High DUI Rates in America: An Evaluation

High DUI Rates in America: An Evaluation America’s Ludicrously High DUI Rate Joshuah Rauch Careful examination of America’s DUI rate leads to pitiful statistics. The decrease over the last 30 years fails to be enough. Increased public education falls short of elaborate acquittal paths criminal defense attorneys, who specialize in intoxicated driving, are afforded by the judicial system. The embarrassing rates speak for themselves. According to the CDC, 112 million drunk driving incidents occur each year (Centers for Disease Control and Prevention , 2011). America’s DUI Rate is one the highest worldwide, despite increased laws and education, due to the loopholes in the court system and highly trained criminal defense attorneys. To appreciate how frequently people operate a vehicle while impaired, the legal limits for the United States need to be addressed. All States except Michigan have a Blood Alcohol Concentration Limit (BAC) of 0.08 (Progressive Insurance Company , 2004). Compared to different countries, the United States has a very high BAC. For example, Sweden, Poland, Norway, and Greece have a BAC of 0.02 while Turkey, Thailand, Switzerland, Spain, Portugal, Peru, Germany, Ireland, Israel, Italy, China, Denmark, France, Finland, Austria, Australia, Argentina, Venezuela, and the Philippines have a BAC of 0.05 (Brown-Forman, 2010). Countries such as Romania, Russia, Nepal, Hungary, Armenia, Columbia, Ethiopia, Brazil, and the Czech Republic have a zero tolerance policy, thus yielding a BAC of 0 (Brown-Forman, 2010). At a BAC level of just 0.03 a person starts to experience increased talking, excitement, and reaction time; while simultaneously experiencing decreased attention, judgment, and inhibition. It is easy to see why that in the United States, pilots are prohibited from flying any aircraft if alcohol has been consumed in the last 8 hours or if the pilot’s BAC is a 0.04, half the legal limit for operating a vehicle (Federal Aviation Regulations, 2005). The catch phrase â€Å"If you drink, don’t drive† is also easily understood because the early effects on the body are apparent after a BAC of much less than the United States legal limit. Mothers Against Drunk Driving (MADD) was founded on September 5, 1980 by Candy Lightner when her daughter Cari was killed by a drunk driver. According to the MADD website, its mission statement â€Å"provides grass roots leadership to create major social change in the attitude and behavior of Americans toward drunk driving† (MADD, 2014). Few would argue that MADD has been the driving force in increased legislation against drunk driving and also improved education regarding the effects of driving under the influence. Raising the minimum drinking age to 21, educating parents on the importance of keeping their children alcohol free through the Power of Parents, partnering with the national football league through game day initiatives, working with the National Highway Traffic Safety Administration on â€Å"Driver Sober or Get Pulled Over† and providing no cost victim and survivor services are some of the successful endeavors that MADD has undertaken to combat drunk driving in America (MADD, 2014). Not that long ago, 25,000 was the average number of people killed each year, and this number is now down to about half of that with the current rate falling between 10,000 and 11,000. In 1949, when Margaret Mitchell, famous for writing Gone With The Wind, was killed by a drunk driver with an extensive drunk driving record, the prevailing attitude of the public was in favor of the driver (NPR, 2011). MADD has certainly been successful in dropping the rate of DUI deaths and aiding in shifting the public’s opinion of the victims who are injured or killed. In South Carolina, the Sober or Slammer crackdown sought to greatly decrease and hopefully eliminate vehicle related accidents and deaths cause by drunk driving. Numerous state-wide checkpoints, manned by law enforcement, with the goal of catching people driving under the influence were put into place. The cell phone initiative, *HP, was also put into place to aid law enforcement by giving fellow drivers a quick way to notify authorities of a potential drunk driver. TV ads and radio commercials, combined with billboards and portable message boards, educated the public about the campaign. With the number one cause of vehicle accidents resulting in fatalities involving drunk driving, the campaign saw success with a decrease of 100 less deaths from driving under the influence (South Carolina Department of Public Safety , 2013). While this initially may seem like an effective decrease, further investigation gives way to websites such as DUIBlock.com that list where law enforcement will b e conducting â€Å"random† checkpoints. A person can pay a yearly fee to have text alerts sent to them in real time as