Job opportunities Essay Example | Topics and Well Written Essays - 750 words

Job opportunities - Essay Example Theories are essential d. Determination, perseverance and diligence IV. Importance of training a. Training with good performers b. Training to be observant c. Training to be cautious d. Training with my communication skills V. Conclusion a. Job opportunities b. Emphasis on importance of education c. Emphasis on importance of training d. Continuing studies As a child, I always dreamed of flying an aircraft one day. I often stood in awe looking up to the sky whenever a plane flew by our place and this stirred my desire even more to be in one of the planes that will fly by our place in the future. I have always been fascinated by planes so that whenever my father told me to buy something as a present, I always asked for a toy plane. I remember removing the parts of my toys, studying how they are made, looking into the inside parts to satisfy my curiosity. Sometimes, I have to keep my toy planes because I cannot put back the parts anymore but there are other times that I successfully man age to reassemble my toys and during those times, I always felt good about myself. This further strengthened my dream to someday work with planes. Airplanes always fascinated me from my childhood days until this time. When I grew older, I stepped up from just playing with toy planes to looking up books about planes and reading them, devouring every information like it was the only food that would sate me. I collected pictures of planes because I can compare the different designs. Looking at photographs, I was amazed even more at how large planes could really be in contrast to the toy cars that I have been used to holding. I understood through the photographs that the planes could be a lot bigger than the people who make them and this struck me so much I have spent more time thinking about how people could create an enormous craft that could carry many people and still be able to lift itself higher than the birds which have nothing to carry but themselves. These circumstances helped me to decide to take aviation engineering in order for me to reach my dreams. Luckily, my parents are very supportive of me and I take it as a great privilege for them to have sent me to a good school where they believe I can earn the knowledge and training necessary for me to succeed in my plans. My education is the first that I have considered in the achievement of my dreams because it is very essential. I know that through education, I can gain the necessary knowledge I should possess in order for me to be able to competently perform my duties as an aviation engineer. The theories that are learned in school definitely are better understood with the help of the different professors and engineers who have the wealth of information and experience. This is the reason why I chose to enroll in a respected school because I believe that the school defines the quality of education provided to students. As a student, I am doing my best to learn the theories related to aviation engineering. There are many difficulties presented through the process but I am determined to finish my studies as a product of my perseverance and diligence. I am reading more books than ever to enrich my knowledge and to widen the scope of information I am receiving from my professors. I am working more intently on my mathematical and drafting skills because they are needed in the course and in my future job. Theories are not always enough in learning so as a part of my preparations; I look forward to training with good performers in the field of

Philosophy of life Essay Example for Free

Philosophy of life Essay What is the meaning of life? The answer to this question has sought over since mankind became capable of exercising their brain capacity past a level of primal instinct. In general life is rather meaningless, we all simply exist together on this planet. But before one dwells on the pointlessness of human existence, they should think about the purpose of each individual person in our society. We create goals for ourselves; we all have a role to play in our society. In a sense, we choose our future and in doing so, give ourselves a purpose to live. The purpose of human existence in general may be absent, but in our society and through our goals and achievements, I believe each individual creates their own purpose. Through one question I realized this great truth: what do you want to be when you grow up? For the longest time, I didn’t know what I wanted to be when I grew up. What did it matter to me anyway? I was a kid (well, I suppose I still am) and didn’t like any of the generic jobs they told us about in elementary school. Police force, teachers, fireman, none of them interested me. Then, in middle school, my life changed, a lot. I got completely new friends, after the old ones left me behind. I slowly started to become more and more enclosed, I spent most of my time out of school alone. As I developed into this over-dramatic teenage state, life suddenly became meaningless. I would often find myself sitting bored in my room, mindlessly surfing the internet or playing videogames. I slowly started to hate it; it was like I could feel my brain melting inside my head. I needed to find a more constructive hobby, and so I found myself musical instruments and started creating more and more music every day. Music became my life and from then on, I knew that my goal, the meaning of my life, was to become a musician. I believe that life was meant to be enjoyed; nobody wants to spend their life in a dead end job. After all, just how much meaning is in an unhappy life? Just ask Monty Python’s John Cleese, who states, â€Å"If I had not gone into Monty Python, I probably would have stuck to my original plan to graduate and become a chartered accountant, or perhaps a barrister lawyer, and gotten a nice house in the suburbs with a nice wife and kids, and gotten a country club membership, and then I would have killed myself. † I find this quote strongly inspiring because instead of choosing a highly respectable, well paying job and living a comfortable life, he choose to work with some of most popular men to ever wear woman’s clothing. Comedy is what he finds gives meaning to his life, and although his second choices would have been nice, Cleese didn’t find as much value in them as he did in Monty Python. Perhaps life itself is meaningless, but I believe it doesn’t have to be. I believe that a happy life is a meaningful one. I believe that mankind may not collectively have a reason for existence or a common goal, but each individual certainly does. I believe that each and every person has to create their own reason to live, instead of waiting for that reason to come to them, or they must just find themselves waiting forever.

