Restorative Justice Article Example | Topics and Well Written Essays - 2500 words

Restorative Justice - Article Example With increasing incidence of crime in general and in particular among young people1, the past two decades have brought forth harsher legislation2 to deal with the problems of terrorism and deteriorating law and order, which seriously question former Prime Minister John Major’s contention that â€Å"we have no need of a Bill of Rights because we have freedom.†3 Anti-Social Behavior orders have been introduced by the crime and Disorder Act of 1998, specifically to deal with law and order problems among the youth and have a minimum period of two years, although they may also be imposed indefinitely to ensure that a repetition of antisocial behavior does not occur4. Anti Social Behavior Order was created in 1998 and in the short space of six months in 2004, produced a thousand arrests.5 This Order has allowed extended powers for the police department to tackle a wide range of anti-social behavior by unruly teenagers, including the kind of problems this community is faced with – vandalism and shoplifting. But the fact that must be faced is that the criminal justice system does not work, too many people are able to slip out of the net of the system because of the rigid requirements for evidence, delays in processing trials in courts, the difficulty of procuring witnesses to substantiate charges because of the element of fear, so that the end result favors the criminals rather than the law enforcement authorities, so perhaps such draconian measures are justified.6 However, Lord Macintosh of Haringey had spoken out on the provisions concerning public order in the Criminal Justice Act of 1994.

Creating a Decision Making Matrix for Four Restaurant Alternatives Essay

Creating a Decision Making Matrix for Four Restaurant Alternatives - Essay Example Eventually, a two dimensional matrix is generated. Decision matrixes are common in procurement procedures where they are used to choose the best bid among the many proposals that have been received. A decision matrix has four major components which include; criteria, options/alternatives, weights and scores/rating (Hammon, Keeney and Raiffa, 2002). The purpose of this paper is to design a decision matrix and the scores for selecting the best restaurant from among four alternatives A, B, C, D using cost, convenience, service, taste and nutrition as the decision criteria. Creating the matrix The restaurants A, B, C, and D shall be ranked according to the following five criteria; cost, convenience, service, taste and nutrition. These criteria have been selected since they are the major determining factors ion the final decision making regarding the most suitable restaurant. The weights for the criteria are assigned in such a way that the total weight is 1.0. In this case, the weights fo r the criteria are as follows; Cost= 0.30, service=0.25, taste=0.2, convenience= 0.15, nutrition= 0.10. The total for the criteria = 1.0. The criteria ranking for each of the restaurant alternatives A, B, C and D are designed in such a way that the highest rank is 4. The score for each alternative is calculated as follows; Score = (Rating * assigned weight). The total score is obtained from the sum of all the scores. Based on the cost, convenience, service, taste and nutrition criteria, the restaurant options A, B, C, and D are ranked as follows; Criteria Ranking/Ranking Restaurant Options Cost Service Taste Convenience Nutrition A 3 4 1 3 2 B 2 1 2 4 4 C 4 2 3 1 3 D 1 3 4 2 1 The scores are calculated and tabulated as follows; Alternatives A B C D Criteria Weight Rating Score Rating Score Rating Score Rating Score Cost 0.30 3 0.9 2 0.6 4 1.2 1 0.3 Service 0.25 4 1.0 1 0.25 2 0.5 3 0.75 Taste 0.20 1 0.2 3 0.6 3 0.6 4 0.8 Convenience 0.15 3 0.45 4 0.6 3 0.45 2 0.3 Nutrition 0.10 2 0. 2 4 0.4 3 0.3 1 0.1 TOTAL 1.0 13 2.75 14 2.45 15 3.05 11 3.15 NB: Score= Rating* Weight. Explanation of ratings and scores After summing up the ratings for the four restaurant alternatives, alternative C has the highest rating of 15 followed by B with 14 while D has the lowest sum rating of 11. However, when the total scores are calculated from the rating and the weights, D has the highest score of 3.15 while B has the lowest score of 2.45. The total weighting for the criteria was calculated as 1.0. In terms of the cost criteria, restaurant alternative C attains the highest score of 1.2 while D receives the lowest score with a 0.3 score. In terms of service, alternative A receives the highest score with 1.0 while alternative B receives the lowest score with 0.25. Alternative D scores the highest in terms of the taste criteria with a score of 0.8 while A scores the lowest with 0.2. Alternatives B and C receive the same score in terms of convenience though they differ in other criteri a. Alternative B is the best in terms of convenience with a score of 0.6 while alternative D is the worst with a score of 0.3. Alternative A and C attain the same score in terms of convenience with a score of 0.45. In terms of the nutrition criteria which has the lowest weight among the other criteria, alternative B receives the highest score with 0.4 while alternative D receives the lowest with a 0.1 score. Choosing the best alternative The

