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Overview Of Intellectual Property Essay -- IP Copyright

Licensed innovation Chapter by chapter guide Outline of Intellectual Property 3 Sorts of Intellectual Property Rights 3 Mechanic...

Thursday, January 30, 2020

Corrections Purpose and History Essay Example for Free

Corrections Purpose and History Essay The history of punishment is a unique one, since the dawn of man human kind has punished one another. Man did not merely throw someone in a chamber and let them contemplate their crimes such as we do in today’s society; rather, during those early times, punishment was harsh and swift. Criminals were not drawn through the litigation processes; instead, they were found immediately guilty of a crime and brought forth to be punished in an open forum, serving to the masses as an example of the consequences of crime. The early forms of punishment in Europe varied greatly but all forms were meant to inflict unimaginable pain upon the recipient, and it is from the European methods of imprisonment from which the U.S. drew inspiration. Punishment such as crucifixion, burning on pyres, guillotines, and gauntlets are but a few examples of what methods were utilized as early methods of punishment in early Europe. This illustrates the underlying ideology that punishment should be administered with two principles in mind, deterrence and retribution. Purpose and History Methods of imprisonment introduced near the turn of the eighteenth century England inspired and revolutionized the way we punish and house inmates. In England during the fifteenth and sixteenth century’s corporal punishment reined supreme. Public beatings were carried out in the streets with whips; beheadings and torture were the norm for serious crimes; and enslavement was common for petty offenders. During the seventeenth century in England and other European countries, imprisonment for lesser offenses started to occur but conditions were less than desirable or humane. These facilities were overcrowded, unsanitary, and, worst of all, gender/age neutral, which meant that male felons frequently took liberties with incarcerated women and children (Incarcerated: The History of the Penitentiary from 1776-Present, 1997). The American Colonies quickly embraced the idea of imprisonment, because of the religious freedoms English settlers sought when they colonized this nation. The Quakers were a religious group that settled in the northeast United States and they developed new laws to govern punishment and incarcerations that focused on prolonged imprisonment to serve as retribution for crimes committed. The Quakers belief system focused on of morality, peace, non-violence, and humanity. As such they showed mercy on offenders by allowing them to shed their anti-social behaviors through long term incarceration and a penance of hard labor. It is from this that modern the concept of reformation was established. Since this form of incarceration gained popularity, it has held onto two core principles: that a criminal can make restitutions for his/her crimes and that a convict can be eventually reintegrated back into society. The new form of punishment provided an alternative to the implemented punishments of yesteryear. Auburn versus Cherry Hill Pennsylvania System This reformation of how society punished criminals served as the foundation for new and competing theories on incarceration and punishment. In America around the early 1800’s, two prison systems were the dominant models of confinement: the Pennsylvania and the Auburn State. The first model was the Pennsylvania model, which was first used at Cherry Hill prison. This model used solitary confinement as its primary tool: convicts were perpetually detained without interactions with other individuals or time outside of confinement. The idea was that solitary confinement would lead to inward reflection and religious motivation and result in a penitent convict. In fact the word penitentiary actually comes from the Pennsylvania model of perpetual confinement because it had religious implications. At first, particularly in Cherry Hill, a Bible would be left in the solitary confinement cells in the hopes it would help prisoners repent. The second model was the Auburn State prison system, which supported the labor penance model. It operated under the assumption that hard, physical labor could not only serve as restitution but as a means of helping a convicted criminal reintegrate into society fully reformed. Often, prisoners worked during the day in total silence and would be hosed down them at night. A main criticism of the Auburn system was that prisoners were being used essentially as slave labor. Inmates were being farmed out to private business owners, who had contracts with the state, which in turn lined the pockets of the private businesses and cut costs for the state. As such, the Auburn model became the popular model, because states faced significantly less prison and prisoner care costs. Businesses paid a fee in order to use the prisoners and the prisoners acted as unpaid labor for the businesses. The state prisons pocketed the fees thus creating a revenue stream that could be used to support the prisons, rather than tapping into state funds, i.e. tax payer dollars (Colvin, 1997). Around the 1920’s to 1930’s many changes occurred due to the state of the economy and activists pressing the government for prison reform. One of the main changes occurred when Congress enacted the Hawes Cooper Act, which effectively stymied the sale of prison-made goods or the us e of prison-labor by making such goods subject to state punitive laws. This act was passed in no small part due to the jobs that were needed by good upstanding citizens—jobs that were being taken away during extremely tough financial times by cheap prison labor. Congress had the authority to pass such a law thanks to its power to control and tax interstate commerce. The Ashurst-Sumners Act was the final nail in the coffin by prohibiting transport companies from accepting prison-made products (McShane Williams,1996). The changes that stemmed from the Depression helped shape the correctional system into the rehabilitation-oriented program we have today. Prisoners are now classified into the likelihood of rehabilitation and the type of crimes that were committed, and this determines what type of facility an offender is incarcerated. Since 1935, the government made it clear that prisons must separate prisoners on the basis of gender and age. Now, facilities specifically for juvenile offenders have been established and the handling procedures for you nger offenders have been defined. Furthermore, there are programs to rehabilitate all types of offenders whether their needs are as simple as talking to someone during counseling sessions or educational opportunities. In some ways this system has been detrimental to corrections as a whole because it arguably results in overcrowding and a more lenient attitude: if you commit a crime then you will only have to contend with years off your life rather than hard labor and making reparations for the crime (Seiter, 2011). Over-population has resulted in more money taken from the taxpayers because if there are more people in the correctional system, more facilities and care are needed. Crime levels have dissipated over the years but not dramatically enough to really prove that this system is the true solution to our problems. Conclusion Modern principles of rehabilitation and reform have brought about the institution of facilities to incarcerate convicted individuals; these structures are called penitentiaries, jails, and prisons. Current prisons are more aptly concerned with long-term detention rather than a temporary housing prior to punishment like it was used as in the past. Today’s Prisons are a shell of the former institutions. Inmates in facilities today would never allow themselves to be used for labor outside prison walls it would be considered cruel and unusual punishment. For now the correctional system work, but soon it could be on the verge of collapse and any moment the flood gates could burst and the concept of rehabilitation could come to an end. References: Mcshane, M. D., Williams, F. P. (1996). Encyclopedia of American Prisons (2nd ed.). Taylor and Francis. INCARCERATED: THE HISTORY OF THE PENITENTIARY FROM 1776- PRESENT. (1997). Retrieved from http://www.richeast.org/htwm/jails/Jails.html Colvin, M. (1997). Penitentiaries, Reformatories, and Chain Gangs: Social Theory and the History of Punishment in Nineteenth Century America. : St. Martin’s Press. Seiter, R. (2011). Corrections an Introduction (3rd ed.). Upper saddle Hall, NJ: Pearson/Prentice Hall.