Pregnancy and Juno Essay Example for Free

Pregnancy and Juno Essay The protagonist of the film is 16-year-old, Juno MacGuff. Juno has to face the dilemmas of an unexpected pregnancy. She finds what seems to be the perfect adoption couple, but when her adoption plans take a turn for disaster, Juno must dig herself out of her sticky situation and do what’s best for her baby. At the start of the film, Juno decides to have unprotected sex with her close friend, Paulie Bleeker. Her choice to have un-protected sex is a choice she hasn’t taken into a whole lot of consideration, consequently leading Juno to becoming pregnant. The mise-en-scene at the start of the film shows us how Juno now feels about her pregnancy. Juno stands across from the armchair Bleeker and she had sex on, while a voice over says, ‘It started with a chair. ’ The armchair seems much larger than Juno even though they are about the same size. The chair represents Juno’s sudden pregnancy, something dominant, something overwhelming her. Juno looks small in comparison to the chair, showing us that she feels small, insignificant and weak. New Zealand has a shocking teen pregnancy rate, with 3,800 babies born to teens throughout the country every year. Teenagers who have sex without using protection may not expect to end up with a pregnancy, because they naively believe that the chances of a pregnancy are too slim for it to happen to them. When a teen becomes pregnant they can be left in a position of helplessness because they were never prepared to deal with a baby. This is the consequence of not being careful enough and not protecting yourself when aving sex, something that Juno has to deal with. Juno plans to quickly get rid of the baby by arranging an abortion. Juno goes to the clinic where she meets a Soo-Chin, fellow classmate, who is holding an anti abortion sign in the clinic car park. Soo-Chin tells Juno that her baby is well alive inside of her, and has even grown fingernails. Juno finds this interesting, but continues into the clinic. She waits for her appointment inside, but as she is waiting, the reality t hat her baby is in-fact alive inside her scares Juno into canceling her abortion. This is shown by the added foley sound effect of people’s fingernails inside the clinic. As Juno waits she hears the sounds of people’s fingernails drumming, filing and scratching reminding her that her own baby already has fingernails. The sound of the fingernails starts to resemble a pulse, making Juno feel uncomfortable and nervous, causing her to run out of the clinic. Juno later arranges a closed adoption instead of an abortion. Many pregnant teens who choose not to abort do so because they do not want to cause pain to the baby living inside of them. This choice means that they have to carry on with the pregnancy at their tender age. They later keep the baby or adopt out likewise to Juno. Juno chooses a couple, Mark and Vanessa, who seem like the perfect parents for Juno’s child, and so Juno arranges a closed adoption. But nearing the end of Juno’s pregnancy, she discovers that Mark plans on leaving Vanessa, throwing all of Juno’s adoption plans away. Juno becomes distraught; but even without Mark in the picture, Juno realizes that Vanessa is dedicated enough to love and care for the baby. This is shown to us by the technique of the bird’s-eye view, when Juno and her friend are at the mall, and spot Vanessa. Juno looks down at her from above, almost as if she was assessing her, and sees that Vanessa naturally has a way with children. Juno writes a note to Vanessa saying that she is still up for the adoption if Vanessa is too. We see that the carefully thought out choice that Juno makes turns out positively, as Vanessa gets the child that she’s always wanted, and Juno’s life settles again. The use of set shows us that the dilemma has concluded, as we see a rocking chair, with a voiceover that says ‘It ended with a chair. ’ Vanessa’s room is cluttered and her clothing is very casual, showing that she has finally let go of her proper, uptight self. The mise-en-scene of the very final scene also shows us that Juno’s choice resulted well, as Juno and Bleeker are seated opposite each other. They are in complete symmetry and are of equal size, showing us that they are both in harmony and all is well. Adoption is a process growing in popularity in today’s society. It can be very convenient for both sides of the adoption. People who desperately want their own children and cannot have any can adopt someone else’s child, giving the child a nurturing home that the child probably wouldn’t have gotten otherwise. The biological parent of the adopted child is probably unable to provide a nurturing home for the child, or not at an age where parenting is an option. So the choice of adoption becomes convenient for them, knowing that their child will go to someone else who will love them and will be able to take very good care of them. Many techniques help build up the important idea that all of our actions will have consequences. We see that sometimes, spontaneous choices can lead to unexpected, negative results, such as Juno’s pregnancy. We see that sometimes, our gut feeling or instinct can change our choices, like when Juno decides not to abort her baby. Juno also shows us that choices that are thought out will usually turn out for the better, an example we see from the ending of the film. Because the teen pregnancy rate in New Zealand is one of the highest in the world, Juno is an easily relatable film for teenagers in our country, who may even learn a thing or two from watching Juno’s situation play out before us. This is why the film Juno is such a successful and charming watch. Great – apart from a couple of inaccuracies and a suggestion or two that I have made in-text, this is definitely working towards Excellence level.

