floods, common in the area for hundreds of years. The cons involving the Three Gorges Dam, include, complaints of corruption in its inceptions and construction via illegal and unethical government activities, there are, also, complaints of poor and potentially, dangerous construction. They claim that corners have been cut to save money in the construction. Many question if the dam is safe. There are also concerns from environmentalists that the dam will ultimately leak toxins into the waters and be no better than previous energy source (Kennedy, 2001). Question 4 What are the forces responsible of creating Hurricanes in the Atlantic ocean. Are they good or bad, why? Hurricanes formed in the Atlantic Ocean are perfectly natural occurrences. However, in recent years experts have noticed that the frequency and immensity of hurricanes is increasing. Warm water and moist, warm air are the ingredients of any hurricanes. The warm moist air from the surface of the ocean travels up and mixes with cooler air, which causes the warm water to turn to vapor creating rain clouds. It is the continuation of this cycle that creates they swirling mass that a hurricane becomes. It is possible that global warming, caused by human beings, may be responsible for the modern frequency of hurricanes (West, 2013). If this is true then this cannot be good. Question 5 What forces are responsible of creating sinkholes. Ultimately it is water that is responsible for sinkholes. Water can weather the minerals in rock, more water may wash away what has broken away, weight and stress from above, and frozen te mperatures, also, contribute, along with drilling, vibration from above, and, of course, everyday wear and tear (Pennsylvania Department of Environmental Protection, 2013)This is what cause a sinkhole. Question 6 What are the forces responsible of destroying the coral reefs and what can we do to prevent it. Currently

File Systems sed by Windows Essay Example | Topics and Well Written Essays - 750 words

File Systems Used by Windows - Essay Example In a more generalized format, these are a set of non-figurative data types, put into practice to serve the purposes of storing, the formation of hierarchies, maneuvering, routing, admittance, and reclamation of data. The File System that is supported by nearly all the versions released of MS Windows is File Allocation Table (FAT). It was an advanced version of what MS used in Disk Operating System (DOS) – the operating system launched by MS prior to Windows. FAT included several features and had much more to offer to its customers through Windows than its previous versions did. On a general note, many further features have been added to it making it a further enhanced file system; these features have been derived mainly from UNIX. The other file system used by Windows is Net Technology File System (NTFS), alongside the previously mentioned FAT system. FAT has a lengthy history against its name; its previous versions were known as FAT12 and FAT16 that had a number of constraints reducing the level of its performance. The first and the foremost major constraint was a limit on file name i.e. 8 characters, and then there was also a restriction on the extension characters utilized and that was 3 characters. These two restrictions were bundled together by the name of 8.3 filename limit. Microsoft then introduced VFAT which was essentially an advanced version of both FATs i.e. FAT12 and FAT16 in the NT 3.5 version of Windows. This version was also a part of the Windows 95 version launched by MS; it essentially permitted the utilization of Long File Names (LFN). Another version of FAT introduced was FAT32; it did address a number of constraints that were present in 12 and 16 FATs respectively, but yet it had issues that needed repair work.

Essay Question 3 Example | Topics and Well Written Essays - 250 words

Question 3 - Essay Example chists obtain power through it because they can control the public by ensuring that equality on some commodities and activities are championed (Spaaij, 2010). In the second principle, anarchism employs proactive approaches, where they assume that not everyone in society has the ability to get access to the free services offered. Therefore, it is upon those who have to make sure that they share with those who do not have. While people may confuse anarchism and terrorism as being one thing, they are completely two different forms of leadership. Even though both of them employ oppression theories, anarchism tends t o champion for equality and protecting human rights where possible (Fleming, 2000). On the other hand, terrorism, which is motivated by extreme radicalization of religious ideologies, has little thought of what human rights are. They believe dying is the only way through which people can protect the Islamic religion and have an external peace. However, anarchism has varying schools of thought, where individualist anarchism and anarcho-capitalism believe that all natural resources should be privatized. The same case is common in the Middle East countries, where people are allowed to own oil wells, while those who are not lucky are either poor or into other businesses. The other school of thought, which involves libertarian socialism and geoanarchism believe that natural resources should remai n public so that every person benefits from the revenue. Terrorist organizations identified with anarchism include Anarchist Black Cross, Autonomous Action, Foot Not Bombs, and International of Anarchist Federations among others (Book chin, 2005). Most terror groups seem to use anarchism, with the thought that by owning natural resources, especially oil, uranium, and other weaponry mineral will make them superpower militia groups and would control every activity in its boundaries. However, a good thought on anarchism makes it different from what terror groups carry

Modern Methods Of Construction Essay Example | Topics and Well Written Essays - 1500 words

Modern Methods Of Construction - Essay Example Governments encourage the usage of modern methods of construction to boost the safety standards thus comforting the lenders and other stakeholders. The Housing Corporation of UK has stated that at least one-fourth of all new grant-aided construction should be by MMC. (Modern methods of construction (MMC), January 2008) According to the UK Government, by the year 2016, there will be 3 million new households in the country. However to successfully meet this huge growth in demand for houses, the Sustainable Communities Plan suggests a new house-building program using modern methods of construction. This will help not only in meeting the quantity challenge but also help produce better quality houses for the generations to come. (Modern Methods of House Building, December 2003) Implementation of MMC helps improve the quality of housing by making use of more environ friendly and better material, involving high standards of design quality, reducing resource consumption and thus speeding up the process of house delivery. It also helps reduce the time spent on site and overcomes skill shortages if any. Modern Methods of Construction as discussed above are increasingly being adopted by house builders as a source of increasing efficiency and quality of end product. However there are multiple options available to the builders to choose from: Volumetric construction: In this method of construction the entire dwelling is prefabricated offsite in different three-dimensional modular units and then assembled on site. These units may be constructed in many different forms, right from a basic structure to fully finished units. Panelised construction: Even in this method, panalised units are produced offsite and then assembled on site to produce a 3D structure. While open panels consist only of a skeletal framework, the more complex and advanced or closed panels involve more prefabrication typically including lining material and insulation. At times even services, doors, windows, internal and external cladding are also incorporated. Hybrid: This method is also referred to as semi-volumetric as it combines both panalised and volumetric approaches. For constructing highly serviced areas like kitchen and bathroom, the volumetric units are used and for the remaining part of the building panelised units are used. Other modern methods of construction make use of floor or roof cassettes, pre-cast concrete foundation assemblies, pre-formed wiring looms, and mechanical engineering composites. They can also include innovative techniques such as tunnel form or thin-joint block work. (Using Modern Methods Of Construction to Build Homes More Quickly And Efficiently, November 2005) Why use Modern Methods of Construction: Using MMC is all about improved products and processes. The use of MMC in the housing industry help improve business and production efficiency, quality of the houses constructed, enhances customer satisfaction, improves environmental performance, takes care of the sustainability issues and ensures speedy and timely delivery. These methods of construction- be it panelised, volumetric, hybrid or any other method, are broadly based. That is to say they do not focus on a particular aspect of the product. They seek to improve every activity involved in the construction