Wednesday, January 22, 2020

Golden Days of Placerville :: essays research papers

Approximately forty-five miles east of Sacramento, California, is the friendly town of Placerville, which marks a major â€Å"Gold Rush† historical landmark in the United States. In the early days of this small gold mining boomtown, Placerville was known as â€Å"Hangtown.† If you come into town, you will see the sign of Placerville, and underneath it you will see its nickname reading, â€Å"Old Hangtown.† Nooses can be seen all over town, on police cars, on historical landmark signs – even at the firehouse and on the Placerville City Seal. Placerville has a great deal of history behind its name. Many people who pass through the town, or even those that live there, don’t realize the history behind the town. There are different accounts on how Placerville attained the name of Hangtown, but the most famous is an episode that occurred one January night in 1849. A gambler named Lopez hit it rich at a local saloon. After he retired for the evening, several robbers tried to overpower him. Lopez fought back like a tiger, and with the help of others, the robbers were captured and beaten like pià ±atas. Three of the robbers had been wanted for previous robberies, as well as for murder at a gold camp on the Stanislaus River. A thirty-minute trial was held for the robbers and after a unanimous â€Å"guilty† verdict, the crowd called out, â€Å"Hang 'em! Hang 'em!† The most historic location in Placerville is the 147-year-old Hangman’s Tree Saloon. On the outside wall of the building is a weathered dummy in jeans, cowboy boots, and pink flannel shirt that dangles lifelessly from a wood block. Inside the saloon, where a noose swings on a fake tree, it is said that the hangman’s ghost lingers there. What used to be Elstner’s Hay Yard is where the original tree used to stand, from which the people originally hung. The dummy still hangs from that same location to this day. Actually, Hangtown conducted only a small number of hangings. Just one year later, in 1850, Hangtown was renamed Placerville and was named after the placer deposits of placer gold found in the river bed between Spanish Ravine and the town plaza. The town of Placerville began with the Gold Rush in California in the 1840’s. Gold was discovered in the tailrace at Sutter’s Mill in Coloma, which is about ten miles from Old Hangtown, in 1848.

Monday, January 13, 2020

Chrysanthemums Literary Review – the Antagonist

Stephens 1 Jeff Stephens Kathleen Roddy ENGL 1102-208 7-20-2011 The Antagonist is Not Who You Would Think In â€Å"The Chrysanthemums† by John Steinbeck, the character’s conflicts are very obscure. The main character, Elisa, is in constant conflict with herself, which she projects onto her husband and the tinker. Though Elisa appears to be dissatisfied with her life, she has no way to change it, and she becomes increasingly crass as the story progresses. Although she appears to be the victim, she is the story’s antagonist.Steinbeck describes different moods in relation to the fog and rain through the use of simile and metaphors. A specific use of this is when he writes about how the fog stretches across the roof of the valley, essentially closing it off like an iron kettle. He conveys, through the fog, that Elisa feels trapped and that only the rain can set her free, â€Å"fog and rain do not go together† (347). In his article, Gregory Palmerino takes note that the plowed fields represent Elisa’s fertile womanhood while the lack of rain would represent Henry’s sterile manhood.He points out that while Elisa’s character is well pronounced throughout; Henry’s character is â€Å"altogether absent† (165). Elisa’s feeling of being trapped and unattended is a predominant trait throughout the story. Henry seems to be a lot like myself, and I identify with him through his steering clear of confrontations by using compliments and jokes. Palmerino states that â€Å"The initial dialogue between Henry and Elisa sets the tone for subsequent encounters and reveals the couple’s fundamental problem: they do not know how to fight† (165).Steinbeck shows that Henry is avoiding getting into an argument with his wife when he says, â€Å"Well, it sure works with flowers† Stephens 2 after â€Å"her eyes sharpened† (348). Even though