Case Study of Probation and Risk Management

Case Study of Probation and Risk Management Introduction The report is being completed to ensure the offender in question will cause no harm to himself or the community. Mr Jones will be released in 6 months after serving the minimum term required. Currently awaiting help from staff involved with the Through the Gate (TTG) programme (Ministry of Justice, 2014) to help with the transition, this will be his first point of contact once released. As the offence carried out by Mr Jones incorporated a violent act the HCR-20 will be used. This tool is appropriate for the offence committed by Mr Jones as the HCR-20 is designed specifically for violent offending and is a psychological decision-making tool, used throughout forensic settings (Douglas, Hart, Webster, Belfrage, Guy, Vilson, 2014). He was sentenced for causing Grievous Bodily Harm (GBH) to his neighbour and has prior motive for the use of GBH when he attacked his girlfriend, he received a community order for said offence. HCR-20 v3 H1: Presence=Yes, Relevance=High Mr. Jones first expressed violence towards a family pet at the age of 13. There is a link between childhood animal cruelty and offending (Holoyda Newman, 2016; Plant, Van Schaik, Gullone and Flynn, 2016). He often threw items around the house when angry and he was often suspended from school due to fighting. H2: Presence=Yes, Relevance=High As a young child, he was involved in antisocial behaviours that affected both his education and his home life, at 9 years old he was often out to all hours. Antisocial behaviours occur if the prosocial skills are not met and those who suffer with childhood antisocial behaviour are more likely as an adult to offend (Robins, 1978; Patterson, Debaryshe, Ramsey, 1990). H3: Presence=Yes, Relevance=High Although non-intimate relationships were bad, intimate relationships were a serious problem for Mr Jones, he had a difficult relationship with his father who abused him. Childhood maltreatment is associated with anti-social personality disorder and abused children are more at risk of violent offending (Dargis, Newman Koegnis, 2015; Wright, Turanovic, ONeil, Morse Booth, 2016). H4: Presence=Yes, Relevance=Low In terms of his employment, Mr Jones lost an apprenticeship opportunity when he was 16 and before his sentence he was unable to hold down a job. An increase in violence post-childhood sees only 14.3% employed full-time (Cauffman, Fine, Thoman Monahan, 2017) and intentional injury to a partner was also associated with intermittent employment (Kyriacou, Anglin, Tallaferro, Stone, Tubb, Lindenà ¢Ã¢â€š ¬Ã‚ ¦1999). H5: Presence=Yes, Relevance=Medium Mr Jones suffered with alcoholism and drug problems, mainly cannabis and amphetamines. Those who experienced trauma are more likely to use marijuana which is linked to the levels of violence used (Burjaski, McDaniel, Lewis, Leen-Feldner Feldner, 2016). H6: Presence=Possibly, Relevance=Medium There is a possibility that Mr Jones suffers from a mood disorder due to his sudden outbursts and change in mood, he explained how he could feel happy one minute and angry the next. H7: Presence-Omit, Relevance=Omit In regards to personality disorder Mr Jones is being referred for an assessment for anti-social personality disorder. Mr Jones experienced severe impulsivity in terms of his emotions which lead to anger which is mainly associated with personality disorders (Howard, 2016). H8: Presence=Yes, Relevance=Medium As a child, Mr Jones mentioned how his father assaulted both his mother, siblings and himself. When discussing this, he appeared very agitated and detached from the situation. As a child, having witnessed parental violence was linked with adult violence and drug or alcohol abuse, as well as the likelihood of using assaultive methods (Straus, 1991). H9: Presence=Yes, Relevance=High Mr Jones attitude towards his own personal violence does not leave much to be desired. He constantly blames others for his own violent outbursts and when he acknowledges these he condones his behaviour with some form of rationale. H10: Presence=Yes, Relevance=Low He attended substance misuse groups but unfortunately still felt he would continue using drugs and held this negative attitude throughout the session. Based on drug and alcohol screening, Mr Jones had neither in his body at the time of the offence. OC-H: Presence=Yes, Relevance=Medium His education could play a role in his offending and anti-socialness as he never succeeded academically. The negative experience at school could lead to violent behaviours (Smith, Park, Ireland, Elwyn Thornberry, 2012). C1: Presence=Yes, Relevance=High Mr Jones insight is poor regarding his offence, drug abuse as well as the possibility of having a mental illness. Regarding the assessment of mental illness Mr Jones voices his opinion relating to the matter. He believes that he does not suffer from a mental condition. Evidence regarding his behaviour states otherwise as for those who use substances and have a mental illness (dual