Multiple Intelligences Theory and Sternbergs Triarchic Theory

Multiple Intelligences Theory and Sternbergs Triarchic Theory I will write the corrections between two theories Gardner`s Multiple Intelligences Theory and Sternbergs Triarchic Theory .I will discuss what are the aspects of similarities and differences between the theories. This assignment attempts to show how Gardner and Sternberg drew similar conclusion regarding human capacity and potential, examine Gardners eight intelligences and Sternbergs three kinds of intelligences (Vardin, 2003). I choose these theories because they are alike to some extent as well as that they are very famous and comprehensive these days. Some countries have made in the application of the schools and succeeded in doing so as USA (infed.org/thinkers/et-schon-htm-49k.). I choose Gardner`s theory in a particular because it supports that each person has a unique profile of intelligences but to varying degrees from others. Gardner said that intelligences are not only hereditary, but they also become acquired, so that we can strengthen the strong points and do not lose hop e of the weakness points but work to raise them (Gardner ,1997 ). What Gardner says raises our morale. Therefore I choose Gardner`s theory to compare with Sternberg theory in addition to similarities between of them. I will evaluate each theory in my teaching practice in primary school which of these theories I will agree or more strong than another. I will arrange my assignment first I will mention every aspect of both theories and discuss each one separately and provide differences and similarities in this capacity of this attribute and then I will apply each aspect in my context which is primary schools in Libya. The key aspects which I will compare are: both theories are critical of the unitary of intelligence, what these intelligences are in their opinions, both of them are holistic view and more inclusive notion, both of them generate ideas and provide feedback as the curriculum is developed, what both of them said for teaching approaches and assessment approaches, both theori sts view that culture contexts are important in relation to intelligences. Both of these theories are about intelligences and against the traditional concept of intelligence. Gardner multiple intelligences theory and Sternberg triarchic theory are about intelligences and both of them opposed intelligence is a general which asserts that intelligence is ability logical and linguistic. They are proposing that intelligences are thought of as a wide range of abilities. Sternberg`s and Gardner`s (1982) summarized the general intelligence theory by stating general intelligence can be understood componentially as deriving in part from the execution of general components information processing behaviour (http://www.personality research.org/papers/paik.html) .The traditional view of intelligence is defined success in problem solving ability to learn, capacity for producing nodegenetic solutions, understanding of complex instructions or simply all round cognitive ability. (Eysenck, 1982, p.8). However, Sternberg and Gardner defined intelligences in another way. According to Sternberg intelligence is mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one`s life (Sternberg 1985 p .45). Intelligences in this view mean that how an individual treats the environment change through his/her life and adapts with it. (Ibid, 1985). However, the definition of intelligences according to Gardner are ability to solve problem or fashion products that are of consequence in a particular culture setting or community (Gardner 1993: p, 15) and he also defined it in 1999 as a bio psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Gardner 1999 p.34). Each of those theories has merits and evidences to support its claims (http://www.personality research.org/papers/paik.html).The traditional view of intelligence was measured by Stanford Binet intelligence scale for children IQ, Wechsler intelligence scale for children WISCIV, Woodcock Johnson test of cognitive ability and Scholastic Aptitude Tes t. However, in contrast, multiple intelligences theories opposed that. They say that short answer test cannot measure deep understanding but it indicates memorization skills. Furthermore, the traditional view of intelligence mentioned that people are born with intelligence and this intelligence cannot change over the life whereas the writer of multiple intelligences believes that intelligences are both genetic and acquired, and human being can improve intelligences through life. In teaching practice teachers in the traditional view taught students in the same way whereas in multiple intelligences theories teachers use a variety of ways to teach and assess students. Sternberg and Gardner agree that people have different types of intelligences (http://web.Cortland. Edu/and ersmd/ learning/traditional%20intelligence.htm). In my experience, I agree with Sternberg and Gardner that intelligence is multiple while I oppose the intelligence with the traditional view that intelligence is unitary. For example, in my educational context in primary school, it is not fair to describe a student as is not intelligent because he or she has not done well in the traditional test(paper and pencil) which is focused only on logical and linguistic intelligences and do not take account of other types of intelligences . This student maybe successful in other life skills, but he could not to be completed in the traditional exam. In addition, from my learning experience and what I hear from my fellow teachers, some students are giving new creative solutions to mathematical problems have not been studied before while they do not achieve in examinations measured by conventional paper and pen. Sometimes, I and my colleagues notice that some students are not smart in a particular area for example writing and reading while they a re smart in other areas therefore I support Gardner and Sternberg that human being has multi intelligences not just one. How Sternberg and Gardner consider the intelligences. Both of them agree that a human has different intelligences, which are independent of each other. In their views that individual differences intelligences, begin from the earliest years of life and when someone has strength in one area of ability, this is not ensuring strengths or weaknesses in other areas (Vardin, 2003).They state, in fact, that everyone has a unique profile (ibid, 2003). Both of them see individual development as a result between genetic and environmental factors (ibid 2003). However, the theorists did not agree on the number of intelligences. Gardner (1983) believes that there are seven types of intelligences linguistic, logical, bodily-kinaesthetic, musical, spatial, interpersonal, and intrapersonal (Campbell, Dickinson, Campbell, 2004). Whereas Sternberg believes that there are three kinds of intelligences creative, analytical and practical (Sternberg, 1985). According to Gardner he asserts eight evidences for MI theory as follows, isolated two abilities from ea ch other by brain damage, exceptional individual such as prodigies and idiots savants, some core information processing operations, experiment psychology and cognitive psychology, symbol system, evolutionary biology (Gardner, Kornhaber, Wake, 1996) and psychometric findings (Gardner 1983:62). He describes two kinds of traditional intelligence which can easily practice in schools and next three kinds he classified them in art and the last two kinds they are more personal (Gardner 1999). The eight Kinds of intelligences according to Gardner as follow. Linguistic verbal intelligence. It contains sensitivity to the sound, rhythm, spoken and written language, and the capacity to learn usage language to express the meaning and to explain concepts and remember information as formal system such as writers, lawyers, speakers. Some forms in this intelligence include telling jokes, discussion and writing poems (Campbell, Campbell, and Dickinson: 2004). Logical -mathematical intelligence. We use our logical /mathematical intelligence to analyze problem logically, determining relation such as cause and effect and achieve mathematical operation. Some forms in this intelligence involve creating thinking, analyzing problems and discovering and using logical sequences (Kagan, Kagan, 1998). Bodily -kinaesthetic intelligence. Ability to use whole body or parts of the body such as movement gestures , facial, and hand gestures and enjoy in physical activities .( Kagan Kagan ,1998).This intelligence may see different from traditional views of intelligence.Bodily kinaesthetic intelligence involves the use of all or part of one`s body to solve problems of fashion products. And core operations associated with this intelligence are control over fine and gross motor action and the ability to manipulate external objects. (Gardner, Kornhaber, Wake 1996 p.209). Such as found in athletes, dancers and surgeons. Musical intelligence. In this intelligence Sternberg and Gardner agree on it and Sternberg call it creative intelligence .According to Gardner musical intelligence gives chance to people to creative, communicate, and understand meaning made out of sound .It is different from linguistic intelligence (Gardner kornhaber, wake 1996). People can gain a high degree in musical skills. Gardner himself has high degree in this intelligence and states I believe that I think musically I need music to work. I also hear music all the time in my head I think that my major activities to think and to read and to write occur in a very musical way. My literary work reflects the sorts of organization that I observed in composition I studied and played i.e. the development of themes ,the effects that something introduced at one point has much later back and forth(Gardner 1997,p 10). Spatial intelligence. We express this intelligence through pictures, sculpture, and arranging objects. Those strong in this intelligence enjoy designing, doodling, and drawing. Some forms this intelligence takes include map interpreting and making decorating, page, layout , design and make collages .