checkpoints are added or discovered. While the website states that there are not trying to help people who are drinking avoid the checkpoints, the ads on the page include links to DUI attorneys. It is hard to imagine why an individual would need to know where DUI checkpoints are if not driving under the influence, or at least slightly intoxicated (DUI Block, 2008-2014) Practicing as a DUI attorney is quite lucrative. A quick drive down the highway or a flip through the yellow pages leads to a vast list of available options. The average cost of a DUI attorney is 2,500 dollars for the first offense (Esurance , 2014). A look at the first number addressed, 112 million annual drunk driving incidents, demonstrates the amount of available business to DUI attorneys. A newspaper article from July of 2013 in Los Angeles, California, addresses the loopholes in the law. The importance of a DUI defense lawyer is stressed and the phrase, â€Å"A skillful Los Angeles DUI attorney will review your case and look for even the slightest misstep by the arresting officer, in an effort to successfully resolve your pending DUI case† (Marketwired, 2013). There is no doubt after reading the article that the primary purpose of the DUI attorney is to find a technicality in which to exonerate the arrested party. Considering the CDC statistic is based upon actual guilty verdicts, the real rate of drunk drivers in America is much higher than the reported yearly rate of 112 million. Not all states, however, are like California. South Dakota for example has a very strict DUI requirement. While previously boasting one of the worst DUI rates in America, the new conditions leave no room for grace. Repeat offenders are denied the right to even consume alcohol. This policy is called â€Å"South Dakota’s 24/7 Sobriety Program.† By testing individuals twice a day (by a breathalyzer), requiring ankle bracelets that detect alcohol use (to be worn at all times) twice a week urine tests and sweat patches that are worn and subsequently sent in, South Dakota has decreased its DUI rate by 33 percent. An additional bonus to the tax payers of South Dakota is these tests must be paid for by the guilty party (South Dakota DUI Program worth a look, 2013). Each breathalyzer test cost the individual one dollar, while the urine tests are five dollars; charging the guilty party a minimum of twenty-four dollars a week. The 24/7 Sobriety Program received a national CSG Inno vations Award following the incredible results (Chavers, 2008). Not all states are quick to adopt South Dakota’s strict DUI laws. Another example of a state offering an article in the newspaper detailing how to get out of a DUI is Massachusetts. According to the article entitled Survive A DUI, Massachusetts offers several ways to keep your driver’s license. A 30 day grace period, a work only license and an ignition interlock are options offenders have in order to keep driving even after a DUI. Although a letter from the guilty party’s employer is required before a restricted license is given, the typical 48 hour jail sentence is allowed to be conducted at night or on the weekend (Meurrow, 2007). It comes as no surprise that several states are not eager to change to such strict rules as South Dakota, especially when law enforcement individuals are guilty. Take for instance Alaska’s own David Carlson. Although he is an Assistant District Attorney in Fairbanks, he was arrested twice in February 2010 alone for DUI. Elsewhere in Anchorage, Alaska, Supreme Court Judge Patrick McKay, was found guilty for DUI. Since even the people who are supposed to uphold the law find a DUI is acceptable, there is no wonder why Alaska has an extensive issue with drunk driving (In Case You Havent Heard , 2010). In Iowa, another state with a rather high DUI rate, 30 percent of high school students admit to driving a vehicle while either drunk or high while 35 percent admit to riding in a vehicle with a driver known to be drunk or high (Schootman, 1993). Law enforcement and teenagers are not the only ones driving drunk. Josh Brent, a defensive lineman for the Dallas Cowboys, drove drunk and killed fellow player Jerry Brown. The suspension he faced of the first 10 games was seen as a â€Å"little severe† by many fans and even Cowboy owner Jerry Jones. Other notable football stars who have been involved in fatal drunk driving accidents are Donte Stallwoth and Leonard Little. All three of these players were back to playing football within a year. Apparently, killing another person while intoxicated is easily overlooked when the money made as a NFL star can buy a fabulous attorney who can navigate through the individual case and find a technicality to bring a dismissal of the charges (Smith, 2014). The loopholes attorneys use include a distinctive vision test. The case of Robert Perkins, who had a blood alcohol level of .17 and five