diagnosis), violence is more common (Guebert Oliver, 2014). C2: Presence=No, Relevance=Medium His intent to commit a violent act is low, he has explained how he wants to start afresh, with a new job and someday with a wife and children. The planning for a job when released should have already been started to help him gain employment (Houses of commons work and pensions committee, 2017), once a job has been obtained Mr Jones can start looking to the future. The cause of his violent outbursts is due to the anger he feels, he has mentioned he often feels angry, leading to violence. C3: Presence=Possibly, Relevance=Medium Based on what he has described regarding his feelings and emotions there is a potentiality for a mood disorder of some form. An assessment on mood disorder is required with regards to both major mental and psychotic disorders. Anger links with unipolar depression and is mostly associated with major depressive episodes (Judd, Schettler, Coryell, Aklskal, Fledorowicz, 2013). C4: Presence=Yes, Relevance=High Both mood and behaviour are an issue for Mr Jones and his mood fluctuates from day to day. Struggles with emotions and anger is associated with offending (Harrison,2012). C5: Presence=Yes, Relevance=Low Mr Jones has attended substance misuse groups but his attitude was poor. He seemed to not benefit from these at all with no attitude change to drugs which increases the risk of reoffending (Milkman Wanberg, 2012). OC-C: Presence=Yes, Relevance=High Mr Jones holds grudges against those who annoy him, his assault on his neighbour is a good indication of this. Fantasising is clinically linked with those who hold grudges and these elaborations can help strengthen the emotional well-being on that individual (Hollin, 2005). R1: Presence=Yes, Relevance=Low Regarding alcohol and drug focus groups Mr Jones has no problem with attending these but he does not find them useful, he still has the same belief. Regarding the offence neither of these substances are related. R2: Presence=Possibly, Relevance=Low Based on his intimate and non-intimate relations, Mr Jones may find it hard to find suitable accommodation, it is important he is helped when released as 55% of those with accommodation problems reoffend within one year (May, Sharma Stewart, 2008). R3: Presence=Possibly, Relevance=High His family relationships, friendships and intimate relationships all appear to be unstable. Theres constant rows between Mr Jones and members of his family or friends affecting his mental health and anger. R4: Presence=Yes, Relevance=Low Mr Jones will experience problems with receiving help in the future, attendance is superb but his learning and listening is appalling. R5: Presence=Possibly, Relevance=Medium Its established that Mr Jones certainly struggles with coping more so than stress. His coping strategy is his anger and he uses this to deal with an event (Daffern, Jones Shine, 2010). Formulation of Violence Risk The 3 Ps model will be used to gain a better understanding of the factors associated with his offence. The 3 Ps stand for: problematic, persistent and pervasive. This report shall focus on the main issues that Mr Jones experiences and relate it to the model (NOMS, NHS, 2015). Problematic These factors are classified as abnormal and cause difficulties both for Mr Jones and family or friends. To begin with the main factor that fits this title is his mental health and substance abuse. Mr Jones has not yet been assessed for both a mental health disorder or personality disorder. However, the use of cannabis is linked with an increased risk of a depressive disorder (Lev-Ran, Roarecke, Le Fol George, 2013) . With relation to the assessment of personality disorder, anger is a common theme with people who experience antisocial personality disorder (Genovese, Dalrymple, Chelminski Zimmerman, 2017; Howard, 2016) hence the need for the assessments. Persistent These are factors that were present in their adolescent years and have moved forwards with them into their adult life. For Mr Jones, there was previous use of violence in his teenage years which has now progressed into his adulthood. The risk of violence could be linked to the experience he had as a child at the hands of his father; ultimately impacting on the relationships he had with others. His first offence involved him attacking his girlfriend, he was found guilty of causing harm and the role of unemployment could explain the attack (Kyriacou et al, 1999). The behavioural perspective of offending suggests that a violent behaviour is learnt through witnessing it and then imitating the behaviour (Nietzel, Hasemann Lynam, 1999). This affected his relationships as violence would be viewed as acceptable. Widom (1989) discovered that those who were physically abused used violence the most in adulthood. It is highly possible that due to the trauma experienced, not only did he learn to act this way but it was the only way he could cope (Day, Davey, Wanaganeen, Howells, De Santolo Nakata, 2008). Pervasive The final of the 3 Ps looks