Societies Essay Example | Topics and Well Written Essays - 1500 words

Societies - Essay Example It is complex play of power and dominance over the weaker defenseless sex, for superiority and satisfaction. The relationship between man and woman, and the significant role that a woman plays to keep the social and the family scene moving accounts for the hidden power with which women perform her duties regardless of time and age, in 20th century Muslim society or 17th century Chinese society. Men reserved the right to betray, women remained faithful, virtuous and honorable before marriage and even after husbands death. In Alifa Rifaats collection of short stories "Distant View of Minaret" dealing with 20th century Muslim women in Egypt, the reference is to the issues related to woman's suffrage in contemporary Egypt. In the story "Distant View of Minaret" the reference in that context is to lack of privileges, rights, and gender roles and expectations facing woman. Or even simply the basic "Men being in control of woman." However, two unexpected issues are brought up in her book and both are reflected in this story. The first being sex and the second being death.(Rifaat) In this story, she describes the sexual suppression and deprivation of a young married woman. She had long forgotten her desires, needs, and urges. She had adopted a passive role not only in the family lifestyle but in the bedroom as well. "The last time she made such an attempt, so desperate was she at this critical moment that she had dug her fingernails into his back compelling him to remain inside her." ((Rifaat p. 2) The story then goes onto explains how her husband pushes her away and screams at her as though she was trying to kill him. After this failed attempt to pursue her passion she began to feel as though she was asking too much and belittled herself. It made her feel ashamed and embarrassed to even think about the act. Later in the story it points out other occasions where her husband would suppress her urges purposely. "But on each occasion, when breathlessly imploring him to continue, he would-as though purposely to deprive her-quicken his movements and bring the act to an abrupt end." (Rifaat) The act that is supposed to involve two people in passion suddenly dissolves to one.(Rifaat) In his book "The Death of Woman Wang" Jonathan D. Spence projects the life of the rural China in seventeenth century, when the ideologies of Confucius was very strong on the society. The story is about a woman, Wang, who has an illicit affair with a man and she runs away with him. The adultery is dealt very harshly in Chinese society. The husband had the right to punish, penalize or even kill the man as well as the wife. Wang is finally tracked own and returned to her husband, and is finally killed in her own bed by her husband for the disgrace. The projection of the position and the role of the woman in the Chinese society at that time is illustrated revealing the status and position of the woman in the Chinese Confucian society. The story of is the central essence of the book, though it is revealed much later in the book, the picture which is revealed is of village life in T'an-ch'eng, the people, society, their everyday life and interactions between the people in the community. The role of marriage and the transformation which a woman goes through to keep her marriage is one of the key issues emphasized in both the stories