there is no way to know, I could feel a pause there- an uncomfortable silence- even if it was brief. Henry and Elisa seemed to know that continuing this particular conversation would lead to a fight, so she changed the subject. Immediately, it felt as if the mood had lightened and that they were on good terms again, but there was always something lingering behind their words.Elisa appears to be the instigator, by default, even though she also seems to want to avoid confrontation. During her interaction with the tinker, Elisa flirts with the man, trying to get his attentions. Palmerino points out that Elisa is trying to cause a confrontation by â€Å"sexually and inadequately prostrating herself in front of an implausible paramour† (166). The tinker is a poor man, he says so himself, and knows full well that he cannot get himself into the kind of situation that she intends.Elisa’s actions are impulsive and the sign of someone who is starved for the attentions of a lover. When Elisa practically throws herself at him, he immed iately switches back to his business manner and says, pitifully, â€Å"It’s nice, just like you say. Only when you don’t have no dinner, it aint† (Steinbeck 351). She immediately switched gears and offered him some work, but she knew that what she had done was wrong. She felt dirty, not just from the soil in her garden, but also from her actions. Unfortunately, Henry seems to be a fairly dense individual.While he can tell when a situation is going south, he doesn’t seem to be capable of understanding why the situation is worsening. Elisa constantly takes advantage of the fact that he is so thick-headed. She pokes and prods him at every turn, whether boasting about her planting skills or demanding to know what is meant by â€Å"nice† or â€Å"strong† (Steinbeck 352-353). Henry manages to worsen the situation by Stephens 3 joking about what he means, but Elisa breaks her composure at the idea that she would â€Å"break a calf over [her] knee, happy enough to eat it like a watermelon† (Steinbeck 353).Both Henry’s choice of words and his demeanor manage to make Elisa angry, because what she really wants is for him to tell her that she is beautiful. Henry, however, is embarrassed. When he gets embarrassed or feels like there is a fight coming, he resorts to humor. Elisa is already feeling apprehensive from everything that happened at the farm, but on their way into town, she sees the chrysanthemums that she gave to the tinker and notices that while he had no use for the flowers, he kept the pot.Palmerino writes that â€Å"Elisa cannot bring herself to acknowledge, much less confront, the reality of her situation; and instead of verbally or nonverbally expressing her outrage at the tinker’s insensitivity†¦she turns her back and avoids the overarching truth† (166). Palmerino is dead on in his description of her emotions at that moment. She is definitely outraged, but just like Henry, she is co nstantly avoiding confrontation. Her apprehension turns to sadness as she realizes that she is stuck in an unending loop of an unambiguous, non-committal, non-progressive, and non-confrontational (basically dead) relationship of a marriage.The development of the story leads me to believe that Henry tries to lighten the mood by joking around or complimenting her, but Elisa always seems to negate his efforts. Steinbeck describes a painfully awkward few moments in this story, where Elisa misinterprets the actions of others. In Japan, this kind of character is called a tsundere. (Tsun means to turn away in disgust and dere means to become lovey-dovey. ) Elisa is constantly acting like a tsundere when her husband compliments or pokes fun at her. She could confront Henry, but her non-committalStephens 4 attitude would result in nothing changing. She would probably just change the subject like she did at the beginning of the story. She, basically, is the root of the problem. Stephens 5 Wor ks Cited Palmerino, Gregory J. â€Å"Steinbeck's The Chrysanthemums. † Explicator 62. 3 (2004): 164-167. Academic Search Complete. EBSCO. Web. 6 July 2011. Steinbeck, John. â€Å"The Chrysanthemums† Literature: An Introduction to Reading and Writing, 4th Compact Edition. Edgar V. Roberts, ed. Upper Saddle River, New Jersey: Pearson Education. 2008: 347-353.