Concepts and Theories of Classical Conditioning

Concepts and Theories of Classical Conditioning Aimee Duncalfe Rena Borovilos Classical Conditioning and My Behaviour Behavioural psychology is a theory of learning that is founded upon the idea that all behaviours are acquired through conditioning, which occurs through environmental interaction (Cherry, What is Behaviorism?, 2014). Conditioning is a specific type of learning that has been explored by several different physiologists and psychologists throughout history, and can be broken down into two specific types of learning; classical conditioning and operant conditioning. This paper will discuss classical conditioning while exploring several different examples, including a personal behaviour that can also be identified as classical conditioning. Classical conditioning is a learning process that occurs through associating two stimuli that are repeatedly paired together, resulting in a conditioned response. (Cherry, What Is Classical Conditioning?, 2005). The process of classical conditioning consist of placing a conditioned stimulus before an unconditioned stimulus that naturally results in an unconditioned response. When paired repeatedly, the conditioned stimulus eventually causes a conditioned response, even in the absence of the unconditioned stimulus. An unconditioned stimulus (UCS) is one that naturally or automatically causes a response (Cherry, Classical Conditioning, 2005). For example, when you hear a balloon pop, you may immediately jump in shock. The sound of the balloon popping is the unconditioned stimulus. An unconditioned response (UCR) is the automatic response that occurs naturally in response to the unconditioned stimulus (Cherry, Classical Conditioning, 2005). Using the same example, jumping in response to the sound of the balloon popping is the unconditioned response. The conditioned stimulus (CS) is previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually causes a conditioned response (Cherry, Classical Conditioning, 2005). Suppose that immediately before you heard the balloon pop, you saw a flashing red light. The flashing red light is unrelated to the sound of the balloon popping, though if the flashing red light was paired multiple times with the balloon popping, seeing the flashing red light would eventually cause the conditioned response. In this case, the conditioned stimulus is seeing the flashing red light. The conditioned response (CR) is the learned response to a previously neutral stimulus (Cherry, Classical Conditioning, 2005). In the same example, the conditioned response would be jumping to the sight of the flashing red light. This process, often used in behavioural training, was introduced by a Russian physiologist by the name of Ivan Pavlov, who won the Nobel Prize in 1904 for his work on the physiology of digestion (Nobel Media AB, 2014). Pavlovs experiment explored dogs salivating in response to the presentation of food. In his experiment, the UCS was the presentation of food, and the UCR was salivating in response to the food. Pavlov also introduced a CS, the sound of a bell, immediately before presenting the food to the dogs. By combining the sound of the bell with the presentation of food, the sound of the bell alone would eventually produce the conditioned response of salivation. (Cherry, What Is Classical Conditioning?, 2005). There are several occurrences that take place in relation to classical conditioning. The first stages of learning when a response is established is what is known as acquisition. This refers to the period of time when the conditioned response is first established and gradually strengthened (Cherry, Principles of Classical Conditioning, 2005). Going back to the first example of the popping balloon, the conditioned response has been acquired once a person begins to jump at the sight of the flashing red light. In Pavlov’s experiment, the conditioned response has been acquired as soon as the dog begins to salivate in response to the sound of the bell. Once the response has been acquired, the response can be progressively strengthened to ensure the behaviour is well learned. Factors that can influence how quickly acquisition occurs include how noticeable the CS is, as well as the timing of the CS in relation to the UCS. If the CS is too subtle, or if there is too much of a delay bet ween the CS and the UCS, the learner may not notice the CS enough to form an association between the two. The most effective method is to introduce the CS and then quickly present the UCS so that there is an overlap between the two. The more noticeable the CS, and the shorter delay between the UCS and the CS, the quicker acquisition will take (Cherry, What is Acquisition?, 2005). Another occurrence in relation to classical conditioning is extinction. Extinction happens when the frequency of a CR decreases or disappears when a CS is no longer paired with an UCS (Cherry, Principles of Classical Conditioning, 2005). Returning to the previously used example, if the popping of the balloon were no longer paired with the flashing red light, eventually the conditioned response of jumping to the flashing red light would disappear. In Pavlov’s experiment, if he no longer paired the bell with the presentation of the food, eventually the conditioned response of salivating to the sound of the bell would disappear. During his research, Pavlov discovered that when extinction occurs, it does not mean that the subject returns to their unconditioned state. Allowing several hours or even days to elapse after a response has been extinguished can result in spontaneous recovery of the CR (Cherry, What is Extinction?, 2005). Spontaneous recovery refers to the sudden reappearance of the CR after extinction or period of reduced response. If the CS and UCS are no longer associated, extinction will occur very quickly after a spontaneous recovery. Pavlov noted during his experiment that no longer pairing the sound of the bell with the presentation of