(Kaga ,kagan 1998). It concerns the ability to perceived spatial information to transform this information, and to create visual images even without original references. Blind people also can use it because it is not dependent on visual sensation for example to build mental image of their homes or figurers out routes to work. Core abilities in this intelligence are ability to build images in three dimensions (Gardner, Kornhaber, Wake 1996). The last two intelligences are the personal intelligence. Interpersonal intelligence. It is ability to interact successfully with others. Some forms of this intelligence are leadership skills, friendship skills and ability to understand strength and weaknesses points for others (Kagan, Kagan, 1998).Interpersonal intelligence makes use of core capacities to recognize and make distinctions among others feelings, belief and intention In early development of this intelligence will be ability young people to distinguish from other individuals in their environments and enable them to carry out their work (Gardner, Kornhaber, Wake 1996 p.211). Intrapersonal Intelligence. It concerns ability to understand our own feeling images, dreams, moods and states. Gardner defined the intrapersonal intelligence over the years. After frames of mind(1983), Gardner focused on the feeling life in his original conception of intrapersonal intelligence, but that he had come to stress instead, the importance of having a viable model of oneself and of being able to draw effectively upon that model in making decisions about ones life (Gardner, 1993, p.xviii). This statement reflects cognitive learning. Defining intelligence in this view ways of thinking associated with different types of information. Gardner argues that intrapersonal intelligence is human only. (Kagan, Kagan 1998). According to him, each of these seven can be observed and measured. Moreover, everyone has seven kinds of intelligences in different levels; someone might be strong in musical intelligence and poor in logical intelligence so individuals are distinguished by their particular profile of intelligences (1999, 1983). More recently, Gardner opens the door to additional candidate intelligences (naturalist, spiritual, existential and moral intelligences). Naturalist intelligence. It is ability to classify and recognize natural patterns through encounters with natural world that involve appreciation for and understand flora and fauna (Lazear.2004). It enables people to recognize certain feature of the environment. It combines a description of the core ability with a characterization of the role that many cultures value (Gardner 1999, p.48). Inclusion of naturalist intelligence appears straight forward. He has added a naturalist intelligence in his list. Spiritual intelligence. Is more complex and seem more responsible (ibid 1999). Existential intelligence. Although existential intelligence might be attractive and concern with ultimate issue, Gardner is not arranging to add it in his list .Gardner state I find the phenomenon perplexing enough and the distance from the other intelligences are vast enough to dictate prudence at least for now(ibid :66). Moral intelligence:it is a concern with those rules, behaviours and attitudes that govern the sanctity of life in particular, the sanctity of human life and in many cases, the sanctity of any other living creatures and the world they inhabit (ibid p.70). In the other hand, Sternberg`s theory comprises three parts: componential, experiential, and practical. Sternberg labelled three components the met components, performance components, and knowledge -acquisition component (Sternberg 1985). Sternberg explains that different contexts and different tasks require different kinds of intelligences. He divided his theory the three parts as follow (Sternberg, 1985). Componential/Analytical sub theory. This is the sort of thinking which involve critical and problem solving, and is usually measured by traditional tests. Unfortunately, individuals with only this type of thinking are not necessarily able to creating unique ideas of their own because analytical giftedness often is tested without other. It is involved when human being responses such as compare and contrast evaluate, Critique, explain (Sternberg 1997). Experiential/creative sub theory. This is a second kind of thinking to generate new ideas and he divided it two parts novelty and automation. A novel situation. It is ability to solve problems in different and unfamiliar ways never experienced before (Sternberg 1997). Automated .It is familiar. It has been performed multiple times with the same or other processes. Practical thinking. Deals with the mental activity involved in attaining fit to contrast . (Sternberg, 1985 p.45), and it occurs when learners apply what they know to everyday life (Howie, 2009b). This thinking is dependent on three processes. Adaptation. It occurs when someone adapt to changes around him/her (Sternberg 1985). Shaping .It occurs when someone makes changes to adapt to the real world (Sternberg 1985). Selection. It concerns when a completely new alternative environment replaced the previous one, to meet the individual`s goals (Sternberg, 1985). Most people who are successfully intelligent are not equal in these three abilities, but they find ways of making the three abilities work harmoniously together (Sternberg, 2008). Sternberg agrees with Gardner in creative or musical intelligence but in other six abilities he classified practical and analytical intelligences. In my teaching practice, I agree with Gardner and Sternberg that each student has different intelligences from others. For example, in my class I have smart student in conservation while another student is smart in writing. The intelligent student in the conservation is not needed for intelligence or stupidity in other skills because each of these intelligences is independent of other intelligences. I also agree with them that intelligences are influenced by environmental aspects for example, if person has been done a particular work in a certain country, he/she may consider smart while if he/she does the same work in other country may classify him/her as not intelligent and vice versa. From my teaching experience I have two twin girls in my class; they have lived in different environments and circumstances. I have found these girls have different intelligences from each other. This may be some evidence that environment has a big role to refigure our intelligences into development or foil. On the other hand, I agree with Gardner that intelligences divide into eight intelligences, and it is possible to add others whereas I dispute with Sternberg those intelligences are just three. In my experience, I have noticed that intelligences of the students are not only creative or practical or analytical. For example, some students do not own those three intelligences so they cannot learn practical, analytical and creative ways. Does this mean they are not smart? However, these students may have other types of intelligences as Gardner said because when I explain the lesson in other ways by signals or move my body, they understand better. This means that they have Bodily -kinaesthetic intelligence, or when I read the lesson in a melodic way, student who has musical intelligence understand better than any other ways. Therefore, I have tendency with Gardner Multiple intelligences that students have eight kinds of intelligences as I mentioned them above. Inclusion view or holistic view. Both of psychologists put tendency forwards theories with multiple abilities or intelligences, which are a much more holistic view of abilities, learning to a much more inclusive notion of how individual can be able. When Gardner`s original listing of the intelligences in frame of mind (1983).There are discussions to other possible for inclusion. After many researches Gardner reached to three possibilities: A naturalist intelligence, a spiritual intelligence and existential intelligence (Gardner 1999:52). The final one for inclusion is moral intelligence; if people accept moral intelligence then it is possible to add it. It is inclusive to add intrapersonal and interpersonal intelligences. Although he emphasises intrapersonal intelligence as near to met cognition, the non hierarchical nature of this list, he wishes to see executive function as an entity which emerge from other intelligences (ibid, 1999). Gardner points out that two people have not exactly the same profile of strengths and weakness and we can enhance any intelligence by concerted effort (Montessori, 2003). On the other hand, According to Sternberg when he did some studies in the diversity of students in different cultures, findings in these studies that students who achieve high analytical groups were mostly white and middle class, the high in creative and practical groups were not. He said when you expand the range of abilities considered, the range of student identified as gifted increase as well.