SAT Prep

How to Beat Procrastination in Your ACT/SAT Prep SAT / ACT Prep Online Guides and Tips Not on our watch. To do well on the SAT/ACT, you need to commit to a certain amount of study hours. The higher the score you want, or the more points you need to improve, the more hours you need to put in. (Read more about how long exactly you need to study for the SAT or ACT here.) If total hours is your main goal for studying, then procrastination is what you need to defeat to be successful. So we’ll talk a bit about why procrastination happens, and then give actionable advice for fighting it. Read in to conquer procrastination once and for all! Why Do We Procrastinate? Before we can discuss how to fight procrastination, it's helpful to understand why we do it. You may be surprised what causes you to put off important work like studying for the ACT/SAT! The common wisdom is that procrastination happens due to a lack of time management skills. According to this theory, students don’t realize how much time a task will take, so they don’t start it until it’s too late. This might explain some students who frantically cram for the SAT or ACT the week before the test. Another theory is that procrastinators underestimate the importance of a task in the long term (say, a high SAT/ACT score) versus the importance of tasks in the short term (homework, extracurricular activities, friends, sleep, etc). This could explain why a well-meaning student keeps avoiding studying for the ACT/SAT, because other tasks, like homework and social events, keep distracting them. But are these the only reasons we procrastinate? After all, most teenagers understand that the SAT/ACT is important – in fact, as colleges get more competitive each year, you could argue teenagers have never been more aware. So why procrastinate on SAT/ACT studying? Another theory, as reported in The Atlantic, explains why even highly motivated students could procrastinate on their SAT/ACT studying: â€Å"Scientists have begun to think that procrastination might have less to do with time than emotion†¦ Instead, Ferrari and others think procrastination happens for two basic reasons: (1) Wedelay action because we feel like we're in thewrongmood to complete a task, and (2) We assume that our mood will change in the near future.† Procrastination: more about your mood than your time management skills. And that, in turn, leads to a vicious cycle: â€Å"Putting off an importanttask makes us feel anxious, guilty, and even ashamed, Eric Jaffe wrote. Anxiety, guilt, and shamemake us less likely to have the emotional and cognitive energy to be productive.That makes us even less likely to begin the task, in the first place. Which makes us feel guilty. Which makes us less productive. And around we go.† It’s easy to see how that could happen to a student who needs to study for the SAT. Say she plans to start studying by taking a practice exam on a Saturday. But she doesn’t get around to it because she’s working on other homework assignments. This makes her feel anxious and guilty about skipping the practice test. So on Sunday, she doesn’t take the practice test since she’s still feeling quite stressed and anxious, and instead finds herself studying for AP LIterature and prepping for the next debate tournament. And then the school week starts, she gets a slew of new homework assignments, and she keeps putting on the practice test. Each day she skips it, the more guilty she feels, and the less likely she is to start studying. Sound familiar? You can see how this creates a vicious cycle: you feel guilty for not studying, which puts you in a bad mood and thus makes you less likely to start studying the next time you think about it. Especially given how stressful the SAT/ACT is, the emotions of anxiety and guilt that come with studying for it can be overwhelming. And, ironically, the students who may deal with the most guilt and stress are the ones who are aiming the highest: those who want a 2200 SAT or 33 ACT or higher. So you need to break through the time management and emotion traps to make SAT/ACT studying a manageable, non-stressful part of your life! Sound daunting? It is, but if you follow our advice, it doesn’t have to be. Read on for techniques to cut through the procrastination loop and study successfully for the ACT/SAT. Part 1: Deadlines and Accountability It may sound tedious, but the first way to cut through procrastination is to set deadlines and hold yourself accountable to them. Learn more about why deadline-setting is important and how to create effective deadlines here. Deadlines Every student's favorite word. One factor that almost always defeats procrastination is a hard, unavoidable deadline. Why? A deadline forces you to take action before you face a bad consequence – whether that’s a bad grade or a failed test. The power of deadlines explains why so many students put off work until the night before something is due, and then stay up all night to complete an assignment. Well, you may be thinking that the SAT/ACT has a deadline: the day of the test. However, if your only deadline is the test itself, that won’t help you study meaningfully! In fact, that could lead to last-minute cramming, which isn’t helpful at all. A way to combat this temptation to cram is to set smaller deadlines well in advance of the test. Setting smaller deadlines along the way can help you be productive and hit key milestones in your SAT/ACT studying. For example: 8 weeks before test: take a full practice exam 7 weeks before test: identify major areas to improve and gather study resources 6 weeks before test: put in at least 6 hours of studying weak areas