prior DUI convictions when he killed Cornell Royston, is simply disgusting. Perkins’ lawyer, Jane Gorte, was able to find an optometrist to evaluate his contact lenses and contrast sensitivity. Because the doctor determined his contacts were old and therefore affected his contrast sensitivity, his charges were decreased despite the fact he killed a man while having over twice the legal limit (Moss, 1987). California DUI attorney Lawrence Taylor is interested in training fellow colleagues in the art of DUI defense. Alabama boasts an organization called the National College for DUI Defense, which specializes in training lawyers on how to effectively contest DUI evidence offered by law enforcement. Imagine a police officer, who once arrested drunk drivers, turned attorney who now spends his days representing suspects. New Hampshire lawyer Bruce Dorner is just this man. After learning the intricacies involved, he now offers training on overcoming a DUI. He even promotes a driver’s license that would allow an individuals to have driving privileges to a job. Advice such as immediately asking for a lawyer and refusing to answer questions are some of the tips given by DUI lawyers. They also advise that unless there is a penalty for refusing a field sobriety test, do not take one. Refusing a blood alcohol test is also a tip given, since the breathalyzer test is easier to dispute. Law enforcement individuals who forget to ask suspects if they have a physical problem affecting or preventing completion of a field sobriety test such as diabetes, acid reflux medicine, cancer, or even if ethanol enhanced gasoline was recently used, can rest assured a DUI lawyer will have the evidence thrown out (Tebo, 2005). Mothers Against Drunk Driving has certainly seen success in setting a national drinking age, exposing the true victims of drunk driving, and decreasing yearly fatalities of alcohol induced vehicular accidents. A few states such as South Carolina and South Dakota have implemented programs that have lowered the DUI rate, while most other states continue to have far too many DUI incidents. America features one of the highest worldwide blood alcohol concentration limits, yet continues to see exorbitant rates of drunk driving events. Considering every impaired driver is not caught, the rates are pathetically higher. As long as law-makers, sport stars, and the Average Joe continue getting away with driving intoxicated due to the flawed judicial system, money hungry lawyers will continue to profit from the travesty responsible for over 300 thousand accidents and 30 deaths each day in America. Bibliography Brown-Forman. (2010, December). Brown-Forman Our Thinking ABout Drinking. Retrieved from Our Thinking About Drinking: http://ourthinkingaboutdrinking.com/uploadedImages/Categories/Drinking_and_Driving/BLOOD-ALCOHOL-CONCENTRATION-(BAC)-LIMITS-WORLDWIDE.png Centers for Disease Control and Prevention . (2011, October 4). CDC Online Newsroom Press Release: October 4, 2011 . Retrieved from CDC Web Site : http://www.cdc.gov/media/releases/2011/p1004_drinking_driving.html Chavers, M. (2008). South Dakota DUI Offenders Get Sober . State News (Council of State Goverments) , pp. 51(10),27. DUI Block. (2008-2014). Find Local DUI Checkpoints . Retrieved from DUIBlock.com: http://www.duiblock.com/ Esurance . (2014). Esurance- The True Cost of a DUI. Retrieved from esurance.com: http://www.esurance.com/violations/true-cost-of-dui Federal Aviation Regulations. (2005, June 12). Alcohol and its effect on pilots . Retrieved from Flight Physical : http://flightphysical.com/pilot/alcohol.htm In Case You Havent Heard . (2010, March 22). Alcoholism Drug Abuse Weekly. MADD. (2014). Madd Mission Statement . Retrieved from MADD: http://www.madd.org/about-us/mission/ Marketwired. (2013, July 2). The Yearly July 4 DUI Rally . Meurrow, L. (2007, January/February ). Survive a DUI. Mens Health , pp. 22(1),112. Moss, D. C. (1987, May ). New DUI Defenses . ABA Journal . NPR, S. (2011, November 17). U.S. Behind The Curve In Drunk Driving. Retrieved from NPR: http://www.npr.org/2011/11/17/142462512/u-s-behind-the-curve-in-drunk-driving-author-finds Progressive Insurance Company . (2004, July). Drunk Driving, BAC, State BAC Limits, Vehicle Resources . Retrieved from Progressive Web Site : http://www.progressive.com/vehicle-resources/blood-alcohol-calculator/ Schootman, M. (1993). Safety Behavior Among Iowa Junio HIgh and High school Students. American Journal of Public Health . Smith, M. D. (2014, September 5). Jerry Jones: Josh Brent was Suspended . Retrieved from NBC Sports . South Carolina Department of Public Safety . (2013, December 13). Retrieved from Sober or Slammer: http://www.scdps.gov/oea/nr2013/121213.html South Dakota DUI Program worth a look. (2013, May 23). The Wyoming Tribune-Eagle. Tebo, M. G. (2005, February). New Test for DUI Defense . ABA Journal .