at impairment within social and personal areas of their lives. The education that Mr Jones received was inadequate and could explain why he struggles in social situations. Mr Jones education was considerably lacking in the help he required, he was often violent and suspended from school. The teachers showed little to no interest in him and when they did it was only to tell him off. According to Arum and Beattie (1999) lack of education is an indicator for illegal behaviours and lack of respect to authority. His education is an explanation for why he was antisocial (Walsh, 2007) and explains why he failed to hold down a job. It appears based on the evidence obtained that the main cause of Mr Jones violent behaviour is the abuse he suffered as a child. It also points to severe mental health problems which in turn could have developed long after the abuse had diminished. In regards to psychological theory, attachment theory plays a major role. Mr Jones has the inability to establish attachments with people more so as his abuser was his parent. When an attachment is effected; the individual involved becomes detached. There is a strong link between insecure attachments and mental health issues (Macinnes, Macphearson, Austin Schwannauer, 2016). Mr Jones social and emotional development as a child was damaged by the trauma due to its nature. The damage inflicted on his emotional development impacted on his ability to feel remorseful and regarding his social development, made it difficult for him to establish secure relationships (Folger, Putnam, Putnam, Peugh, EIsmann, Saà ¢Ã¢â€š ¬Ã‚ ¦2016). Mr Jones risk would be considered moderate, although he struggles with feeling remorse; he has made it abundantly clear that he wants help to change and to make himself a better person. He has openly admitted about his anger issues, his fluctuation in mood and how this effects his life. Mr Jones wants to be able to live a normal life with a secure job and intimate relationships. Self-determination theory relates to this situation as Mr Jones is aware that if he gets the help needed the reward gained is being able to have a job and a family. The outcome would be different if he believed that the reward obtained was not relating to the activity (treatment) he needed to partake in. If the reward gained correlates directly with the activity then this positively affects his motivation for change (Deci, 2012). Future Violence As Mr Jones, has been convicted of completing two acts of Grievous Bodily Harm (GBH) it is likely the next offence would be severe and it would be about 6-12 months before he committed a violent attack based on his previous history. The victims would be people he knows (family, friends, partners), there seems to be no evidence of randomized acts against people unknown to him so the public would be of no concern. The motivation for future attacks would be dependent on his emotional state at the time of the incident. It may happen purely out of anger or it could be because an act is ongoing, such as the previous incident with his neighbour. The severity of the incident would be again dependent on his emotional state and whether he is intoxicated with alcohol, drugs or both. It could cause lasting psychological and physical damage to the victim especially if they were not expecting it, if Mr Jones was provoked then the attack could be foreseen by the individual(s). Although Mr Jones certainly has anger issues, there appears to be no clear relation to a life-threatening incident. If this was the case, Mr Jones would have already acted upon his frustration and aggression. In respect to his violent outbursts there are certain things that can be looked for. If Mr Jones appears tense, frustrated/angry or provoked then these would be the typical indications of a violent attack. In the case of Mr Jones, violence is likely to occur no more than once a year, which could be altered with the correct treatment. However, it is not time limited due to his emotional instability, as his moods are constantly up and down it would be difficult to put a time predictor on his violent behaviour. Risk Management Plan Mr Jones should be monitored both whilst he is still in prison and once released. Regular appointments should be made with both a probation officer and his appointed Psychologist. He should be reassessed if his anger results in a fight or major dispute with either prisoners on his wing or staff. Once released Mr Jones should be monitored via the use of electronic systems. He could be fitted with a TAG to ensure he meets a curfew and the conditions of his release or GPS tracking could be used. Research into the use of electronic monitoring has been completed throughout the world. The most recent study by Lima Machado, De Sousa, De Oliveria Alberquerque, Garcia Villalba Kim (2017) discovered that the results of an algorithm could be applied to supporting risk assessment in relation to monitoring of re-offending. They looked at the offenders social stance to see if any crimes were being committed