food led to extinction of the salivation response. However, after a two hour rest period, the salivation response suddenly reappeared when the bell was presented (Cherry, Spontaneous Recovery, 2005). This phenomena shows that extinction is not the same as unlearning. While the CR may disappear, it may not have been forgotten or completely eliminated. Stimulus generalization, the tendency for the CS to prompt similar responses after the CR has been conditioned, is another occurrence of classical conditioning (Cherry, What Is Stimulus Generalization?, 2005). In the first example, our subject has been conditioned to jump at the sight of our CR, a flashing red light. After the subject has been conditioned, he might respond to not only a flashing red light, but all flashing lights. This response to all flashing lights exemplifies stimulus generalization. Closely related to stimulus generalization, stimulus discrimination is the ability to distinguish between a CS and other stimuli that have not been paired with a UCS (Cherry, Principles of Classical Conditioning, 2005). In Pavlov’s experiment where the sound of a bell is the CS, discrimination involves being able to tell the difference between the sound of the bell and other similar sounds, and would then only express the CR at the sound of the bell. Another form of classical conditioning is higher order conditioning. This is where a new CS is created, by pairing a second CS with a previously created CS. The second CS acts as a UCS for the first CS. If Pavlov had begun flashing a red light before he sounded the bell, the flashing red light would become the new CS, and would eventually evoke the same CR as the sound of the bell does. My own behaviour indicates that I have also been classically conditioned. Two years ago, I was involved in a car accident. I was driving on the highway in the fast lane, the lane closest to the centre guardrail, when I lost control of my car and slammed into the guardrail, spinning across all three lanes. My car came to a final rest after hitting the guardrail closest to the on and off ramps. Before my car accident, I was a very confident driver and never experienced anxiety while driving, in general or while driving in the fast lane. Since my car accident, I am unable to drive in the fast lane without becoming very anxious. Experiencing anxiety is generally a natural response when getting into a car accident, so getting into a car accident in this example is the UCS, and experiencing anxiety is the UCR. Immediately preceding the car accident, I was driving in the fast lane, which is the CS in this situation. As a result of my traumatic experience, driving in the fast lane now produces the same anxious feeling as getting into a car accident because I have associated this factor with my car accident. And so, anxiety is the CR in this example. I have included a diagram in Appendix 1 to demonstrate my behaviour and how it associates with the basic classical conditioning model. A CR was achieved very quickly during acquisition of my behaviour. Because the situation was so traumatic, the CR was immediate, and I began to experience anxiety as quickly as the next time I drove on the highway. My behaviour is a good example of generalization because I do not only become anxious while driving in the fast lane on the same highway or in the same area where I hit the guardrail, but also while driving in the fast lane on all highways. There is another possible explanation for my behaviour. By avoiding driving in the fast lane, I am decreasing the likelihood of experiencing anxiety. My personal behaviour is a great example of negative punishment, which involves removing something good or desirable away in order to reduce the probability of a specific behaviour reoccurring. While driving in the fast lane can be beneficial and often desired, by not driving in that lane, I am eliminating the CR of experiencing anxiety when driving in that lane. Be it salivating at the smell of our favourite food cooking, avoiding a specific restaurant because of a bad experience, or putting on our seatbelt to stop the car from making the obnoxious dinging sound, our everyday lives are filled with behaviours that are a result of classical or operant conditioning, whether we realize it or not. Some of these conditioning experiences may be positive ones, others may have more negative effects on our lives, and some may go unnoticed forever. While conditioning is not as prominent today as it was throughout the middle of the twentieth century, it still remains an influential force in psychology. References Cherry, K. (2005). Classical Conditioning. Retrieved from about|education: http://psychology.about.com/od/behavioralpsychology/a/classcond.htm Cherry, K. (2005). Principles of Classical Conditioning. Retrieved from about|education: http://psychology.about.com/od/behavioralpsychology/a/classcondbasics.htm Cherry, K. (2005). Spontaneous Recovery. Retrieved from about|education: http://psychology.about.com/od/sindex/g/spontrec.htm Cherry, K. (2005). What is Acquisition? Retrieved from about|education: http://psychology.about.com/od/glossaryfromatoz/g/Acquisition.htm Cherry, K. (2005). What Is Classical Conditioning? Retrieved from about|education: http://psychology.about.com/od/cindex/g/classcond.htm Cherry, K. (2005). What is Extinction? Retrieved from about|education: http://psychology.about.com/od/eindex/g/extinction.htm Cherry, K. (2005). What Is Stimulus Generalization? Retrieved from about|education: http://psychology.about.com/od/sindex/g/stimgen.htm Cherry, K. (2014). What is Behaviorism? Retrieved from about|education: http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm Nobel Media AB. (2014). The Nobel Prize in Physiology or Medicine 1904. Retrieved from Nobelprize.org: http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/ Weiten, W., McCann, D. (2015). Custom Pub: Psych 1000 Introduction to Psychology and Study Guide. Toronto, ON: Nelson Education Ltd. Appendix 1