Theories of learning Essay Example for Free

Theories of learning Essay This assignment will address andragogy – a theory of learning. To do this it will focus on the specific areas of andragogy and compare them to other theories of learning. The theory of andragogy has been around for nearly two centuries and the findings are particularly linked to the work of Malcolm Knowles. The judgements will be related to the experiences of students in higher education. The theory of adult learning is a â€Å"dynamic area of research and theory building. † (Merriam, 2008 p2). Malcolm Knowles explains that â€Å"andragogy assumes that the point at which an individual achieves a self concept of essential self-direction is the point at which he psychologically becomes adult. † (As cited by Atherton J. S, 2005 p1). Knowles (1970) sees andragogy as a contrast to pedagogy (the teaching of children) which he says is a â€Å"teacher dominated form of education, long regarded as appropriate for children’s learning, and [andragogy] a learner-centred one, now viewed as particularly relevant for non-traditional adult learners. † (Bartle, 2008 p1). Knowles explains andragogy to be the â€Å"art and science of helping adults learn† (as cited by Bartle, 2008 p1). He also argues that â€Å"adults were self-directed, problem solving learners whose life experience constituted a significant learning resource. Thus instead of the traditional hierarchical relationship between the teacher and pupil, the adult learner participates fully in his or her education, influencing the curriculum and determining learning objectives. †(Bartle, 2008 p1) Knowles’ assumptions are based around five key facts: 1. Self-concept: as a person matures his concept moves from one of being a dependant personality toward one of being a self-directed human being 2. Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning. 3. Readiness to learn. As a person matures his readiness to learn becomes orientated increasingly to the developmental tasks of his social roles. 4. Orientation to learning. As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject- centeredness to one of problem centredness. 5. Motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12) (As cited by Smith M. K, 1996; 1999 p1) Each of these assumptions comes under considerable debate. His idea of self-concept implies that all adults move from dependant to self-directed learning and that they need to be responsible for their own decisions. Adults need to be treated as capable of self-direction (Smith M. K, 1996; 1999). Knowles believes that adults should participate in designing their own development tasks and the educator should help to focus on the goals and provide ideas, resources and feedback to guide towards progress (Knowles, 1970). The next point explains the belief that adults learn effectively through â€Å"experimental techniques of education such as discussions and problem solving† (as cited by Smith M. K, 1996; 1999 p3). Sometimes experimental learning in inappropriate, especially when large amounts of new information are necessary and the decision must be made as to what is being learnt before making judgements (Smith M K, 1969; 1999) It could be argued that different experiences could be bias and presumptuous. Knowles third assumption regarding readiness to learn emphasises the place at which the importance of study becomes clear to carry out a particular task. It could be interpreted as adults learn things that are useful rather than intriguing or interesting – do we not learn some things just for sheer pleasure? (Smith M.K, 1969; 1999). It has also been argued by Dewey (1993) that â€Å"literature on reflection (e. g. Boud et al 1985) would support the argument that age and amount of experience makes no educational difference† (cited by Smith M K, 1996;1999). If this is the case then Knowles assumptions on the difference between andragogy and pedagogy are queried. With regard to orientation to learning Knowles sees this as conditioned rather than natural learning (as cited by Smith M. K, 1996; 1999). He states that the educator should ensure the adults desire for growth and anticipated results are clear, personal and realistic. He also expresses that adults are goal orientated in their learning (Knowles 1970). In his final point Knowles (as cited by Bartle, 2008) suggests that as adults the motivation to learn becomes internal, enquiry based and directed by the learner. He also suggests that as adults the relationship between the educator and the learner is one of mutual responsibility where the educator is seen more as a guide or coach. The life experiences of the learner are respected by the educator who becomes â€Å"a colleague who contributes to the learner’s self-esteem and sense of accomplishment† (Knowles, cited by Bartle, 2008 p4). This creates a setting to help the adult realise their full potential and move towards fully independent learning. In comparison to angragogy the constructivist theory of learning, as suggested by Biggs (2003), focuses on the learners knowledge and their approach to learning, suggesting learning is not just about acquiring knowledge but â€Å"as we learn our conceptions of phenomena change and we see the world differently. The acquisition of information in itself does not bring about such a change, but the way we structure the information and think with it does. † (Biggs, 2003 p13) Angagogy relates to Higher Education students as it recognises the great amount of learning that takes place throughout life and in various non-academic settings with the adult learner taking control. Knowles suggests that â€Å"students should be empowered for self-education, determining course content and self evaluation† (Knowles as cited by Bartle, 2008 p4) and prominent adult educators maintain a student-centred classroom by encouraging a problem-solving curriculum inclusive of self-pacing, designed by students, and also offering the opportunity for risk taking. The educator continues to â€Å"raise student consciousness while acknowledging life experience, and building a democratic, flexible, and personally supportive climate. † (Bartle, 2008 p4). In this assignment I have looked at the main areas of andragogy – adult learners being self directed, ready to learn and intrinsically motivated. Andragogy has been compared to pedagogy and constructivism theories and the differences highlighted. The findings have been related to the experiences of students in higher education showing the educators role to remain meaningful but less instructive and the learners learning what they need to know in order to grow. Adult learning is an ever-expanding area of research and theory, challenging ideas and confronting the theories of learning. (1,050 words) Reference List Atherton, J (2005) Learning and teaching: Knowles’ andragogy; an angle on adult learning. [On-line] UK; available; file: //f:/Knowles’%20andragogy%20an%20angle%20on%20adult%20learning. mht Bartle, S (2008) Andragogy. EBSCO Research starters. EBSCO publishing Inc Biggs, J (2003) Teaching For Quality Learning at University. Second Edition. The Society for Research into Higher Education and Open University Press. Knowles, M (1970) Modern Practice of Adult Education. Chicago: Follet. Merriam, S (2008) Adult Learning Theory for the Twenty-First Century. From http://www. interscience. wiley. com Smith, M. K (1996; 1999) â€Å"Andragogy†, the encyclopedia of informed education. http://www. infed. org/lifelonglearning/b-andra. htm Bibliography Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education. Buckingham: SHRE/Open University Press. Mortimore, P (1999) Understanding Pedagogy and its Impact on Adult Learning. London:Chapman. Payne, E (2000) Developing Essential Study Skills. London; prentice Hall.