(Sternberg, 2008 p.60). I agree with both theories that ability of human being is a more holistic view. Through my experience I have found that students capabilities are multiple, and they have abilities to do a lot of things. I have found some students who have natural abilities where they could learn by exploration a nature as an animals or plants around them. There are some students who have moral intelligence. This is very important to have in my religion and culture. We cannot avoid it, and I hope that Gardner add it to his list officially. There are a lot of intelligences which indicate the universality of human ability such as culinary, industrial intelligences and others. In addition the way in which intelligences present in different cultures is not limited to a certain category for example students from Europe or the Middle East or from Africa, all exhibit different kinds of intelligences. In my experience, it is possible to find creative ability in Europeans students and analytical ability in Afr ican students and vice versa. Both of them said about developing curriculum and teaching. Both of theories Gardner (1983) theory of multiple intelligences and Sternberg (1985, 1988) triarchic theory of human intelligences generate ideas and to provide feedback as the curriculums are developed. Schools have moved to organize their curriculum according to MI theory. They start to use videotapes and net works to explore abilities in students and to teach them away adapt to their potentials. MI is encouraged by the educational community in three reasons first, MI emphasizes that children have many intelligences, not just one, and these abilities are defined shaped, and combined by the environment. Second, MI focused on children. Finally, MI emphasis intelligences are different from culture to another. Many of schools focused on MI to arrange their curriculum and MI help teacher how to create ways to teach lessons to students. (Torff: 1997, 1998). Gardner`s urges that teachers must pay attention to unique intelligences profiles and individual differences when they teach their students. He believes that there are one way to teach for individual differences in intelligences profiles, teacher can teach students through taking a topic or domain and explains it in different intelligences approaches, or by using entry points to helping them grasp new material according to their intelligences ( Howie, 2009a). In addition, he argues that practical intelligence curriculum which includes two parts: The Yale portion of the curriculum, designed to teach skills used across content areas. This is taught by content teachers for two or three period per week separately. (Sternberg, Okagaki, Jackson 1990, p. 36). The Harvard portion of the curriculum, which emphasizes individual subject -matter infusion of the skills within the content class.(ibid, 1990, p. 36). According to Sternberg, teachers need to teach their students with three abilities for increasing achievements. In his view, teaching involves helping students to capitalize their strength and to correct their weaknesses. This means that teachers must use a variety of ways to teaching students some of the time, they encourage students to analyze, critical, evaluate, compare and contrast and in other times to create, imagine, invent, and other times to apply, implement and practice. Sternberg and his colleagues have carried out a study in the United States. In this study, they used the Sternberg triarchic abilities test. The children were divided into four groups : High analytical ,high creative, high practical, high in all abilities or low in all abilities, all students listened to the same introductory psychology lecture in the morning but different among them were the type of lesson in afternoon section with one approach critical, analysis, compare and contrast, second approach , i magine, discover, invent and explore, the third approach practical, apply and implement, and the fourth approach in the memory condition. They might ask to memorize the main aspects of a major theory. Their results suggest that students who were placed in afternoon sections that matched their abilities performed better than did student who attended afternoon sections mismatched (Sternberg .2008).In the other words when students learn in ways matched their abilities , they can perform better at least some of times. So a good teacher uses a variety of teaching methods which adapt with abilities of their students. Sternberg (1985) has found practical intelligence for schools PIFS curriculum is based on the four kinds of knowledge to adaptation to any environment: managing oneself, managing tasks, and working with (managing) others. Self management, the teacher and student discuss styles of thinking of student multiple intelligences (Sternberg 1988, 1990) and each student chooses own individual style which adapt with him/her. Managing tasks, which deals with topics such as put strategies to solve problems, to correct bad habits, understanding questions and taking tests. Cooperating with others (practical discussion in class, shift places with others, and solving communication problems. I agree with psychologists that the development of the curriculum must be commensurate with the needs and students capabilities. The teachers should use a variety of ways to teach students such as video, participation, collaborative groups, advanced technology and others to adapting with learners themselves. While I disagree with Sternberg that teachers use three ways to teach and assess students practical, analysis and creative because there are some students cannot understand in these three ways, does this mean they are not smart so I strongly agree with Gardner that teachers must teach students in eight ways or more. .This view is fitting with my plans in my future teaching practice and to give me a great help to understanding the capacities of the students and to help them to understand the lesson through unique profile of abilities. Each student has the right to discuss with the teacher the pedagogical approaches which best fit with him/her. This will be benefit the learning and teaching process in both the teacher and the student. In the future I will apply this theory in my teaching practice. For example, if I have class which it contains group of students, I will identify their abilities according to their responses or understandings in the class then I will teach them and assess them in ways that fit their abilities. For example, with linguistic intelligence group I may ask them to write story or to read text with correct pronunciation, mathematical intelligence group for example, I will give the numerical activities, computer programming, and solving mathematical problem, Intrapersonal intelligence group I will leave them to work by concentrating the subject themselves because they tend to work alone. I will explain the lesson by bodily movement to facilitate understanding the lesson for Bodily Kinaesthetic group. Students who have interpersonal intelligences I will learn them by putting them collaborative groups. Visual Spatial groups I will show the m visual images. Musical groups, I will read the lesson as song or may play musical instrument although this intelligence is difficult to apply in my religion because we do not have music in our schools. Nature intelligence group I will learn them outside the school in the nature environment although this intelligence also difficult as other one because we have limited time in class and we have a big number of students in the same class. Both of them consider intelligences in teaching and assessment approaches. Both of these theorists agree that teaching and assessment approaches consider in their theories but in different ways. Both of them agree that intelligence can be improved at any age the more we practice the more we become. According to Sternberg, he suggests that tests of intelligence are not complete in both sides either in applying or in design; they are not adequate in design, because they heavily depend on analytical ability and do not pay attention in practical and creative abilities. As well they are not adequate in implementation because they are predicted that ways are fixed rather than flexible (Sternberg, 2008). Sternberg and his colleagues designed studies which are the Rainbow project and SAT Reasoning test which measures practical, creative analytical skills. They tested 1,013 high schools and colleges; they gave them analytical questions as available in conventional test but also gave them crea tive and practical questions. The creative questions required from students to imagine for example, they may ask them to write new story or may show them pictures and ask them to create a story orally. The practical test required asking students to solve problems in real life as consequence their studies, there were critical findings. First, they discovered three factors on their tests one was creative thinking, a second factor was practical thinking, the third factor was multiple-choice problem solving (Sternberg, 2008). Second, they discovered that using broader tests for college admissions can enhance academic excellence. Third, they discover that they could substantially reduce ethnic-group differences on the tests. There are a lot of students from the majority group who learn in ways that are different from those who assessed from standardized tests. These children may have abilities to success in real life, but these abilities may not appear in conventional tests. There are al so other projects called Kaleidoscope project (ibid, 2008). He also adds that assessment approaches must match to each type of intelligences (Sternberg: 2000). However, in contrast, according to Gardner, he refers to the weak performance of standardised test two reasons first, test is too narrow, and it just measures linguistic and logical abilities and does not take account spatial, bodily, kinaesthetic, interpersonal, intrapersonal and musical abilities. Second, pencil and paper testing are far away from real life. The MI has driven a critique of standardized testing; it suggests alternative assessment that captures the wide range of intelligences. He