Hamlet Feminist Criticism

This lack of prior knowledge of her being allows the reader to question the importance of her history. The question of the importance of her life is delegated and her current presence Is the only one that matters for the existence of the play. This shows the negative portrayal already to be brought about because of her underdeveloped, backbreaking. Sometimes words are needed in defense, for no words can be Just as negative. â€Å"Frailty; thy name Is woman. Is one of the most impacting quotes In the whole play.It directly states of the nature in which the feminine world is to be perceived. Woman, according to the time, were supposed to be mentally unstable, and fully dependent on their male spouse. This was no better exemplified than In Hamlet. Aphelia, after having taken orders from her father her whole life, his death made her go mad. She was then no longer able to function, ultimately resulting in her death. Gertrude, Hamlet's mother, quickly re-married to be supported by her lat e husband's brother. This shows her weakness to be successful without a partner and lack of self- assurance.Aphelion's specific death, that by drowning, can be linked directly with being a woman. â€Å"In his discussion of the ‘Aphelia complex,' the phenomenology's Gaston Bachelor traces the symbolic connections between women, water, and death. Drowning, he suggests, becomes the truly friendly death In the dramas of literature and life, one which is a beautiful immersion and submersion in the female element. Water is the profound and organic symbol of the liquid woman whose eyes are so easily drowned in tears, as her body is the repository of blood, amniotic fluid, and milk. Aphelion's brother Alerts states that he has once again became man after crying tears. Tears which are liquid, liquid being feminine, and friendly being weakness. The idea of women being signs of sexuality has been present for thousands of years. Aphelia is especially known for this, being a woman constan tly entangled within flowers and white linens. The scene In which Aphelia becomes mad, passing out flowers to those around can be contrived as symbolism for, â€Å"deflowering† herself.She publicly has humiliated herself, her family, and the female name for her actions. It was Montreal Day numerous critics now teeny Delved Tanat It was snapper's anger against women for making his characters act in these ways. An interesting aspect of some of the criticism on Aphelion's behavior has to do with those who act out the plays, themselves. Earlier renditions, when females were not as welcome on the stage, men played Aphelia and tended to react with more emotions to make Aphelia seem even weaker not only mentally but also in a physical aspect.When portrayed by a female, the pity and fragility were still present, Just not in the mocking demeanor as when portrayed by men. In other places, Aphelion's lines were shortened and censored because many did not believe in her place in the play at all. As time went on however, she is portrayed as childlike and frail in contrast to mad and dangerous. Hamlet's negative portrayal of women can be linked to many historical beliefs, but the examples are certain. The reader's lack of prior knowledge concerning Aphelia allows one to question the importance of her history.Woman, according to the time in which Hamlet was written, were supposed to be mentally unstable and fully dependent on their male spouse; Gertrude and Aphelia were prime example's of this phenomenon. Aphelion's specific death, that by drowning, can be linked directly with being a woman for water's liquidity. The idea of a woman being a sign of sexuality has been a common thought for thousands of years, this showing the ability for the plays modern day relevance.