Sunday, January 5, 2020

Graduation Speech Praise be to God Essay examples

First of all, I would like to thank God for giving me this opportunity to speak tonight. Had it not been for God, I wouldnt be here right now because He is the One whos given me the strength and courage to press on both academically and spiritually through my high school years, especially in times of discouragement. I am a international student. I came to the U.S. about five years ago. Studying in a second language and being away from parents many times have been really overwhelming for me, sometimes even to the point where I just wanted to quit and go back. But, through such times of discouragement and loneliness, God assured me that He is always with me, and also that through him I can do all things. During my five years at the†¦show more content†¦Thank you Mr. Goldwin. I believe that this lesson that you taught me will be a great virtue as I go on to college and pursue Gods work. I would also like to thank Mrs. Misk for teaching me the importance of relationships with others as well as the relationship with God. Thank you Mrs. Misk for teaching me how to love others and how to express that love. Through your testimony, I finally realized that love actually requires self-sacrifice. And I want to also thank Mr. Shultz for challenging me to constantly evaluate myself in light of the word of God and also for teaching me how to stand firmly on the truths. Thank you Mr. Shultz. You helped me to have a stronger faith in God and in His word. There are two more people that I want to give special thanks to. Even though they have not been with me very much throughout my high school years, I know that they have prayed for me day and night. Had it not been for their prayers, I wouldnt be as happy and as well as I am today. Thank you mom and dad for praying for me every day and sacrificing your time with me for six years. 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