opposed assessment by pencil and paper type. He points out that rather advocates building up profile by teacher observation and project. We can use contextualised assessment such as the Project Spectrum Approach which contain from variety of settings in pre schools and primary schools assessments including teacher observation and telling stories, activities and games to determine strength and weaknesses for children. As well there are other projects used as alternative teaching, learning and assessment for schools by Gardner and his colleagues such as Mather and ATLAS projects and Project Zero (Troff, 1997,1998). He suggests s that we can possess eight types of intelligence. Moreover, he believes there are probably others that we have not yet been able to test. Each of us is unique and unrepeatable. We are complex than any standard testing instrument can reveal. We must stop labelling children because labelling is an unfair practice (Lazear, 2004, 12, 16). In multiple intelligences :Howard Gardner (1993) says Now a huge body of experimental evidence exists to indicate that assessment materials designed for one target audience cannot be transported directly to another cultural setting ,there are no purely culture fair or culture build materials . Every instrument reflects its origins. There is also an accumulation of findings about the cognitive abilities of various kinds of experts. It has been shown that experts often fail on formal measures of their calculating or re asoning capacities but can be shown to exhibit precisely those some skills in the course of their ordinary work in such cases, it is instruments which purported to document the person level of competence (Gardner 1993 p.172). Gardner is concerned to help students creating unique intelligences profiles and he suggests that creating should be the main goal of intelligence testing. Furthermore, he believes that teach students in the same way and assess them only by using one kind of assessment written or standard tests are simply unfair. Students are different from each other and we must take these differences into account when we are looking to structure our schools and when we assess our students. For example, when student does not perform well on a writte

Rebellious to Responsible in John Updikes A&P Essay -- Literacy Analy

The lives we live today encompass many moral aspects that would not have been socially acceptable fifty or more years ago. John Updike’s short story, A&P, addresses these issues of societal changes through a 1960’s teenager point of view. This teenager, Sammy, spends a great deal of his time working at a local supermarket, observing customers, and imagining where his life adventures will take him. Through symbolism and setting, Updike establishes the characters and conflicts; these, in turn, evolve Sammy from an observational, ignorant teenager, promoting opposition to changing social rules, into an adult who must face reality. This short story, first published in 1961, stirs up controversy and still continues to be debated today. Although Updike intends for his writing to be simple and enjoyable, he also includes literary and cultural knowledge of the time period for readers to analyze more deeply (Saldivar N. pag.). As with A&P, Updike injects religious faith, which few Non-Catholic writers attempted during this time, in a seemingly effortless way. The supermarket A&P, the main setting of the story, was positioned â€Å"right in the middle of town† (Updike 983); a prime position accessible to all, although, generally this position was reserved for the town’s place of worship. In a way, Updike implanted this detail to be ironic. The supermarket in his story represented a â€Å"temple of modern consumerism† and was replacing a temple of worship (Wells N. pag.). To create a story that was relevant to the 1960’s, yet still encompasses issues society currently faces, demonstrates U pdike’s genius ability to engage in the enthralling world around him. The story begins through Sammy, the narrator, working at the local A&P supermarket. He not... ..., 1994. Literature Resource Center. Web. 15 Apr. 2012. †¢ Porter, M. Gilbert. "John Updike's 'A & P': The Establishment and an Emersonian Cashier." English Journal 61 (Nov. 1972): 1155-1158. Rpt. in Short Story Criticism. Ed. Anna J. Sheets. Vol. 27. Detroit: Gale Research, 1998. Literature Resource Center. Web. 15 Apr. 2012. †¢ Saldivar, Toni. "The Art Of John Updike's "A & P." Studies In Short Fiction 34.2 (1997): 215. Academic Search Premier. Web. 14 Apr. 2012. †¢ Thompson, Corey Evan. "Updike's A & P." Explicator 59.4 (2001): 215. Academic Search Premier. Web. 14 Apr. 2012. †¢ Updike, John. "A&P." Thinking and Writing About Literature. Ed. Michael Meyer. Boston: Bedford/St. Martin's, 2001. 981-86. Print. †¢ Wells, Walter. "John Updike's `A&P': A Return To Araby." Studies In Short Fiction 30.2 (1993): 127. Academic Search Premier. Web. 14 Apr. 2012.

Illegal Street Race Essay

The incident reported by AP (17 February 2008) and Vogel (17 February 2010) refers to an accident involving illegal street racing that killed eight bystanders in Prince George’s County near Washington. The killer race took place between two racers at 3 am on 16 February. According to the press reports, the two drivers had initially performed ‘burnouts’ where the cars are spun around in low gear, top acceleration but with breaks as this warms up the tires and the engines. It also creates a lot of smoke due to burnt rubber, smoke that did not go away but gathered like a shroud around 300 bystanders who had gathered to watch the race. When the racers came along the street, they could not see the crowd hidden under the smoke and one of the cars rammed into the crowd at speeds of more than 100 miles per hour, killing eight people and injuring others. Police teams that arrived after the accident used techniques of interviewing the witnesses and those injured to reconstruct the events that took place. Since identifying the victims was difficult due to the large number of bystanders, the police took digital pictures of the victims and showed them to the people to find their identities. There was no criminal motive behind the crash and the crash was not also pre-mediated murder. The report says that illegal street racing has been popular in the dark back roads of the areas since decades. Racers often modify their cars so that it runs much faster and the prize money can also be very tempting. However, the main motive for participation is the chance to brag about the win and gain a reputation among the local people (Vogel, 17 February 2010). According to RASR (22 May 2003), young people from different nations have been subjected a false portrayal in movies and computer games that illegal street racing is glamorous. Many of the games such as Need for Speed, Fast and Furious, Burnout, Grand Theft Auto and others portray such deviant behavior as racing on the streets, killing people, running over or beating policemen as an achievement. Added to this is the fact that car racing has a lot of glamour factor with speed and girls. As a result, youth would willingly take up such races if they have the chance. The motivation for the racer in many cases is to break the law and do something dangerous that people in their group appreciate. The fact that people get killed during a crash does not bother the racer and neither the fact that the racer himself may get killed. Organizations such as RASR – Racers Against Street Racing is made of professional racers who have started a campaign to make illegal street racers to stop such activities and race in legally organized track races. The important thing about legal track racing is that bystanders are safe and racers have to observe certain rules of behavior. The group is similar to many others who believe that making illegal racers to be aware of the danger is the best deterrent. Policing each and every rural road is simply not feasible. The argument about the quantum of punishment meted out to drivers of such races that crash and kill people needs some consideration. All these years, in USA, the quantum of punishment was not very strict and the killer driver would have his license impounded, the vehicle destroyed followed by a light jail sentence. However, with increasing number of illegal racing accidents, the law has become much stricter. Robert Caizalez of California and his competitor who killed 3 people in an illegal race in 2009 were sentenced to 48 years and 45 years to life. In Saudi Arabia, an illegal street racer who killed 2 people was not only sentenced to be lashed 3000 times but also 20 years jail. These laws seem very strict but they are required to act as a deterrent for illegal street racers who kill children as well as the elderly. So on the face of it; I would argue that such strict and harsh rules are important to keep the streets safe. However, the counter argument would be that the culture of creating a glamorous image of street racing through violent and deviant video games still continues unpunished. The firms that make such games are not penalized and neither is any study done on how such games influence people to take up illegal street racing. While killers should be punished, the government and the courts should empower the police force to stop the sale of such violent games. More than strict and severe sentencing, what is needed is counseling and creating an atmosphere where the racers themselves come to terms with their deeds is important. Over speeding happens every second on the road and deaths also occur but the drivers are not sentenced to 48 years to life in prison. A proper and balanced view must be taken by the honorable courts to create deterrence through strict sentencing and also through counseling.