Trust And Confidence In The Police Service Criminology Essay

Trust And Confidence In The Police Service Criminology Essay This essay seeks to critically assess the extent to which police stop and search powers may impact on trust and confidence in the police service with particular reference to the notion of over policing, this essay will look to consider the remit of police powers in particular. On this basis, this essay looks to provide for a discussion of the problems that have been recognised in this regard and as to how they may be better resolved through the policies that the government have looked to develop. In addition, this essay seeks to focus upon the recognition of stop and search powers. In seeking to critically assess the extent to which police stop and search powers may impact on trust and confidence in the police service with particular reference to the notion of over policing, this essay will look to consider the remit of police powers in particular. With this in mind, it is first necessary to look to present the rights of the police to stop and search and the rights of those that the police choose to stop and search. On this basis, it is then important to seek to consider the problems that a lack of effective regulation has brought about for example, with regards to discrimination. Therefore, it is also necessary to provide an understanding of what efforts have been made to assist in restoring confidence in the police service in more recent times by looking to establish sanctions for their misdemeanours to look to limit over policing by providing the public with a more effective system of redress. Finally, this essay will look to conclude with a summary of the key points derived from this discussion with a view to critically assessing the extent to which police stop and search powers may impact on trust and confidence in the police service with particular reference to the notion of over policing. To begin with it is to be appreciated police stop and search powers centre on permitting police officers in England and Wales to search members of the general public within our society for contraband (i.e. drugs, weapons, stole property, evidence relating to acts of terrorism or that relates to any other crime). However, the exercise of such rights by the police in carrying out their activities were not without their problems so that the Police Criminal Evidence Act (PACE) 1984 was enacted with a view to rectifying problems that had been recognised with regards to the powers previously granted to the police that allowed the police to stop, search, and subsequently arrest someone suspected of a crime without the need for a warrant (although it is also to be appreciated that stop search is also permitted under the Criminal Justice Public Order Act (CJPOA) 1994 at section 60, the Terrorism Act (TA) 2000 at section 44 and the Misuse of Drugs Act 1971 at section 23(2)). Therefore, the u se of the law in practice led to accusations of over policing and an unfair application of its enforcement against the black community leading to many infamous riots around the country with majority black populations like that of Brixton during the early part of the 1980s leading to the drafting and ultimate implementation of the PACE 1984. To this end Code A of the PACE 1984 provides for the exercising of police stop and search powers and, allied to the use of reasonable force (Police Reform Act 2002 at Schedule 4, paragraph 15), the Code recognises that if a police officer uses stop and search powers then they must inform the person that they have stopped for searching of (a) the law that is the basis of them stopping and searching that individual; (b) their police number and station; (c) what they are looking for; (d) the reason for the stop (unless it is a terrorist stop under section 44 of the TA 2000 and under the powers granted by section 60 of the CJPOA 1994); (e) the individuals right to be given a record of the search; and (f) the fact that the individual is considered to be detained for the duration of the stop. The rights of those being searched are, therefore, established as part of sections 2 and 3 of the PACE 1984 and are binding on all forms of stop and search not only those authorised under section 1 o f the PACE 1984. To this effect it is not necessary for an individual in a stop and search to give a police officer their name and address in a stop and search. Declining to provide this information is not a valid reason for arrest. In addition, police officers must use their stop and search powers fairly and responsibly without discrimination and if English is not a subjects first language reasonable steps must be taken to provide information in their first language. Moreover, police officers also need to make sure search time is kept to a minimum and takes place near where the stopping occurs except where it protects their privacy. However, despite the problems that have arisen in this regard, the limits of New Labours penal imagination were first made clear in the development of their policy of zero tolerance policing that refers to an American invention regarding the intensive community policing strategies introduced there in the mid-1990s. The recognition of this strategy is founded upon the development of a principle for clamping down on the occurrence of street offences and incivilities in the belief that more serious offences will then be later curtailed (Carrabine, Lee South, 2000). As a result, in Britain it has been recognised that this has also all too commonly translated into intensive policing and operations (a) against under-age smoking and drinking; (b) dealing with acts of obstruction by street traders; (c) against public urination; (d) to prevent graffiti writing, and (e) for the arrest or moving on of aggressive beggars, prostitutes, pickpockets, fare dodgers, abusive drunks and litter louts amongst others (Carrabine, Lee South, 2000). Moreover, this strategy for the development of police policy has been recognised as being founded upon the non-conservative proposition that if climates of disorder are allowed to develop, more serious crime will then serve to follow in the circumstances (Wilson Kelling, 1982). In addition both the government and the opposition along with the most prominent senior police officers have argued this kind of approach is a success in view of the fact that it serves to reduce the rates of robbery and murder domestically. However, that is not to say that the approach to policing has not been subject to some significant criticism. This is because some significant questions have arisen with regards to the precise reasons for declining crime rates and the efficacy of a zero tolerance strategy (Carrabine, Lee South, 2000). Such a view is founded on the fact that some senior police officers have come to argue that a zero-tolerance approach to tackling low-level disorder and incivilities is narrow, aggressive, and uncompromising and, . . . , targets people rather than addresses the underlying problems (NACRO, 1997, at p.18). At the same time, however, it is to be appreciated that a zero tolerance approach to policing does nothing to address issues that are related to the racialisation of law and order that has all too often produced high rates of stop-and-search and arrests, prosecutions, and the use of custody for Afro-Caribbean youth. To emphasise the problems this has caused, at the turn of the last decade it was found black people are six times more likely to be stopped and searched by the police than white people (Home Office, 1999). As a result, it has been argued the increasing use of stop-and-search by the police, whilst the proportion of stops actually leading to arrests for crimes has declined, has indicated the importance of the role of police surveillance of both the excluded and the threatening figures suggest that stop and search is anything but a useful method of apprehending criminal offenders (Lea, 2000). However, that is not to say that it may not have other purposes in practice because of the fact that This function . . . is again becoming prominent with the growth of social exclusion and a substantial underclass of people with high rates of poverty, homelessness, school expulsions, etc (Lea, 2000). Therefore, such an over policing has had serious implications, especially against a background of o ngoing revelations about police misconduct and abuses of power so the credibility of the police has been seriously undermined by many revelations of miscarriages of justice, as well as cases involving other forms of police misconduct and corruption that need to be remedied (Carrabine, Lee South, 2000). By way of illustration, in 1998 the Commissioner of the Metropolitan Police acknowledged there may be up to 250 corrupt officers serving in his force and this figure is unlikely to have changed all that much despite the best efforts of government policy makers (see, for example, the more recent case of two Nottinghamshire police officers convicted after pleading guilty to charges of corruption BBC News, 2006) that would seem to suggest an unknown number of criminal investigations may be seriously compromised (Carrabine, Lee South, 2000). As a result, in an effort to combat the problem, a special squad of anti-corruption investigators (including accountants and private surveillance experts) were commissioned with a view to targeting officers believed to be implicated in offences including (i) the planning and carrying out of armed robberies; (ii) large-scale drug dealing; (iii) threats of violence against the public; and (iv) contract killings. However, despite such efforts, gove rnment policy makers failure to provide effective legal mechanisms for dealing with allegations of police abuse, coupled with the large number of successful claims against the police for civil damages or substantial out-of-court settlements have attracted the attention of the European Committee for the Prevention of Torture Inhuman or Degrading Treatment or Punishment (ECPT, 2000). This is because the ECPT Report was extremely critical of the existing system of dealing with police misconduct that has often resulted in police officers not being brought to justice even when victims have been awarded damages. In addition, even in those cases where there is prima facie evidence of the nature and gravity of police abuses, it is rare for criminal and/or disciplinary proceedings to be brought and even rarer for police officers to be convicted of a criminal offence as a result (Carrabine, Lee South, 2000). Moreover, in an effort to actively deal with the problems that have arisen in this area, the PRA 2002 established the Independent Police Complaints Commission (IPCC) that introduced a fully independent system for the investigation of serious complaints (Savage, 2007). This is largely because, previously, dealing with complaints against the police had been dominated by the periodic and incremental enhancement of the independent or external element in relation to oversight (Smith, 2004). Therefore, the IPCCs establishment as a mean of redress for the public could be considered to be a logical extension of a process that has been under way for some considerable time (Smith, 2004) and could be considered the next logical stage in the process of enhancing accountability. Thee IPCCs creation arose from out of the Macpherson Report into the failings of the police regarding the murder of Stephen Lawrence that recommended the establishment of an independent body for the investigation of serio us complaints against the police particularly amongst ethnic minorities (Macpherson, 1999). In addition, the PRA 2002 also established within the Home Office the Police Standards Unit (PSU) as a further form of regulation of police activities that was to later to fall within the scope of the National Police Improvement Agency (Hale, Uglow Heaton, 2005). With this in mind, the PSU sought to regulate the performance of individual police forces and operational command units (Home Office, 2005). Therefore, the PSU has the authority to intervene in the management of poor performing or failing police units and identify best practice in strategic and operational policing and disseminate such best practice across forces (Savage, 2007. Referred to somewhat revealingly as Knowledge Management, this role of identifying and spreading best practice as a form of doctrinal dissemination contains an assumption the centre knows best when it comes to models and approaches to policing (Home Office, 2005, at p.9). To conclude, it is clear that police stop and search powers have impacted significantly upon trust and confidence in the police service in view of the notion of over policing. This is because the problems with police stop and search powers are illustrative of the fact that the police have often over used their powers in looking to regulate the activities of those living within domestic society. Amongst other problems such activities have led to instances of discrimination and accusations of corruption against the police to the detriment of public confidence and trust. Therefore, with a view to resolving such problems the government has looked to adopt significant practical policy changes with a view to then providing redress for the public against apparent acts of over policing. As has already been discussed as part of this essay, the government has sought to deal with the problems in this regard by developing independent bodies with a view to regulating the activities of the police and holding them accountable for their actions.