or planned. With regards to the use of the electronic tag it was found to be cost-effectiv e as it was cheaper than keeping the offender in prison. The results suggested that those who received the electronic tag were no more likely to offend then those who did not receive it (Marie, Moreton Goncalves, 2011). Weekly check ins with his probation officer should be arranged to ensure he is still on track regarding his release order. The events that should be looked for after release relate to arguments with family/friends or known associates (neighbours) and his levels of anger when present at his check ins. Mr Jones level of anger appears to be the main concern regarding the treatment required. There are several offender behaviour programmes (OBP) that might be useful. To begin with he should attend the CALM programme. This looks at his anger problems, teaching him to manage it and control it so it does not become a problem for him in the future (HMPS, 2017). It is mainly suitable for those where anger played a role in their offence (Canter, 2013) and involves attending 24 sessions lasting two hours and often having to attend two sessions a week. To ensure Mr Jones is making progress regular reports will be made throughout the programme and involves asking questions at the start and end of the programme to see if there have been any alterations (*What is Calm?*, 2010). Once the CALM programme has been completed, it is important that his violent behaviour is tackled. Although he has expressed that he uses drugs and alcohol they played no role in his offence and so are not a priority currently. The RESOLVE programme would work with Mr Jones and uses cognitive-behavioural interventions which aim to reduce the risk of violence, to prevent him from causing serious harm in the future (HMPS, 2017). It involves attending 21 weekly group centred sessions as well as four one-to-one sessions to track progress (RESOLVE what is RESOLVE, 2014). The amount of people who needed this form of treatment increased to 1683 in the year 2014/2015 this increase meant for a more structured approach to resources for treating violence (HM Government, 2014). The OSAP programme should also be completed to help him with his drug and alcohol problems. It mainly focuses on changing attitudes towards drug/alcohol abuse to prevent reoffending. In past treatments Mr Jones behaviour towards interventions has been a problem. A study conducted by Collins, Cuddy Martin (2016) discovered that drug treatment programmes in the UK are both cost-effective and beneficial for the drug users in terms of reducing their reoffending rate and their drug intake. Those who are not involved with a substance misuse program are more likely to reoffend (Needham, Gummerum, Mandeville-Norden, Rakestrow-Dickens, Mewse, Barnes, Hanoch, 2015). The program involves 2 sessions each week for 26 sessions overall it will help with social skills, how to avoid those involved in drug/alcohol use and planning for the future (*What is OSAP?, * 2010). Mr Jones should be supervised and attend regular meetings with his probation officer as well as meet up with someone from the TTG programme. If he feels an issue is arising, then he should contact his probation officer immediately so the situation can be assessed. His probation officer and the staff involved with the TTG programme should be his first points of contact when he feels concerned about his behaviour. There is evidence that suggests that attending probation can positively affect the offenders likelihood of not reoffending (King, 2013). The protection of potential victims is vital, as Mr Jones offense involved a next-door neighbour; he should receive help with finding housing preferably in a quiet neighbourhood where he would experience no problems from his neighbours. Other considerations include the safety of Mr Jones, after being in prison, on the outside there are potential dangers for the ex-offender. These included drug dealers and angered family members or friends. Every week Mr Jones should check-in with both his TTG mentor and probation officer, they should attempt to make Mr Jones open up emotionally. The help set up for Mr Jones decreases the likelihood of harm. He needs to focus primarily on his anger management, substance misuse as well as his use of violence. Based on the evidence put forward the chance of future violence is quite low if he attends the treatment programmes and meetings with his probation officer. If he stops attending, this should be viewed as a sign of re-offending. The next review date should be 9 months after release to ensure progress is being made. Word count: 3209; excluding references and appendices. References Arum, R., Beattie, I. R. (1999). High School Experience and The Risk of Adult Incarceration. Criminology, 37(3). Bujarski, S. J., McDaniel, C. E., Lewis, S. F., Leen-Feldner, E. W., Feldner, M. T. (2016). Past-month marijuana use is associated with self-reported violence among trauma-exposed adolescents. Journal of Child Adolescent Substance