The European Union - 1650 Words

It is true that the European Union is taking the steps to have the rebuilding of security against terrorism. The military forces have started to take the actions in order to cope with the increasing issue of terrorism. However, it is also true that the miss-conception has been formed regarding the image of Muslims in the Europe as they are being subjected to wrong treatments for the terrorist impressions as research reports that â€Å"†¦The Ministry of Defense decided to deploy 10,500 soldiers to sensitive areas, with nearly half of them assigned to the protection of the country s 717 Jewish schools†¦Ã¢â‚¬  The news has also reported the Muslims as being the angry citizens whom have presented the light of terrorism that present across the border†¦show more content†¦The current image of the Muslims portrayed by the media is wrong as they consider Muslims to be responsible for the terrorism as well, as the author Robert Leiken stated in his article as â€Å"Jiha dist networks span Europe from Poland to Portugal, thanks to the spread of radical Islam among the descendants of guest workers once recruited to shore up Europe s postwar economic miracle†¦Ã¢â‚¬ . This statement given by the article clearly shows that the element of ethos has been neglected totally in terms of the Muslims because they have been subjected directly towards the terrorism aspect irrespective of the fact that there are much evidences to support this argument or not. This is the reason why the Muslims have been subjected to suspicion treatments in countries like the United States because of the Al-Qaida experiences, which the United States previously had . According to the source, †Europe Angry Muslims†, there has been a state of anger among the people regarding the image of Muslims. This news has also reported the Muslims being the angry citizens who have presented the ray of terrorism present across the border of the United States with that of Mexico . This report has also presented the way that the Muslims are considered to be belonging from the radical Islam as stated by the author. He has tried to convince the readers and calling these

Do The Right Thing - 996 Words

Do the Right Thing The first review that I found was in the New York Times and was written by Vincent Canby. Canby starts his review by quoting Mr. Senor Love Daddy who is â€Å"doing the nasty to your ears, playing the platters that matter† and explains that this movie takes place on the hottest day of the summer. â€Å"Do the Right Thing† stars Spike Lee, who is able to direct and star in this movie â€Å"without compromising his position as an aggressively outspoken advocate of black rights.† The whole story of this movie takes place within a 24-hour period, on the hottest day of the year. During this time â€Å"tempers fray, kidding turns mean, long-hidden bigotry becomes manifested and violence explodes in and around Sal’s Famous Pizzeria.† Canby makes sure to make Lee’s opinion heard when he talks about how this explosion of emotions was in no way a jab at a group of whites attacking a group of blacks who had â€Å"invaded their territory.† Lee is described as having a big screen presence even though he is so small and thin. The move as a whole is described as being full of â€Å"character, color, incident and music.† Canby spends a large part of this review talking about how Lee present controversial topics in both his movie and in real life. Lee showed up to the screening of this moving in a Malcolm X t-shirt and made it clear that the day this movie was shown, was the day that would have been Malcolm’s 64th birthday. Lee was also quoted saying that it is not the job of moviemakers theseShow MoreRelatedDo The Right Thing?1523 Words   |  7 PagesDo The Right Thing (1989) is a classic film written, produced, and directed by Spike Lee. The focus on the movie is set on racial issues, and the entire movie takes place on the hottest day of the year in the Bed-Stuy section of Brooklyn. Lee does an incredible job demonstrating the tautness between the races on the block specifically among the African Ameri can race and American Italian race. Lee’s use of symbolism among the characters, mise-en-scene, and shot composition in his film Do The RightRead More Do The Right Thing Essay537 Words   |  3 Pages Director and actor Spike Lee presents his quot;truthquot; about race relations in his movie Do the Right Thing. The film exhibits the spectacle of black discrimination and racial altercations. Through serious, angry, and loud sounds, Lee stays true to the ethnicity of his characters, all of which reflect their own individualism. Lee uses insulting diction and intense scenes to show how severe racism can lead to violence. The disturbing scene where different nationalities badger their opinionsRead MoreEthics- Do the Right Thing615 Words   |  3 Pagesand it could lead to more problems instead of solving the current situation. It is always better to nip the problem from the bud, instead of letting it grow and allowing it to torment everyone. 2. In moral subjectivism context, Mookie did the right thing, as he was enraged by the death of, Radio Raheem, a fellow black man, and so did everybody else. However in this case, everybody was reacting strongly instead of responding according to the situation. Everybody was selfishly warped into their ownRead MoreUnderstanding Do The Right Thing1250 Words   |  5 PagesUnderstanding Do the Right Thing While the 1970’s and 80’s marked a decline in movies featuring black actors and a lack of black directors, the mid 1980’s through the 1990’s invited a new generation of filmmakers and rappers, engaging with the â€Å"New Jack† image, transforming the Ghettos of yesteryears into the hood of today. A major director that emerged during this time was Spike Lee. According to Paula Massood’s book titled, Black City Cinema, African American Urban Experiences in Film, â€Å"†¦Lee notRead MoreAnalysis Of Do The Right Thing 2522 Words   |  11 Pageswhat is in desperate need for change, which means that a decision must be made every time one comes upon their reflection— accept what is seen or take the steps to make the change. Spike Lee gave the world a mirror when he created the film â€Å"Do the Right Thing.† He showed the world exactly much change is needed. The body of society is wrinkled with centuries of injustice, scarred with generations of suffering, and burdened with lifetimes of painful memories. Society is in need of healing. Lee showsRead MoreAnalysis Of Do The Right Thing 2522 Words   |  11 Pageswhat is in desperate need for change, which means that a decision must be made every time one comes upon their reflection— accept what is seen or take the steps to make the change. Spike Lee gave the world a mirror when he created the film â€Å"Do the Right Thing.† He showed the world exactly much change is needed. The body of society is wrinkled with centuries of injustice, scarred with generations of suffering, and burdened with lifetimes of painful memories. Society is in need of healing. Lee showsRead MoreDo The Right Thing : Racial Conflict1870 Words   |  8 Pageschallenge the ignorant basis of racial conflict. Spike Lee’s film, Do the Right Thing, connects with this concept of racial conflict that is so foreign to my past. Through the application of my social and pol itical views, I will demonstrate how Spike Lee’s film is difficult for me to relate to and, in my opinion, conveys a misleading message. Granted, I come from a place much different than that which is portrayed in Do the Right Thing, my beliefs and experiences have developed an interesting lens byRead MoreDo The Right Thing : Pop Culture2587 Words   |  11 PagesDo the Right Thing: Pop Culture at its Best When we think of pop culture, especially in movies we think of celebrities, fashion, and tag lines. While Do the Right Thing (DTRT) by Spike Lee has maybe one of those, but its powerful themes, characters and presentation turned it into one of the most notable films ever. It heavily employs the interactionist approach by showing different cultures interacting with one another, and making major points of their own stereotypical racial biases, bigotry andRead MoreDo the Right Thing Film Analysis1096 Words   |  5 Pagesï » ¿Do the Right Thing Film Analysis â€Å"Violence as a way of achieving racial justice is both impractical and immoral. It is impractical because it is a descending spiral ending in destruction for all.†(Martin Luther King Jr.). Violence and racism are both important motifs in, Do the Right Thing (Lee, 1989). They are prominent in almost every scene of the film and lead to the climax when Radio Raheem is killed by the police. Spike Lee used many different directorial techniques in his movie. Heat andRead MoreEssay about Do the right thing1071 Words   |  5 Pagesand Malcolm X. Then there is Mooky’s Puerto Rican girlfriend, who is raising their son and constantly nagging Mooky for being a deadbeat father. We also meet The Mayor, an alcoholic, elderly man who wanders the street looking for any type of chores to do in exchange for a small about of money. Lee’s choice of characters and actors seems noticeably ideal. Each character is full of life and more importantly each is an individual. Each cha racter is created to retell a part of our society that we sometimes