The Birthmark :: essays research papers

Response Paper #2: 'The Birthmark'; 1. Our society tends to be obsessed with the idea of physical perfection. How does our society manifest that obsession? How is the 'Birthmark'; an early version of our modern obsession with physical perfection? Our society has many ways of manifesting its obsession with physical perfection. In our society people go to extreme lengths to achieve perfection. The 'Birthmark';, written more than a century ago, is an early version of our modern obsession with physical perfection. Society manifests its obsession with physical perfection by having surgical procedures done on daily basis. These surgeries allow for almost any cosmetic transformation. For example a person can have anything from removing a birthmark to inserting breast implants to having a tummy tuck done on their body. Society manifests their obsession with physical perfection by having these procedures done to them. These procedures enable society to achieve 'perfection';, much like Georgiana in the 'Birthmark';. In the 'Birthmark';, a story that is more than a century old Georgiana and her husband Alymar are searching for physical perfection, much like we do today. In addition they manifested their obsession with physical perfection much like we do today. Georgiana was born with a crimson birthmark in the shape of a hand. This birthmark was on her cheek. One day Georgiana discovers that this birthmark 'shocks'; her husband and he is deeply bothered by it. Georgiana finally realizes this after Alymar says 'Georgiana . . . has it ever occurred to you that the mark upon your cheek might be removed?'; After discussing the birthmark several times with her husband, a talented scientist, Georgiana decides to have it removed by him. It is never stated in full detail exactly how Alymar is going to remove this birthmark, we assume that it will be a surgical procedure. At one point in the story Georgina says to her husband 'If there be the remote possibility of it .