What your deadlines are and how many you set depends on your study goals, the time you have until the test, and where you need to improve. But the key is to set at least some smaller deadlines so that the test date itself isn't your only motivator to study. You can probably see that setting smaller deadlines will take some planning and reflection on your part. You’ll have to figure out how long you want to study for the SAT/ACT to figure out your timeframe, first of all – will you be studying over four months or two? You'll also need to figure out how much you need to improve by, which we'll discuss more below when we talk about goal-setting. But even though it sounds like extra work, setting smaller deadlines is key to avoiding the procrastination trap. By holding yourself accountable to a study task each week, you can make sure you actually study in the run-up to the SAT/ACT. So your first task is this: after deciding how long you’re going to study for, set weekly deadlines. But how can you make sure you actually honor them? Keep reading. Accountability So you’ve set your deadlines and you have a good idea of what you need to do between now and test day. Unfortunately, one thing researchers have discovered is that deadlines are actually more effective if someone else sets them: â€Å"The group withexternal deadlines performed the best. "People strategically try to curb [procrastination] by using costly self-imposed deadlines,† Ariely and his co-authorKlaus Wertenbrochconcluded, "and [they] are not always as effective as some external deadlines."† We’re not saying you should ask your Mom to create a study calendar for you and force you to study each day. In this case, you will still be setting your own deadlines. But if you set deadlines like the ones above, let others know so they can hold you accountable. Involve your friends and family, including parents and/or guardians, in your SAT/ACT study schedule. Put your study deadlines on the family calendar if you have one, and tell your friends about your plans so they can hold you to them. Make your SAT/ACT studying a very public part of your life, so your friends and family can call you out and make sure you're actually sticking to your promises to study. Even though it may seem awkward or embarassing to go on about your SAT/ACT study plan with friends and family, if they can support you and make sure you stick to your deadliens, you're much less likely to procrastinate. Use Reminders A final piece about deadlines is to set reminders so you don’t forget about your weekly study goals. The deadlines won’t do you any good if you forget about them! So ask your friends, family, or parents to remind you to study – this builds on the accountability piece above. You can also set phone or email alarms reminding you to study if you have a planned study block. You can even put reminders, like post-its or signs, around your house if that’s your thing! Find a reminder system that works for you and put it in place to make sure you actually reach your weekly study deadlines. Part 2: Don’t Think of It as Work Even though studying for the ACT/SAT is probably not your idea of a super fun time, if you can manage to think of it as a game rather than a chore, you're more likely to study for it. From The Atlantic: â€Å"procrastinators are more likely to complete a piece of work if they’re persuaded that it’s not actually work. In one study reviewed by Jaffe, students were asked to complete a puzzle, but first they were given a few minutes to play Tetris. 'Chronic procrastinators only delayed practice on the puzzle when it was described as a cognitive evaluation,' he wrote.When scientists described the puzzle as a game, they were just as likely to practice as anybody else.† So if you can find a way to trick yourself into thinking that studying for the SAT/ACT isn’t work, you may procrastinate less. I admit that you’re probably never going to be able to treat the SAT/ACT just like it’s a game or hobby – it’s a test, after all, and a test that carries a lot of importance for college and scholarships. But still, if you can get into the mindset of treating your SAT/ACT studying like a game or hobby, your day-to-day studying may be easier to tackle. In the short term, the SAT/ACT won’t affect your grades, and only you have to know how well you do. So try and treat it like a game you’re trying to be the best at, and don't worry about what anyone else thinks. Depending on your personality, you may be able to try the following tactics: Beat your high score: if you're competitive and/or a perfectionist, treat the SAT/ACT like a game you're trying to master. Take lots of practice tests and push yourself to improve on your latest score until you reach your desired high score. Play with a friend: another great strategy for competitive people is to rope in an opponent. If you have a friend also studying for the SAT/ACT, consider studying together and seeing who can get the highest score on an individual section or an entire practice test. Race against time: especially if you're trying to improve your speed on math or reading sections, time yourself carefully when you practice and see if you can improve your efficiency each day. Five-minute headstart: if you really don't feel like studying, just get yourself to practice for five minutes. Often once you've started, it's easy to keep going for another ten, fifteen, or twenty minutes . Get feedback: focus on parts of studying, like practice sections or sets of problems, that allow you to get instant feedback on your progress. Work to improve your score each day. Focus on the more game like aspects of studying: If you’re