How Technology Is Used Inside A Hard Drive - 1240 Words

In module 3 there were 3 chapters and the first chapter I will be recapping is chapter 6. Chapter 6 was about technologies used inside a hard drive. It also explained how a computer communicates with a hard drive. When we discussed the different technologies in a hard drive, there are 3 sizes that a hard disk drive which are 2.5† for laptop computers, 3.5 for desktops and 1.8 for low-end laptops. When we talk about the several types of drives there are 3 that were discussed. The first type is solid state drive or solid state device. When we talk about this drive there are no moving parts, it is built using nonvolatile flash memory stored on electronically erasable programmable read only memory chips. Also, the memory in a solid-state†¦show more content†¦When we talk about these technologies the size of each sector and total number of sectors determine drive capacity. The last type of technology is S.M.A.R.T. This acronym stands for self-monitoring analysis and reporting technology. This technology is used to predict when a drive is likely to fail. Now I am going to talk about chapter 7 which is about installing and supporting input and output devices. Before I start stalking about the installing and supporting, I would like to take some time to talk about the principles for supporting devices. Input and output devices may be internal or external. Every device is measured by software. The best guide for installation and support is the guide from the manufacturer. Some devices may also need application software. Also, when talking about the principles a device is no faster than the port or slot it is designed for. You should use an administrator account in Windows. If any problems come about they are sometimes solved by updating drivers or firmware. You should install only one device at a time. The device Manager is a primary Windows tool for managing hardware and when you use the device manager you will be able to disable or enable a device, update its drivers, uninstall a device and undo a driver update which is also called a driver rollback. Now I am going to talk about installing input and output devices. When it comes to simple input devices, we have the common mouse and keyboard. These devices canShow MoreRelatedStudent: Hard Disk Drive and Word Processor Essay616 Words   |  3 Pagesapproximately 106 bytes? 3. Which answer lists the correct number of bits associated with each term? 4. Which of the following answers are true about random-access memory (RAM) as it is normally used inside a personal computer? (Two answers) 5. This chapter describes the concepts behind how a CPU reads the contents from RAM. Which of the following is true about the process of read data, as described in the chapter? 6. A user had opened a word processor, typed the numbers 123456789, andRead MoreIs Cloud Security Isn t Enough?828 Words   |  4 Pagesof troy. Little did the people of Troy know, a large number of soldiers were hiding inside. When the people of troy took the horse inside their castle, the soldiers obliterated the city. This same method is used with viruses. A user downloads a program or piece of software that they need, but harmful code is hidden inside the program. Let’s say I downloaded a game from the internet that had a Trojan horse inside of it. The game may actually run and function fully, however, it could be secretly loggingRead MoreNT1210- Unit 1 Assignment 1 Essay847 Words   |  4 Pagesbits associated with each term? c. 64 bits per quadruple word 4. Which of the following answers are true about random-access memory (RAM) as it is normally used inside a personal computer? (Choose two answers.) a. Used for short-term memory e. Is installed onto the motherboard 5. 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Even if it relates most with many computer crimes computer forensics still can be used in civilian cases. The purpose of this essay is discuss how practice of Computer forensics originated, the challenges it faces, how it is used to help in the investigation of a crime and some examples of cases, and finally where the future of this technology is headed. In the 1980’s it had become easy for the public to get their hands on a computer system â€Å"As a result of thisRead MoreThe Daunting Task of Buying a Computer877 Words   |  3 Pagesdepending on your needs. The process can be simplified by determining what your primary use for the computer will be and picking specific components geared towards your use. The main components that one must select from is the CPU, Video Card, Hard Drive, and Memory or RAM as its known in the Tech world. The CPU is an acronym for the Central Processing Unit. The CPU is the brains of the computer, where all the calculations take place. The faster the CPU, the faster your computer will run,Read MoreNt1210 Chapter 1 Review Essay1331 Words   |  6 Pagesthe correct number of bits associated with each term? C. 64 bits per quadruple word 4. Which of the following are true about random-access memory (RAM) as it is normally used inside a personal computer? A.Used for short term memory E. Is installed on the motherboard 5. This chapter describes the concepts behind how a CPU reads the contents from RAM. Which of the following is true about the process of read data. As described in the chapter? A.The CPU tells the RAM which address holds dataRead MoreThanks to the Internet, Computers are Mainstream1699 Words   |  7 Pagesnew CPU and powered the system up with no heatsink at all, it may be too late for the CPU, fortunately this was not our case. My second failed attempted was one that is an embarrassment. You see lights on the computer case, hear fans running from inside, and even hear sounds of your OS loading, but nothing at all shows up on your screen. There could be several reasons why my monitor wasn’t displaying information. But before I began more complicated and time consuming troubleshooting with the restRead More History of the Sony Playstation Essay examples819 Words   |  4 Pagesrevolutionary Playstation. Right now their Playstation 3 is in circulation throughout the world, but prior to last year there was the original Playstation, and Playstation 2. This was the first video game system that used CD’s as disks for their games, instead of the usual cartridges used by Nintendo, Sega, Atari, and many other companies. It started off as a collaboration with Sony and Nintendo in 1988 trying to create an extension to Nintendo’s console Super Nintendo called the Super Disk, since mostRead MoreA Br ief Note On The Twisted Pair Cables1158 Words   |  5 PagesShielded Twisted Pair Cables have a very thin wire mesh that shield and protect the transmission. STP cables are used for the older phone networks, as well as data and network communications which are clearer and have less interference with the outside. Whereas Unshielded Twisted Pair Cables have no wire mesh and are therefore not protecting the transmission in the wiring. UTPs are mainly used for Local Area Networks (LAN) as well as telephone connections, however these are more vulnerable than STPs (Shielded

The Recidivism of Homicide Offenders Prisoners Law