Basics of Human Gene Therapy :: Genetics Science Essays

Basics of Human Gene Therapy Wouldn't it be wonderful if there was no cancer? No heart disease? No blood problems? Everyone wants to be healthy and have a healthy family but some diseases are genetically related. How are these diseases avoided? This question was pondered by molecular biologists and geneticists. What they developed will revolutionize medicine and health care as we know it. The technique used to try to cure these "incurable" genetic diseases is called human gene therapy. Gene therapy is by no means a new field of scientific query. The idea was first proposed back in the 1950's when Watson and Crick described a model of the double-stranded helix of DNA (Griffith 316). Knowing that DNA is composed of nucleotide base pairs in certain ways, scientists began to ask questions about the DNA structure in the 1970's (Becker) . If the bases can be arranged "incorrectly", then why can't they be rearranged in the "correct" way to produce the desired effect? Genetic experiments involving base pairing went on for years. After these years experiments with bacteria and viruses began. The genetic codes of these cells were changed to express different products like insulin. These products are human based but can be produced by non-human cells. This led to more thoughts and questions. If a bacteria cell can be altered to produce a human product, then why can't a human cell which can't produce this product be altered to produce it also? New experiments began with animal s and creatures with larger genomes. Answers formed from the animal experiments. Technical advances occurred to the point that gene therapy could be performed on humans. Gene therapy has now become a relatively simple process. The basics of the process are the identification of the gene in question, duplication of that gene, and insertion of the gene into the human genome needing the gene (CIS) . The gene that needs to be altered or replaced must be identified. The correctly functioning gene that replaces the defective gene must first be isolated and then duplicated. The gene in question can be isolated by attaching a molecular marker to the gene. The gene is then removed from the genome by a restriction enzyme that will break the genome only at the desired base junctions (i.e. when ATA is next to GAT). Genes removed from the genome can be duplicated easily by PCR. PCR is a process where the genetic sequence of the gene is replicated by the introduction of base pairs in the sequence along with replication enzymes, which induce, cause, and proofread replication. Basics of Human Gene Therapy :: Genetics Science Essays Basics of Human Gene Therapy Wouldn't it be wonderful if there was no cancer? No heart disease? No blood problems? Everyone wants to be healthy and have a healthy family but some diseases are genetically related. How are these diseases avoided? This question was pondered by molecular biologists and geneticists. What they developed will revolutionize medicine and health care as we know it. The technique used to try to cure these "incurable" genetic diseases is called human gene therapy. Gene therapy is by no means a new field of scientific query. The idea was first proposed back in the 1950's when Watson and Crick described a model of the double-stranded helix of DNA (Griffith 316). Knowing that DNA is composed of nucleotide base pairs in certain ways, scientists began to ask questions about the DNA structure in the 1970's (Becker) . If the bases can be arranged "incorrectly", then why can't they be rearranged in the "correct" way to produce the desired effect? Genetic experiments involving base pairing went on for years. After these years experiments with bacteria and viruses began. The genetic codes of these cells were changed to express different products like insulin. These products are human based but can be produced by non-human cells. This led to more thoughts and questions. If a bacteria cell can be altered to produce a human product, then why can't a human cell which can't produce this product be altered to produce it also? New experiments began with animal s and creatures with larger genomes. Answers formed from the animal experiments. Technical advances occurred to the point that gene therapy could be performed on humans. Gene therapy has now become a relatively simple process. The basics of the process are the identification of the gene in question, duplication of that gene, and insertion of the gene into the human genome needing the gene (CIS) . The gene that needs to be altered or replaced must be identified. The correctly functioning gene that replaces the defective gene must first be isolated and then duplicated. The gene in question can be isolated by attaching a molecular marker to the gene. The gene is then removed from the genome by a restriction enzyme that will break the genome only at the desired base junctions (i.e. when ATA is next to GAT). Genes removed from the genome can be duplicated easily by PCR. PCR is a process where the genetic sequence of the gene is replicated by the introduction of base pairs in the sequence along with replication enzymes, which induce, cause, and proofread replication.