Lifelong Learning Essay

1. Understand learning and teaching strategies in lifelong learning. 1.1 Summarise learning and teaching strategies used in own specialism. It is very important that i know and understand the various learning styles of my students before I start my lesson. This will enable my students to get maximum benefit from my lessons. I could do this through an initial assessment or interview or if i plan my lessons correctly, i could do this on the first day of class. Therefore once i know my students style of learning i can plan my lessons to what style best suits them. Once I’ve established their learning style i could then plan my lessons to suit my students and i could also use assessments to gauge their progress during lessons, this will be in the form of the initial assessment, formative and summative assessments. I could explain my teaching plan to the class, the aim and objective of the lesson, this way the students will be clear what the session entails and what they have to kn ow at the end of the lesson. In making sure no student is left out i could use EDIP to get my lesson across, this way i will be covering all learning styles. The students should also know what is acceptable in their behaviour and what’s not; this can be done through a class contract. The layout, safety and temperature of the room is also of great importance as there will be some students in wheelchairs, thus the students will feel comfortable during lessons. If not my students will be concentrating on the cold, lack of ventilation, also they may not be able to see or hear on what’s going on, therefore i will have failed in my aim and objective as a teacher. As a tutor teaching about disability I’m governed by the Health and Safety at Work act 1974. My students should be made aware of these rules and in case of any accidents where to go, and where the fire escapes and meeting points are, and also which toilets are suitable for wheelchairs. I will need to give a brief outline of COSHH and what it means, and how we behave in the class. To ensure good teaching and learning i will make it exciting and informative for them as i possibly can. Depending on funding i will try and have as much equipment as possible to demonstrate with, this will give the clas s a good feeling of achievement and help them have an easier life, also it will give me a good feeling knowing I’m doing my job properly. 1:2 Explain how approaches to learning and teaching in own specialism meet the needs of learners. As a tutor i will be giving talks on disability acts, changes to benefits including Personal Independence payment (PIP). I will be using handouts talks and visitors from the Job Centre Plus (JCP) and other benefit agencies. I will use the students own experience and situation to highlight the affects that these new changes will have on them, this will be class involvement and participation. This type of instruction will also use acts, dates; benefit amounts – numeracy, demonstrations and handouts – visual explanation and aural. I will also be using the fire brigade, who will give advice on fire risks in the home and give advice in preventing fires, and also on smoke alarms and carbon monoxide detectors, and most importantly what to do in the event of a fire, and disability adaption companies to give talks and demonstrations on what home and vehicle adaption’s that are available to them, these adaption’s will make them more independent, this will involve hands on sessions. In some cases may have to use power point. This will use kinaesthetic learning; all of the above will incorporate all learning styles and therefore will be fully inclusive. 1:3 Describe aspects of inclusive learning. Inclusive learning is all about involving all my students during the lesson, and treating them equally and fairly, and without directly or indirectly excluding anyone during a lesson. Some students may feel excluded if their particular needs are not met. Also i will need to take into account of any individual learning or support needs. Knowing what my students needs are in advance can be done through an initial assessment or the induction process. Inclusion is also about attitudes as well as behaviour; some students may be affected by the actions or words of others. Using student’s first names, having eye contact and speaking personally to the students when addressing them will incorporate inclusive learning. Creating learning conditions in the class setting can be based on respect for others, a group contract and ground rules will help with inclusive learning. Many ways for promoting inclusion are. Identifying needs, i need to find a way to overcome any barriers, flexible programmes for students with special needs, students taking medication, and having any appointments outside of the class. Also putting any sign posts for internal or external agencies which may be of use to them. Planning learning, by creating lesson plans and schemes of work will reflect on how i will be able to include all my students. Also by being able to plan a visit to an outside organisation so they can see what is available for them in making their life easier. Also agreeing any individual learning plans or actions plans they may need. Finding out if they’ve had any previous learning or experience. Facilitating learning, by encouraging group work where students can mix and participate with all students of the group. Making students feel comfortable to approach me with any questions they need to ask. Providing a safe and supportive environment where everyone’s contribution is valued. Encouraging respect and promoting and understanding of student differences. Assessing learning, this can be done by initial, formative and summative assessm ents. Adapting assessment activities where possible to meet any particular requirements or needs. Recognising and valuing individual’s achievements. Ensuring assessment planning is individual. Encouraging all students to reach their full potential. Quality assurance evaluation, communicating with other team members to ensure they are aware of any student requirements or issues, obtaining feedback from my students on mine and their performance in class, there are different ways in doing this.1: verbally, 2: electronically, 3: written. Evaluating my delivery to ensure I have included all the students fully in my lesson. Liaising with awarding organisation regarding any modifications required to the learning and assessment activities. As teaching about disability I will be using all aspects of inclusive learning, by using a mixture of different approaches in my class, this will ensure I meet all learning styles and retain student engagement and motivation. 