Abuse, 26(2), 111-118. doi:10.1080/1067828x.2016.1222980 Canter, D. (2013). Criminal psychology: Topics in applied psychology. (2nd Ed.). Routledge. Cauffman, E., Fine, A., Thomas, A. G., Monahan, K. C. (2017). Trajectories of violent behavior among females and males. Child Development, 88(1), 41-54. doi:10.1111/cdev.12678 Clamp, K. (2016). Restorative justice in transitional settings. (1st Ed.). Routledge. Collins, B. J., Cuddy, K., Martin, A. P. (2016). Assessing the effectiveness and cost-effectiveness of drug intervention programs: UK case study. Journal of Addictive Diseases. doi:10.1080/10550887.2016.1182299 Daffern, M., Jones, L., Shine, J. (2010). Offence paralleling behaviour: A case formulation approach to offender assessment and intervention. (1st Ed.). John Wiley Sons. Dargis, M., Newman, J., Koenigs, M. (2015). Clarifying the link between childhood abuse history and psychopathic traits in adult criminal offenders. Personality Disorders: Theory, Research, and Treatment. doi:10.1037/per0000147 Day, A., Davey, L., Wanganeen, R., Howells, K., De Santolo, J., Nakata, M. (2008). The Significance of Context: Stories from South Australia. In A. Day, M. Nakata, K. Howells, Anger and indigenous men: Understanding and responding to violent behaviour. The Federation Press. Deci, E. L. (2011). Cognitive Evaluation Theory: Effects of Extrinsic Rewards on Intrinsic Motivation. In E. Aronson, Intrinsic motivation. Springer US. Douglas, K. S., Hart, S. D., Webster, C. D., Belfrage, H., Guy, L. S., Wilson, C. M. (2014). Historical-clinical-risk management-20, version 3 (HCR-20 V3 ): Development and overview. International Journal of Forensic Mental Health, 13(2), 93-108. doi:10.1080/14999013.2014.906519 Folger, A. T., Putnam, K. T., Putnam, F. W., Peugh, J. L., Eismann, E. A., Sa, T., à ¢Ã¢â€š ¬Ã‚ ¦ Ammerman, R. T. (2017). Maternal interpersonal trauma and child social-emotional development: An intergenerational effect. Paediatric and Perinatal Epidemiology. doi:10.1111/ppe.12341 Genovese, T., Dalrymple, K., Chelminski, I., Zimmerman, M. (2017). Subjective anger and overt aggression in psychiatric outpatients. Comprehensive Psychiatry, 73, 23-30. doi:10.1016/j.comppsych.2016.10.008 Guebert, A. F., Oliver, M. E. (2014). An examination of Criminogenic needs, mental health concerns, and Recidivism in a sample of violent young offenders: Implications for risk, need, and Responsivity. International Journal of Forensic Mental Health, 13(4), 295-310. doi:10.1080/14999013.2014.955220 Harrison, K. (2012). Dangerousness, risk and the governance of serious sexual and violent offenders. Routledge. House of commons work and pensions committee. (2017). Support for ex-offenders fifth report of session 2016-17. HM Government. (2014). Accredited programmes annual bulletin 2014 15. HMPS. (2017). Offender behaviour programmes (OBPs). Hollin, C. R. (2005). The essential handbook of offender assessment and treatment. John Wiley Sons. Holoyda, B. J., Newman, W. J. (2016). 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The cycle of violence revisited: Childhood Victimization, resilience, and future violence. Journal of Interpersonal Violence. doi:10.1177/0886260516651090. Appendix A Questions H1- Violence: Do you have any form of control over your violent outbursts? H2- Anti-social behaviour: How does taking drugs make you feel? Is there a reason for taking the drugs? H3- Relationships: You say you want a family, how do you plan on reaching this goal? H4- Employment- Previously you have had problems with employment, would you accept help to find a job and remain in it? H5- Links to H2 H6- Mental disorder: anger seems to be a real problem; do you feel that your state of mood controls you? H7- Personality disorder: Could you come to terms with being diagnosed with a PD and how would you cope? H8- Trauma: The experience you had with your father must impact on your life, do you think this is the case and how do you think you would overcome this? H9- Violent attitudes: The attitude you had towards violence is that you condone the use of it, would there be a time when you would not be violent? H10- Treatment: There seems to be a problem with treatment even though you attend, why might that be? OC-H- Education: Could your education explain why you behave as you do and why you use drugs, if not what do you think the cause is? C1- Insight: How do you think others would view you in terms of your risk? C2- Ideation: is violence thought about or do you lose control? Would you intentionally harm someone? C4- Instability: Does your mood cause a serious problem? C5- Treatment: Although you attend your responsiveness is lacking is this because you are not in control? OC-C- Grudges: Is holding grudges an issue? Is this why you lash out? R2 3- Living/support: When released from prison will your living situation be sorted or do you need help? How is your personal support in terms of family and friends? R5- Coping: At times everyone feels stress, however, coping seems to be a struggle, is violence your idea of coping?