Business Research Part

The fitness bands make is fairly ass for anyone with a weight loss or health goal to measure and track their exercise to include steps taken daily, and amount of energy and calories burned. N.B. has formed a team to research the accuracy and impact of wearing the fuel band. The primary benefit of the fuel band is intended to be to assist in helping consumers track their activity in order to lose weight. To ensure this is benefit is being achieved N.B. needs to show that as a person's activity level increases so does the number of calories they are burning. Hypothesis Statements 1 .The use of a fitness band to track activity will lead to increased activity (steps taken and distance covered) resulting in weight loss. 2. The accuracy of the fitness band will allow individuals a way to know the level of their daily output and input in order for them to reach their fitness goals. Research In preparing for this study there was a particular questions that guided the overall thinking. What i mpact does a fitness band have on a users overall general health? By displaying data concerning daily activity such as steps taken, distance covered, calories burned and hours slept can a user gain an wariness of their overall activity?With this is mind it is important to look back on the information that is currently available to us. There have been extensive studies conducted in this realm since the fitness band has emerged into the health and fitness industry. The team independently went out and reviewed this research to find what would be relevant to establishing this research plan. These range in review of the accuracy of the band on activity, the motivating factor it has on calorie counting, and the overall performance of the various bands on the market.In several of the articles it was evident that when aging walking activity fitness bands perform as desired. The Journal of Science and Medicine in Sports (2014) published a study where a sample of adults used fitness bands whi le walking on the treadmill at various speeds. Upon completion of the study it was deemed the no â€Å"significant differences were noted† between the fitness bands count and that of the observer counts, therefore a high level of inter-device reliability was present (Journal of Science and Medicine in Sports, 2014).Establishing that a fitness and has high reliability it accurately displaying activity solidified the choice of our dependent variable. Next we need establish that our independent variable were what we wanted to be based on the various other research out there. Mossier put forth a study in 2014 about the emerging importance technology would play in tracking activity (Mossier, 2014). The study discussed when a user accurately tracks activity and calorie intake it is an effective strategy for improved goal setting and overall health. This helped lead us in the direction of with increased awareness of activity does weight loss result?An article by Richards would say i t does but with modest results in short term use (Annals of Family Medicine, 2008). This article discussed the Cross- sectional studies show that individuals who walk more tend to be thinner than those who walk less. This does not mean, however, that the association between higher step counts and lower weight is causal or that encouraging sedentary individuals to increase step counts helps them lose weight. The study showed that 5 or more adult participants and at least 1 cohort enrolled in a pedometer-based walking intervention lasting at least 4 weeks.

Classic Scenes and Monologues from Shaws Pygmalion

Napoleons Conflict with Russia Essay - 892 Words

Napoleons Conflict with Russia Napoleon was one of the greatest military leaders of all time. By 1812 Napoleon had expanded the territory of France all over Europe including Spain, Italy, Holland, and Switzerland. The countries that Napoleon did not directly control, he was usually allied with. The turning point of Napoleons career also came in 1812 when war broke out between France and Russia because of Alexander Is refusal to enforce the continental. Even the French nation could not provide all the manpower and supplies needed to carry out the Emperors grandiose plan for subduing Russia. Throughout 1811, he worked to mobilize the entire continent against Russia. He not only levied the vassal†¦show more content†¦Dying horses littered the roads and the advanced guard found little forage as Russians everywhere abandoned their homes. Napoleon knew that he needed to fight. At Smolensk, he set up for a battle and waited but the Russians, afraid of a trap steadily withdrew their troops from Smolensk and continued to retreat deeper into Russia. The only major battle in the Russian campaign proved that something was definitely lacking in Napoleons judgment. Borodino was a battle of legendary proportions. Before the battle Napoleon proclaimed, Soldiers, here is the battle you have so long desired! However, the fight was inconclusive. At its end, Napoleon found himself the possessor, not of a victory, but of a barren hillside and an increasingly compelling commitment to advance further into the east. Well into the battle, the French had almost cracked the left side of the Russian Army. Several French generals had requested that Napoleon would commit the guard infantry into battle. This would create the final blow and insure the Russian defeat. After 14 hours of intense combat, the fighting died out at nightfall, and Mikhail Illarionovich Kutusov, the Russian general, gratefully began to retreat his troops. The guard infantry had remained unused. After the Battle of Borodino, in which losses on both sides totaled ! over 70,000 men, Napoleon had 100,000 effectives remaining, while Kutusov probably had no more than 55,000.Show MoreRelatedRussias Population : The Culture And Geography Of Russia875 Words   |  4 Pagesnearly twice the size of Canada, Russia’s population ranks sixth in the world, and is spread across 5,000 miles from the Baltic Sea in the west to the Pacific Ocean in the east. Russia borders 14 other countries, spans 11 time zones and has a wide range of environments that include deserts, deep forests, and an arctic tundra. Russia contains Europe’s longest river, the Volga River, as well as its largest lake, Lake Ladoga. 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