2: Understand how to create inclusive learning and teaching in lifelong learning. 2.1 Explain how to select inclusive learning and teaching techniques. As a tutor it is important that i make my lessons inclusive, i can do this by using different learning and teaching styles during my lessons; choosing which style to use depends on what type of students i have in my class. Choosing inclusive learning and teaching techniques will allow the whole class to be involved making sure that my lesson is inclusive. It is also important that i discuss with my students what their support needs and requirements are, this can be done by an initial assessment and first interview. Once i know the needs and requirements i will be able to plan my lesson making sure that my lesson is inclusive. A tutor led demonstration is a teaching and learning method that may work well with hands on; this allows all students to participate regardless of ability levels of learning styles, it’s also useful for s tudents that learn visually, some students may have hearing difficulties therefore it is important for me to give instructions both verbally and visually, and written down. Therefore making sure that all learner and learning styles have been catered for. I could split the class into groups; by doing this it does not put any pressure on any individual student, this way they can discuss amongst themselves because each one will have individual views, this then will allow them to gather their own thoughts and discuss with the rest of their group. Ensuring my teaching and learning methods are inclusive and will meet the needs of my students and will help my students feel valued and supported. As i mentioned earlier it is important i find out if any students have any needs or need any support, as i will be able to choose the appropriate teaching and learning methods for the students and their learning styles. 2.2 Explain how to select resources that meet the need of learners. It is important to discuss with the students what their needs are and what extra support they need in order for the lesson to be inclusive. I can use many forms of resources it’s important that i make resources accessible to all students. Resources can help with their learning, therefore it is important to select resources that meet the needs of my learners. Some students may not disclose their additional needs for a variety of reasons; therefore there are a few steps which i can take to ensure that the students can still take part in their lessons. For example, making sure that all written text is large enough and plain font so as it makes it easier to read and different coloured paper can be useful for students with visual support needs. Students with visual impairment will also benefit from the larger text. Students with hearing difficulties its best to use power point with written handouts explaining what they will be doing and what i will be discussing during the lesson, this way the students will feel included in the lesson rather than wondering what’s going on. Also if using power point make sure the text is large enough for those not sitting close enough are able to see. By using these resources i am making sure my lessons are inclusive. I can also use external resources for example: * Local fire brigade, they can explain the fire risks at home and also advise on safety, they can arrange for a home visit to check that all safety measures are in place. * Job centre plus, to give advice on future employment and what is available for disabled people. * Local council, to give advice on any home improvements on making their lives a little easier, and handout leaflets on what may be available to them. * Ambulance service, to give advice on what to do in case of emergency and a little basic first aid training. * Guest speaker, to give advice on benefits and what’s available to them, and also what the new system will mean to them, the phasing out of DLA to Personal Independence Payment, (pip) between 2013-2016, also changes made to the sick ness benefit, and where to go for any advice. All these resources are beneficial in independent living and ensuring a positive outcome in inclusive teaching and learning. 2.3 Explain how to create assessment opportunities that meet the needs of learners. The first assessment will be the initial assessment; also asking the students if they have any prior knowledge, i will be doing assessments throughout the course this will give me a good idea on how my students are progressing, and will highlight any areas they are struggling in, class discussions may also help in finding out any initial needs of the class and offer the right support for them. Formative and summative assessments will also be carried out. Formative assessments are carried out during and throughout the course, this will allow for development to take place, and asking questions and observing will help me give ongoing feedback and will enable my students develop further. I could give them simple tasks to do and assess their development, this way i can find out if there are any areas in need of further development. Students doing simple tasks will help in therapy and give every student the opportunity to give feedback on what they’ve seen and learned. Summative assessments are done at the end of each lesson and getting the students to demonstrate on what they have learned during the lesson, this can be quite stressful for some students; therefore i can help by giving a little encouragement. When doing summative assessments i only need to assess what needs to be assessed. 