Hamlet theme of appearance vs. reality Essay -- essays research papers

Shakespeare examines the theme of appearance and reality in his book-Hamlet. The dilemma of what is "real" is established at the very beginning of the play. Hamlet doesn’t know what to believe and devises a plan to find out. The old king Hamlet appears to be bitten by a snake, but in reality he was poisoned, the ghost appears as an apparition, but it’s actually real, and the play-with-in-a-play strongly depicts the theme of appearance vs. reality. The dead King appears to have been bitten by a snake. In reality, he has been poisoned. Everyone believes that the king died from snakebite, but once Hamlet knows the truth he is unsettled by the revelation. When Hamlet's dead father directs his son to, â€Å"Avenge him of his foul and most unnatural murder† (1.5. 25), Hamlet's response shows determination to act and a curiosity to know all the facts surrounding the murder: (1.5. 29-31) "Haste me to know't, that I, with wings as swift, as meditation or the thoughts of love may sweep to my revenge.† Hamlet's choice of image is significant here. A person who wants to take revenge rarely has "thoughts of love" but only concentrates upon thoughts of revenge, but Hamlet's thirst for revenge is immediate and deep. Shakespeare also develops the theme of appearance vs. reality when Hamlet resents his mother's insinuation that he is putting on a show of being grief-stricken. Strangely, he is the only one in th e family who is truly mourning ...

Analysis of Robert Frosts Poem, Departmental Essay -- Poetry Robert F

Analysis of Robert Frost's Poem, Departmental â€Å"Departmental† by Robert Frost is a poem written in rhymed couplets with three beats per line (trimeter). Throughout the poem, Frost uses poetic devices such as personification, allusion, rhyme, and alliteration. The poem as a whole serves as a metaphor for the way humans deal with issues like death.   Ã‚  Ã‚  Ã‚  Ã‚  The poem begins with a description of a scene familiar to many, â€Å"an ant on a tablecloth†¦Ã¢â‚¬  Then the ant bumps into a day drowsy moth that is much larger than him. The ant seems a tad bit jealous that the moth lacks the amount of responsibility that ants are burdened with. The ant thinks that if the moth were one of his own race he’d chastise him and send him back to work. He describes how the ant society is much more sophisticated and intellectual than the likes of the moth. Their philosophy is to learn about religion, nature, and space. The ant then being concerned with his own duties hurries back to his own job. The ant subsequently runs into another ant carrying â€Å"the body of one of their dead.† The poem goes on to describe the ants’ treatment and procedures of the dead. The ants are not taken aback by the death â€Å"†¦ isn’t even given a moment’s arrest, seems not even impressed.† However, wo rd of the deceased is passed along among the ants, â€Å"death has come to Jerry McCormick.† They reflect briefly on the life of Jerry, mentioning that he was a â€Å"selfless forager.† The dutiful priorities of the ants then kick in when they put o...

Empty Shoes: The Realization of Teenage Driving Accidents Essay

It is 2 a.m. when Kevin picks up the phone. On the other end, a voice tells him of an accident involving his daughter, Hailey. He and his wife jump out of bed and rush to the scene. Once they arrive, the officer tells them the news. A week later a funeral is held in remembrance of a precocious 16-year-old who was taken too soon. Months pass but the pain still lingers in Kevin’s heart. He decides to speak out at Hailey’s high school and inform the students of the dangers of teenage driving. When he is done speaking, a teacher comes up to him and thanks him for what he has done. She too has lost a child to teenage driving and has found it hard to deal with, even though it has been 5 years since the passing. Kevin then realizes there are other families who are grieving over the same situation. After he leaves the school, he calls his wife and tells her how they can help prevent teen deaths. They pack up their belongings and head out to inform various high school s of the increasing teen accident rates. During each presentation, Hailey’s shoes are brought out as a reminder of the results of her accident. When the presentation concludes, students are required to fill out a survey. As Kevin reads through them, satisfaction arises and he knows he and his wife have conquered what they set out to do. While driving is a privilege, teens often forget this and instead make senseless decisions, which ends up costing them their life or someone else’s. When a teen is finally able to acquire a driver’s license, they are overwhelmed. No more having to worry about their parents riding with them and critiquing their every move. But what actually happens when parents are taken out of the vehicle? According to the Iowa DOT, â€Å"Take m... ...i, Wendy. â€Å"Kyleigh’s Law: Does it protect or further endanger teen drivers?† 20 September 2010. Web. 6 December 2010. Clarridge, Christine. â€Å"When a Teen-Age Driver Gambles and Loses.† The Seattle Times (Seattle, WA). 7 May 2000: A1+. SIRS Researcher. Web. 7 December 2010. â€Å"Increasing seat belt use among teens: A summary of research, resources, and programs.† April 2007. Web. 6 December 2010. â€Å"Teen Crash Facts.† Iowa Department of Transportation. 24 January 2008. Web. 4 December 2010. â€Å"Teen Driving Statistics.† Rocky Mountain Insurance Information Association. Web. 5 December 2010. â€Å"Teens speak out about driving under the influence of texts.† 12 March 2010. Web. 6 December 2010. â€Å"Prevent Teen Deaths from Motor Vehicle Crashes.† Iowa Health System. Web. 5 December 2010.