A Clockwork Orange by Anthony Burgess :: essays research papers

A Clockwork Orange by Anthony Burgess Anthony Burgess is a very strange author. He had a really weird vision of the future. I feel he did a great job describing his viewpoint. Anthony Burgess is not only a novelist, he also has written several plays, and even composed a few symphonies. He was born in 1917, and died in 1991. He first published "A Clockwork Orange" in the U.S. in 1962 and initially it had 20 chapters, one less than he had written. The version I read was reprinted in 1986 with that last, 21st chapter. The main character, Alex, and his three friends thought they were indestructible. All they did every night was go around picking fights, drinking, and stealing. One night his friends sold him out and beat him up, leaving him to get caught by the police. Alex was wanted for many crimes that he had committed but they had never caught him before. After 2 years of jail they gave Alex the option to have an experimental treatment to get him out of jail early. The treatment was that they had to pump Alex full of drugs and show him movies of bad things to make him feel sick when he thought of committing illegal crimes. They released him after the treatment, only to get beat up even worse by his old enemies. He was put back into the hospital, they realized what they had done was wrong, and they changed him back to normal. The time period the book was written in is 2010, which was very far in the future in 1962. The author must have thought that the world would have changed a lot more than it has because the world he wrote about is very different than how it really is and will be by 2010. Burgess wrote this book in a futuristic language he thought would fit the time period. The book was pretty hard to figure out at first because of this, but by using context clues it became easier after the first chapter.

3M Case Study

3M CASE STUDY Q1) Conservative Approach: Three Product Concepts * Mandate from management * Should not risk new process; Dunlop may use â€Å"revolution† against new method * Need to validate method at least once before basing major strategic decisions on it. * Not enough data yet to make such a drastic recommendation * Three concepts appear very promising and are enough of a â€Å"success† already. Radical Approach: New Business Unit Strategy * Team was charged with finding breakthroughs; Medical-Surgical business needs growth * Team is empowered and should report all relevant information. Fits the defiant 3M culture * Fits 3M’s new strategic mission even though Dunlop does not buy into it. Q2) Incrementalism worked well because it†¦ Has allowed for leveraging pre-existing product platforms such as Post-it notes and Scotch brand tape can reduce development costs while exploiting 3M’S pre-existing marketing channels and relationship. . . . Q3) Traditi onal 3M Development Process * Developers, in recent decades, lack direct contact with customers * Developers are not directly accountable for understanding customer’s needs. Marketing research is outsourced to third parties or â€Å"thrown over the wall† * Traditional methods are linear and tend to support primarily incremental innovations Lead User Research Process * Puts developers in direct contact with users * Focus on a few individuals (Lead Users and lead use experts) with extremely rich need and solution-specific information In lead user research, a considerable amount of time is spent in people networking in order to find the right ‘lead users’ to work with, as opposed to traditional market research methods which only collect information from users who are at the center of the target market Developers learn from users outside traditional business focus * -picked up from a market that is either loosely related or even unrelated to the target market as in the case with the makeup artist they use in the 3M lead user research group * Pushes developers toward leading edge with radical new concepts * Can be complement with traditional market research techniques (during validation) * Use traditional market research to check validity of research Lead users vs Leading-edge customersAs opposed to leading edge customers who provide need- related information, lead users provide need & solution information as they have innovated themselves. In traditional methods, marketers only seek to identify the problem, not necessarily the solution Companies may carry out focus groups and analyze customer complaints to find the issues. Later product developers analyze this research and use their own ideas to find possible solutions for a new product.Conversely, lead user research methods collect data on both the problem and the available solutions from markets that have similar needs. The development team then uses the ideas that were found in these markets and comes up with a set of possible new product ideas that suit the company’s needs based on ideas from the lead users and expertise†¦ meeting a real customer need Lead users can be found in target or analogous markets. Lead use experts in a target market are often useful in identifying †¦ Q4)Stakeholders| Incentives/Motives| Methods| Senior Management| Financial results| Demonstrate how breakthrough products can affect bottom line. Evidence from other firms. Allow senior managers to take credit for new innovation strategy| Middle Management| Employee ProductivityMotivationProject performance| Seminars, pilot studiesSenior management involvementRegular updates of progress| ScientistsEngineers| Ease or workEmpowermentFlexibilityInteresting work| Interaction with previous usersShare excitement and praise efforts. Trust them. |