2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. Literacy skills can be used in lessons in a number of ways; i could do this by getting the students to create posters, or handouts. I could also get the students to read out or present their work to the rest of the class, which would bring both language and communication skills into the lesson. By providing a print out of my power point (if i have one) is another way of using literacy and language skills, as the students will be able to follow the power point at their own pace, and also gives the students a resource in which they can take away with them. I could also get the students to take part in role play situations, or discussions on a certain topic/ language skills will be used in a lesson when starting a new topic by providing students with a glossary which will provide the students with definitions of new terms. Language skills will involve listening, discussions, and explaining to the rest of the class what they are doing, and the other students giving feedback. This could also be covered by a question and answer session. Numeracy skills can also be used in most lessons, it could be as simple as by putting in a graph, pie chart or a bar chart into my presentation or handouts. This way the students will get used to seeing charts, and could also help them to understand how they work, therefore using numeracy skills in my lessons. I could also use terms such as 50% instead of half, this again will help the students understand numerical terms better. Time keeping skills can also be used in the lesson by giving the students timetables to show what time they start their lesson, also informing the students that breaks are every 45 minutes. All travel costs will be reimbursed by my organisation; by getting the students to total up their travel costs instead of us working it out for them will incorporate numeracy in my lesson. There are a number of ways to incorporate ICT skills during lessons; which will allow the students to build on their skills, beforehand i will have provided a scheme of work, and at all stages of the lesson these will be taken into account. I can use ICT in most lessons and also i could include tasks such as typing work into a word document, or use power point to create a presentation to present to the rest of the class. By getting the students to do a presentation will help in their language skills as well as ICT skills, also another way i could use ICT skills in lessons is to get the students to do some on-line research on a topic which i will give them. Sometimes i may have a lack of ICT resources; this may make it more difficult for the students to learn. However, i could give the students a handout containing links to websites relevant to the lesson. By providing the student’s links will encourage the students to access them in their own time; therefore i will have incorporated skills into my lessons without ICT resources in the classroom. 3. Understand ways to create a motivating learning environment. 3.1 Explain ways to engage and motivate learners in an inclusive learning environment.

Fences Of Mandatory Sentencing - 1923 Words

3.1 Offences where Mandatory Sentencing is Applied Mandatory sentencing currently applies for many offences. Stated in the CCA, section 279(4), adults who are guilty of murder must be sentenced to life imprisonment. Under section 90(1a) of the SA it also states life imprisonment must be imposed with a minimum of 15 years without parole. Section 318(2) of the CCA states if a person is over 16 but under 18 and committs a serious assult against any officer (police, transit, security etc) a term of detention of at least 3 months must be imposed. Section 401 of the CCA only states there must be a mandatory fine paid if a person commits burglary. More recently in 1996 the WA government introduced the â€Å"three strikes and you re in† law under the†¦show more content†¦Section 297, Grievous bodily harm, states â€Å"any person who unlawfully does grievous bodily harm to another is guilty of a crime, and is liable to imprisonment for 10 years.† Section 297(2) states if a motor vehicle is stolen during this act it will result in an increase to 14 years imprisonment. 4.0 Benefits of Mandatory Sentencing This section needs to summarise and explain the academic and legal argument regarding mandatory sentencing and benefits of reducing judicial discretion in sentencing decisions. (Judicial discretion is the power of the judiciary to make some legal decisions according to their discretion (what they think should be done) You will need to cite relevant journal articles here as they will be the best sources of information. You are welcome to cite literature which discusses mandatory sentencing in other jurisdictions, however make sure you link it back to your topic. Hint: the benefits relate to an increase in consistency across sentencing decisions and increasing community safety by enforcing terms of imprisonment. There has been long been debate between academics and policy (legal) makers about the impact of mandatory sentencing and benefits of reducing judicial discretion in sentencing decisions. There are a couple of benefits of mandatory sentencing including an increase in community safety and the removal of personal bias which results in an increase of consistency across sentencing decisions. 4.1 Community Safety After mandatory