Question: Describe about The Recidivism of Homicide Offenders for Prisoners Law. Answer: Introduction Recidivism Recidivism refers to the behavior of an individual repeating an act of behaviors that are undesirable, even after experiencing the negative consequences of engaging in the behavior. Recidivism in Australian Recidivism is rampant in Australia with 42% of prisoners released during the 2011-2012 returning under sentence within 2 years. In Australia, about two in every three prisoners will have been imprisoned in the past. About one in four of Australian prisoners will be reconvicted within three months of being released from the prison. The rates of recidivism in Australian regardless of how they are measured seem reasonably consistent over time. Approximately fifty percent of Australian adults police arrestees will have been arrested at least one in the last twelve months and about one in five will have spent time in prison in the last twelve months. Between fifty and sixty percent of the Australian adults police arrestees will be rearrested at least once within ten years even though the likelihood of arrest is highest within the first 2 years. Approximately two out of three Australian adult offenders appearing before the courts of laws will have been convicted in the past and one in five sentenced to prison in the past. About 15% of the Australian adults offenders released from community corrections will go back to the community within 2 years. Reoffending in Australia climaxes in the mid to late teenage years and the likelihood of being a recidivist is highest between the ages of 21 and 17 years of age, and declines into adulthood. Rate and Comparison The Australian rate of recidivism is as high as 42% in comparison to the United States which has about 76.6% of those released getting back to prison within five years. In the United States, about two-thirds (67.8%) of people released get back to prison within three years in comparison to between 35% and 41% of the prisoners in Australia being reimprisoned within 2 years of being released. Victorias rate of return prison (39.5%) which is lower than that of Australia average. On other hand , the Northern territory has the highest rate of recidivism to prison at 51.7% while the New South Wales have proportion recidivism rate of 45.8% which is higher than Australian. The rate of Queensland has the recidivism rate of 39.5% and the Tasmania has recidivism of 39.0%. These percentages can be illustrated by the fugue one below. The percentage of prisoners freed during 2011-2012 getting back to prison within two years of release (recidivism to prison) Background Most prisons in Australia are holding prisoners who at one time committed the same offense that they are incarcerated for. One of the major reasons for the increase in recidivism is based on the fact that the Australian correction system does not have policies aimed at deterring people from committing a crime, but it reinforces the behavior of the offender. This is because the Australian correctional system does not emphasize on addressing the problems that lead to incarceration, and it places burden on the police department and the judicial system to remove offenders from the streets, as opposed to helping these offenders to become law abiding citizens (Mears, Cochran and Cullen 2015). It is because of these facts that recidivism is a problem in the criminal justice system of Australia. Furthermore, a number of social and economic factors play a role in increasing the rates of recidivism in Australia. Examples include poverty, inadequate housing facilities and inability to meet some of the basic needs of an individual. Additionally, the policies of the criminal justice system in Australia have not been efficient in reducing recidivism, because some of the policies make it difficult for the offender to get a job, once he has been released from prison (Mitchell et al 2012). Examples of such policies include suspending their driving licenses and maintaining a prior record of crime that makes it difficult for these offenders to be successfully integrated back into the community. Hence, these offenders will definitely resort back to crime. The number of prisoners in Australia who have been arrested and incarcerated for re-offending is very high. For instance, statistics indicates that 50% of prisoners, who are currently in Australian jails, have been imprisoned before (Dwyer 2016). Therefore, they are repeat prisoners. This figure is very high, when compared to the rates of recidivism in the United States. The comparison is made to the United States because; the US has some of the highest crime rates in the world. However, the rates of re-offending in the United States stands at 24.4%; this is in comparison to 50% in Australia (Dwyer 2016). In Australia, the people who are vulnerable to recidivism are young people, who are between 10 to 13 years old. Their rate of recidivism stands at 70%. This is a very high rate, and it signifies the failure of the government policies to efficiently address the problems that these children are facing (Giles 2016). These problems are social and economic problems. For instance, some of the children who are found to be committing crime are always involved in taking drugs (Lockwood, Nally, and Ho 2016). This is a social problem that is facing Australia; hence, the best method of solving the problem is to ensure that it is difficult for young people to access the drugs, and they pass through a rehabilitation program that does not focus on punishing these children, but helping them to overcome their drug addictions (Skeem et al 2014). The problems that are affecting young offenders are the same problems that affect adult offenders, resulting to the overcrowding of Australian prisons. Therefore, it is important to assert that the best strategies that can help to reduce the problem of recidivism, should center on fighting poverty and ensuring that people do not easily access drugs that are harmful to their health (Di Tella and Schargrodsky, 2013). However, these policies may not efficient if other stakeholders in the criminal justice system do not cooperate with the government. This is because reduction of poverty and regulating the social system in Australia is a function of the federal and provincial governments. On the other hand, the criminal justice system can come up with its own policies aimed at reducing the problem of recidivism in Australia There are a number of policies and factors that can help to reduce the problem of re-offending. These includes training prisoners on skills that they can use to sustain themselves, once they come out of prison, or even, if they are allowed to study while in prison (Durose, Cooper and Snyder 2014). However, these are some of the oldest methods used to rehabilitate prisoners; hence scholars suggest new methods that can complement the mentioned methods. One of the methods that has been identified, and can be efficient in solving the problem of re-offending is the use of peer mentors. For instance, the use of peer mentoring has achieved great success in countries such as Sweden and the Republic of Ireland in reducing the problem of recidivism. Under this concept of peer mentoring, there is a need of identifying ex-prisoners who are fully rehabilitated, so that they may help their peers who are in prison. They are to provide advice to their peers, on the best methods they can use to be fully integrated back into the society (Rice and Harris 2013). It is important to explain that only the person who has once served a prison sentence can understand what these other people are facing; hence, they are better suited to give a reliable advice that can help in reducing the chances of recidivism in Australia (White, Nemelka and Floyd 2015). It is important to explain that prisoners are likely to respond to the advice of their peers, as opposed to the advice of wardens and law enforcement officers. Therefore, the use of peer mentoring might be one of the most efficient methods to use in reducing the high rates of recidivism in Australia. Reformed prisoners will have a chance to contribute to the society, because of their initiatives of helping convicts to overcome crime once released. In fact, it is the use of peer mentoring that United States, one of the countries that has a high crime rate, is able to reduce the rates of re-offenders in the country. Discussion The peer mentoring system will involve the use of ex-convicts who are trained as positive role model to the young men and women who are incarcerated. Under this program, a mentor will be assigned to specific prisons and inmates for purposes of talking to them, telling them his life story, and explaining to them the importance of obeying the law, and living a positive life in the society. While providing the mentorship services, the mentor must be working under the supervision of a senior law enforcement officer, who should offer guidance and monitor the conduct of the prisoners who are being mentored (Gallagher et al 2015). Furthermore, it is important to assert that the mentorship program should cover training on self-belief, skills, motivation and focus. It is important to explain that having a positive role model is one of the best and most powerful methods of preventing re-offending. This is because a mentor is an example of success, and prisoners will identify with him, because he has also passed through the same system and he understands their fears and their vulnerabilities. However, ion as much as mentors will play an important role in determining the success of the full rehabilitation of prisoners, there are certain criteria that a mentor must meet, before he is given a chance to engage in the mentorship program. The first criteria, is that the mentor must be free from using illicit drugs (Durose and Markman 2015). Furthermore, the mentor must not be a drug addict, as drug addiction is a problem, and it is not an example of positive living. Additional, the mentor must be having a stable life, and a [positive attitude towards