New Book of Knowledge Online Essay

Since the year 1912, the New Book of Knowledge has been in print and has remained as an authoritative, informative and educational modern encyclopedia for children. It provides balanced, appropriate, and engaging coverage of a wide range of topics for students in grades four through six. The New Book of Knowledge has long been the leading source of accurate, accessible, and fun-to-read information for use in homes and libraries. It contains thousands of articles, written by over 1,880 authoritative contributors and also has many other special features. The key aspects of the New Book of Knowledge Online are its appealing features, illustrations, and maps complement encyclopedia entries. The more recent 2003 edition boasts of 51 completely new articles; among them African Union; Chirac, Jacques; Grief; Giuliani, Rudolph; Mesopotamia; Snails and slugs; and Zoology. With about 1,200 new images, photographs, and works of art, the New Book of Knowledge Online devotes nearly one-third of the content to illustrations. This is a key feature which appeals to its target market of children from grades four (4) to six (6). Several interactive features also make this edition more appealing and entertaining for the children as well. Under the NBK News section there is SummerScoops which is a fun section that currently links to the Great Outdoors, Sightseeing. com, Rainy Day Fun, Summer Reading, and more. There are also other regular features, such as Wonder Questions, Literary Selections, and Projects and Experiments, which are also found in the print set. Web Feat is a fun-and-games approach to learning and adds entertainment to education. The strength of the New Book of Knowledge Online is the fact that the information is very thoroughly updated. The replacement article on Afghanistan is current into June 2002 and Hamid Karzai’s election as president of the Transitional Authority. Terrorism, war on is a new entry, and Bush, George W. and Terrorism were replaced. The Bush entry notes his address to the United Nations in September 2002, and the new entry on Tony Blair mentions the prime minister’s support for Bush’s plans to disarm Iraq. The post deadline Columbia space shuttle disaster made it into the entries for Space exploration and travel and Space shuttles. These current facts make this an ideal encyclopedia not only for children but for parents as well. It is not only useful for school reports and research papers but has all sorts of information that appeal to almost all the scholarly endeavors. Another major selling point for the New Book of Knowledge is its relative ease in facilitating searcher. Each volume of the New Book of Knowledge has its own index with blue pages, which makes it easy to locate, and there is a well-constructed comprehensive index volume for the set. It also identifies items such as pictures, maps, and in the index entries. A Subject Browse, Alphabetical Browse, and Advanced Search are available in addition to a full-text Quick Search. Being able to retrieve articles and updates in a single search is a great feature, making Quick Search very user-friendly. In both its print and online version NBK is well suited to its young audience, a group generally underserved by reference publishers. Its many appealing features encourage children to explore and to develop good research skills.

How Does Jimmy Change During Fat Boy Swim Essay

Fat boy swim is about a boy who’s life has changed dramatically, from traumas and triumphs. Jimmy used to get bullied, he would cower in the corner and not be able to face the harsh critics. But when he started swimming he discovered a passion with connections to school, family life, appearance and most of all his dreams†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. When Jimmy has a crush, his confidence is boosted and he feels like superman! ‘Up,up and awayyy! ‘ The writer has written the feeling of a superman in an indirect way so we can interpret how much we think Jimmy has changed, depending on our personality. This is a good way with connecting to the auidience. To me this tells me that weightlessness of being ‘superman’ gives him so much confidence to stand up to bullies, and is loseing weight; so it makes him light and ‘free’. Jimmys weight has changed during fat boy swim, he used to fat and obese- â€Å"he only shuffled half a dozen steps† he could barely move as his rolls of fat just got in the way and his wheezyness slowed him down. This makes me feel quite sympathetic for him as he can help his weight but cant be bothered to change. This may be because he feels like there is nothing worth living for, as he hasn’t got a friend- or started swimming. At the end of this book he begins to lose weight and gain confidence. This is shown in chapter 27 as it says ‘He swung through the changing room doors like a gladiator’ The word swung suggests he was ‘bouncing’ through the door which potrays he was very happy. ‘like a gladiator’ also shows he was happy and brave- or confident because gladiators are known to be brave and confident. As gladiators fight a vicious battle and it’s quite an acheivement defeating your opponent, it tells us that Jimmy has achived something really great and he is proud. Jimmys personality has changed a lot during fat boy swim. He used to be very quiet and timid. ‘ he didn’t allow himself to dwell on reasons why things happened’. This shows Jimmy’s laziness and if it was a 1 time thing he would probobally act but as he didn’t it suggests something lke this has happened before. This makes Jimmy feel fed up because if I was him I would wonder why they were doing this to me. At the end of the book he gains confidence which is shown in ‘Jimmy could feel Victor’s Adam’s apple quiver under the preasure of his fingers. ‘ This cleary shows loudness as I don’t think someone quiet would be so defensive. The word quiver says that not just the readers but other characters in the book realise Jimmy’s personality change. This shows Jimmy is being quite mean, but I think it is justified as It tells Victor to back off, and to stop bullying Jimmy because they cant get away with it anymore. This makes me feel quite proud of Jimmy as before he used to put up with it and now he realises it isn’t right. This might make the reader think of their own actions as if they’re experiencing bullying they might take inspiration from Jimmy even if it isn’t the way Jimmy deals with bullies. At home Jimmy is very confused and overwhelmed, not helped by his Aunt , Aunt pol said â€Å"Binging because he is so flipping miserable. The word ‘flipping’ suggests that she is very angry at the fact that Mum is letting Jimmy do that, Aunt pol recognises he is miserable and readers may think that there is more going on between Mum and Aunt Pol†¦.. At the end of this book it becomes clear what is going on and Jimmy becomes louder and more bold. ‘Mums not my Mum’ This is a very short sentence to show how shocking it is and maybe shows how bluntly Jimmy was told. Using the word mum twice makes the reader reflect on how Jimmy was feeling and how lost Jimmy must of felt. It makes me feel a bit happy for him because even though at the moment he feels lost things in the future may become clearer. For example may be able to connect with his family more. I think Jimmy feels quite low, and it’s annoying that his family or school isn’t helping even though it is quite obvious how he’s feeling. For example he stays in his room alot of the time and eats junk food. In chapter 9 where it goes in to great detail about Jimmys binge eating. This chapter is important to the book because it tells us what Jimmy is feeling and what his family is feeling, which helps us to infer and deduce from the next chapters. At the end of the book things become more clear as Jimmy finds out who his real Mum and Dad is. ‘She was holding out a small green notebook. ‘This is very intriging and begins to unravell the true story of this book. I think the notebook is her diary so it tells some secrets, hence the name secrets. This sentece is very short which suggests there is a big secret. It is also at the end of the chapter so it gives the reader an oppotunity to reflect and think about what is going to happen next†¦ If I was Jimmy I would feel worried because the 3 people he thought he knew most well were keeping a big secret from him. I would also feel confused because my aunty had just handed me a small green book without saying anything. In Jimmys swimming pool dream at the beginning it is unknown what this dream could mean. When I first read this chapter instantly thought the shadows at the end of the pool was himself once he knew who he actually was. Once I had had read most of the book I realised the shadowsat the end of the pool wasn’t the person he was going to be but his family and who they were going to be. The swimming part of the dream and not being able to reach the end symbolises to me the journey Jimmy has to go through to find out more about his family. When he is swimming in the dream he comes accross many hurdles this symbolises the hurdles in his life eg. the bullying. This book has a very clever structure as the chapters are split up into groups, like a meal, nibbles, starters, main courses, desserts and bitter sweets. This is clever because Jimmy loves to cook and it connecting more to the main character. The section nibbles tells us that the 2 chapters there are going to give us tiny clues to help us in the rest of the book. As there is only 2 chapters in this section we can infer nothing major is going to happen. The next section is called starters which says to us that its going to start saying a bit more about jimmy. There is 9 chapters in this section which tells us that there is more to Jimmys life then expected†¦. Main courses tells us that the main event which this book is based around is going to happen. As a main course in a meal the most important it tells we need to pay close attention to what is happening. The next group is deserts. As desserts are sweet and sweet is seen as good, it tells us that something good is going to happen and this may be the happiest experienceshe has. I think bitter sweets is the most important section because it tells us something bad may happen but something good will come out of it in the end. I enjoyed reading that section the best because you can compare how Jimmy has changed during the book. The last chapter ‘not the last chapter’ tell us that this may be the last chapter for us but there is loads more adventures and experiences Jimmy will have in the future. I have enjoyed this book alot because it tells you how people change very quicly and makes you aware of how differnt people are. It also explores all the key aspects of Jimmys life, apperarance, personality, family and school. I think I have learnt good inference skills from reading this as to understand the book you need to ‘read between the lines’ .

Theodore Dwight Weld

Theodore Dwight Weld Theodore Dwight Weld was one of the most effective organizers of the abolitionist movement in the United States, though he was often overshadowed in his own time. And, partly due to his own aversion to publicity, he has often been overlooked by history. For three decades Weld guided many efforts of the abolitionists. And a book he published in 1839, American Slavery As It Is, influenced Harriet Beecher Stowe as she wrote Uncle Toms Cabin. In the early 1830s Weld organized a highly influential series of debates at Lane Seminary in Ohio and trained abolitionist agents who would spread the word throughout the North. He later became involved on Capitol Hill in advising John Quincy Adams and others in promoting anti-slavery agitation in the House of Representatives. Weld married Angelina Grimkà ©, a South Carolina native who had, along with her sister, become a devoted abolitionist. The couple was very well-known in abolitionist circles, yet Weld exhibited an aversion to public notice.  He generally published his writings anonymously and preferred to exert his influence behind the scenes. In the decades after the Civil War Weld avoided discussions of the proper place of the abolitionists in history. He outlived most of his contemporaries, and when he died at the age of 91 in 1895, he was nearly forgotten. Newspapers mentioned his death in passing, noting that he had known and worked with William Lloyd Garrison, John Brown, and other noted abolitionists. Early Life Theodore Dwight Weld was born November 23, 1803, in Hampton, Connecticut. His father was a minister, and the family was descended from a long line of clergymen. During Welds childhood the family moved to western New York State. In the 1820s the traveling evangelist Charles Grandison Finney passed through the countryside, and Weld became a devoted follower of his religious message. Weld entered the Oneida Institute to study to become a minister. He also became very involved in the temperance movement, which at the time was a burgeoning reform movement. A reformist mentor of Weld, Charles Stuart, traveled to England and became involved with the British anti-slavery movement. He wrote back to America, and brought Weld to the anti-slavery cause. Organizing the Abolitionists During this period Weld met Arthur and Lewis Tappan, wealthy New York City merchants who were financing a number of reform movements, including the early abolitionist movement. The Tappans were impressed with Welds intellect and energy, and recruited him to work with them. Weld influenced the Tappan brothers to get involved in the fight against slavery. And in 1831 the philanthropist brothers founded the American Anti-Slavery Society. The Tappan brothers, at Welds urging, also financed the founding a seminary which would train ministers for settlements in the expanding American West. The new institution, Lane Seminary in Cincinnati, Ohio, became the site of a highly influential gathering of anti-slavery activists in February 1834. In two weeks of seminars organized by Weld, activists debated the cause of ending slavery. The meetings would resonate for years, as attendees came away deeply committed to the cause. Weld embarked on a program of training abolitionists who could bring converts to the cause in the style of revivalist preachers. And when a campaign of sending abolitionist pamphlets into the South was thwarted, the Tappan Brothers began to see that Welds idea of educating human agents who would carry the abolitionist message. On Capitol Hill In the early 1840s Weld became involved in the political system, which was not the usual course of action for abolitionists. William Lloyd Garrison, for instance, purposely avoided mainstream politics, as the United States Constitution allowed slavery. The strategy pursued by abolitionists was to use the right to petition in the Constitution to send petitions seeking the end of enslavement to the U.S. Congress. Working with former president John Quincy Adams, who was serving as a congressman from Massachusetts, Weld worked as a critical adviser during the petition campaign.   By the mid-1840s, Weld had essentially withdrawn from an active role in the abolitionist movement, yet he continued to write and advise. He had married Angelina Grimke in 1838, and they had three children. The couple taught at a school they founded in New Jersey. Following the Civil War, when memoirs were written and the rightful place of the abolitionists in history was being debated, Weld chose to remain silent. When he died he was mentioned briefly in newspapers, and was remembered as one of the great abolitionists.