other people. He must also have stopped engaging in crime. It is only a mentor who has the above qualifications can manage to earn the respect of the offenders. Therefore, without the respect of these offenders, chances of a mentor achie ving success during the mentorship program are low. In a study carried out by Listwan et al (2013) in the United States, results indicate that counseling has the greatest impact in reducing cases of recidivism. For instance, in the United States, counseling sessions have the impact of reducing re-offending by 13%. This is closely followed by skill building programs, which reduced instance of recidivism by 12% and multiple coordinated services that had an impact in reducing cases of recidivism by 12%. Furthermore, it is important to assert that the mentorship sessions which were the most efficient and had positive results were group based mentorship programs (Mohammed and Mohamed 2015). From these results, it is possible to denote that the best method that the Australian department of correctional services can reduce the negative impacts of recidivism is through the use of group based mentorship programs. The correctional officers and policy formulators can learn from this study that discipline interventions did not have an impact of reducing the occurrence of recidivism. In fact, Listwan et al (2013) explains that in areas where a punitive approach was used for purposes of correcting offenders, there was an increase of instances of recidivism by 8%. Furthermore, deterrence interventions had an impact of reducing instances of recidivism by 2%. Therefore, these results provide a proof that it is easier to reduce instances of recidivism through the use of mentorship programs. This is as opposed to the use of punitive and deterrence interventions. The Australian government can learn from these studies, and carry out their own independent research and case study analysis on countries that have adopted the mentorship programs as their official policy of rehabilitating offenders, so that the government can judge whether the policy is efficient, and can be applied in Australia. Examples of solutions from Australian Literature The police operation have been evaluated in Australian in 2004 by the AIC study that examined the effectiveness of Australian Federal Police operation in the Australian Capital Territory. The outcome of this research showed that by targeting recidivist property offenders, police could potentially have a real impact in the reduction of property crime rates mainly via the incapacitation effects of incarceration. Another example relates to the evaluation of drug court undertaken in western Australian in 2003 by UWA CRC. The result showed that the drug court program did not have a significant impact in reducing the reoffending even though latest studies have illustrated that they have a positive effect. Conclusion Recidivism is a problem in Australia, and this is because 50% of incarcerated people are repeat offenders. Furthermore, young adults are the people who are most vulnerable to re-offending. There are a number of reasons that emerge, which explain the reasons for an increase of recidivism in Australia (Broadhurst et al 2016). Some of these reasons include poverty and poor social conditions. However, these are not the main reasons for an increased rate of re-offending in Australia. Furthermore, reduction of poverty and improving the social conditions of offenders and people in Australia is not within the scope of correctional service officers. This is the responsibility of the federal and provincial governments (Schmidt and Witte 2012). However, correctional officers can learn from countries such as Sweden and the United States, and develop a mentorship program, where ex-convicts will come and mentor the existing convicts. These mentorship programs are a success in these countries, and an example is the United States, where the prison mentorship programs have led to a reduction of 13% of circumstances of recidivism in the country (Davis et al 2014). However, while coming up with a prison mentorship program, caution should be taken, to ensure that only reformed prisoners are allowed to offer mentorship services. This is because they will become positive role models to their peers. On the other hand, punitive and deterrence policies do not achieve the desired results of reducing the rates of crime. In fact, these policies lead to an increase in the rates of crime. This is because convicts will still seek to engage in crime after they have left the prison. They do not have any motivating factor that will prevent them from committing crime. Recommendations For purposes of reducing the rates of recidivism in Australia, the department of correctional service should introduce mentorship programs. The department should look for reformed prisoners, who have not committed a crime, for a period of five years. The department should train these people on counseling services; hence, imparting counseling skills to them. These people should use the imparted skills, for purposes of counseling their peers in the prisons. Furthermore, to achieve efficiency through this method, the department should carry out a case study, and analyze the manner which countries such as United States and Sweden have managed to reduce the rates of re-offending, through the use of peer counselors. The government should learn from these countries and implement the policy on a wider scale in Australia. The policy should be a governmental policy, with legislations in place that will provide guidance on the manner which correctional officers should implement the policy. References Broadhurst, R., Maller, R., Maller, M. and Bouhours, B., 2016. The Recidivism of Homicide Offenders in Western Australia.Available at SSRN 2712091. Davis, L.M., Steele, J.L., Bozick, R., Williams, M., Turner, S., Miles, J.N., Saunders, J. and Steinberg, P.S., 2014. Correctional Education in the United States. Di Tella, R. and Schargrodsky, E., 2013. Criminal recidivism after prison and electronic monitoring.Journal of Political Economy,121(1), pp.28-73. Durose, M. and Markman, J., 2015. Using a Multistate Perspective To Examine Recidivism Outcomes. Durose, M.R., Cooper, A.D. and Snyder, H.N., 2014. Recidivism of Prisoners Released in 30 States in 2005: Patterns from 2005 to 2010.Washington, DC: Bureau of Justice Statistics,28. Dwyer, V. 2016.Could Prison Mentors Reduce Australia's Sky High Recidivism Rates? | VICE | Australia. [online] VICE. Available at: https://www.vice.com/en_au/read/could-prison-mentors-reduce-australias-sky-high-recidivism-rates [Accessed 27 Oct. 2016]. Gallagher, J.R., Nordberg, A., Deranek, M.S., Ivory, E., Carlton, J. and Miller, J.W., 2015. Predicting termination from drug court and comparing recidivism patterns: Treating substance use disorders in criminal justice settings.Alcoholism Treatment Quarterly,33(1), pp.28-43. Giles, M., 2016. Study in prison reduces recidivism and welfare dependence: A case study from Western Australia 2005-2010.Trends and Issues in Crime and Criminal Justice, (514), p.1. Listwan, S.J., Sullivan, C.J., Agnew, R., Cullen, F.T. and Colvin, M., 2013. The pains of imprisonment revisited: The impact of strain on inmate recidivism.Justice Quarterly,30(1), pp.144-168. Lockwood, S.K., Nally, J.M. and Ho, T., 2016. Race, Education, Employment, and Recidivism among Offenders in the United States: An Exploration of Complex Issues in the Indianapolis Metropolitan Area.International Journal of Criminal Justice Sciences,11(1). Mears, D.P., Cochran, J.C. and Cullen, F.T., 2015. We are still largely in the dark as to whether incarceration reduces recidivism.USAppAmerican Politics and Policy Blog. Miller, M., Drake, E. and Nafziger, M., 2013.What works to reduce recidivism by domestic violence offenders?. Washington State Institute for Public Policy. Mitchell, O., Wilson, D.B., Eggers, A. and MacKenzie, D.L., 2012. Assessing the effectiveness of drug courts on recidivism: A meta-analytic review of traditional and non-traditional drug courts.Journal of Criminal Justice,40(1), pp.60-71. Mohammed, H. and Mohamed, W.A.W., 2015. Reducing Recidivism Rates through Vocational Education and Training.Procedia-Social and Behavioral Sciences,204, pp.272-276. Rice, M.E. and Harris, G.T., 2013. Psychopathy and violent recidivism.Handbook on psychopathy and law, pp.231-249. Schmidt, P. and Witte, A., 2012.Predicting recidivism using survival models. Springer Science Business Media. Skeem, J.L., Winter, E., Kennealy, P.J., Louden, J.E. and Tatar II, J.R., 2014. Offenders with mental illness have criminogenic needs, too: Toward recidivism reduction.Law and human behavior,38(3), p.212. White, G., Nemelka, I. and Floyd, J., 2015. Mandatory Minimum Sentencing Laws Affect on Recidivism. https://www.aic.gov.au/media_library/publications/rpp/80/rpp080.pdf