facing a real block, plan a "game day." Use flashcards, do multiple-choice practice, or time yourself, rather than trying to teach yourself a math concept or grammar rule. If you can get through a study block today, even if it's just reviewing some flashards, you can cut through the procrastination loop and be more likely to study hard the next day. Reframing your thinking around studying, and making it a game rather than a chore, can definitely help you put the time in, especially on days where you really do not feel like studying. Even though it sounds cheesy, this technique can be surprisingly effective. When I took the ACT last June, I studied a lot with the goal of beating my high school score. (I’m competitive like that, I guess!) It honestly began to feel kind of like a game to me, which made taking practice multiple choice sections fun, because I was always aiming to beat my old â€Å"high score.† Part 3: Make It a Daily Habit If Possible Just like you improve faster if you practice piano every day, making SAT/ACT studying a daily routine can do wonders for your score, and your ability to reduce procrastination. If you can make SAT/ACT studying a daily (or every-other-day) habit for a few weeks, you’ll study more effectively and it will hopefully feel less like a chore. A daily habit will also cut through the procrastination loop and reset the feelings of anxiety and guilt you get from putting off studying. Even if you can just put in 5 or 10 minutes on a day you don't feel like studying, that could be enough to get you in the right mood to study more effectively the next day. Furthermore, remember that a 15-minute daily study session can feel much less intimidating than a 2-hour weekend study session. If you avoid studying for days on end, the â€Å"procrastination doom loop† will kick in and each day you don’t study will make it even harder to study the next time. Especially if you struggle with procrastination, don’t try to force yourself through a gigantic study block once a week. Daily practice will also help make you a more consistent, fast test-taker. It also gives you more opportunities to practice tricky concepts and let new information sink in. So what's the best way to make daily practice a reality? We suggest breaking your weekly study deadline into daily actionables. Check out the example below. Weekly Deadline: Master Plane Geometry on the SAT Monday: Review plane geometry concepts in SAT prep book Tuesday: Continue to review plane geometry Wednesday: Complete plane geometry practice questions in prep book Thursday: Correct and review practice questions, note mistakes Friday: Analyze mistakes in journal Saturday: Study the areas I still don’t get Sunday: Complete entire SAT math practice section This plan works because we start with one specific goal: learning and practicing plane geometry on the SAT. Each day, we take a small step to learn it, planning on no more than 30 minutes of time, except on Sunday when we take a full practice Math section. These daily goals should be easy and manageable to complete, and will build to a larger achievement by the end of the week. Will creating these daily steps in addition to weekly deadlines take work? Yes. But taking the time to make daily goals will make your study plan much more effective and resistant to procrastination. Also, designate a specific time of day for studying, if that’s helpful – like right when you get home from school or after dinner – to make it part of your routine. And finally, to build on the accountability section from before, mention to your family and/or friends that you have a daily study block and ask them to hold you to it. Part 4: Remember Why You're Studying Having a feeling of urgency around SAT/ACT studying, and a strong sense of how important it is, can also push you to study when you really don’t feel like it. If you remember every day why you're studying and why a high score is important to you, you're more likely to stick to your study plan. Why is urgency important? Other aspects of your life that compete for your time in high school have built-in markers of urgency. Homework has immediate deadlines that affect your grades, practicing for a sports team at school affects the game on Saturday, and hanging out with friends maintains your social circle. Since the SAT/ACT only happens on one day, and its importance is a few months (or years) down the line – on your college application – it can be hard to have a sense of urgency about it, even if you know instinctively that it’s important. Especially if you’re taking the SAT/ACT as a high school junior, you won’t be submitting it on applications for another year. Plus you have time to retake it. So it’s easy to let yourself think it’s not that important and focus on more pressing tasks. So to build urgency around studying, gather the evidence as to why your SAT/ACT score is important. Finally, set goals to help you achieve your desired SAT/ACT score. This will give you the motivation you need to get through the procrastination loop and start studying, even if you're stressed or anxious. Building Urgency So how do you gather the evience around why your SAT/ACT score is important? First, figure out the target score (ACT/SAT) you need for your top schools! Keep that number in mind as you study – you can even hang it up in your room to remind yourself daily of your goal. You can also find pennants or print out pictures of your top schools to hang up to connect that number to a more concrete goal! Also take a look at the kinds of scholarships you can get for high SAT/ACT scores – a high enough score could make college free. That’s an excellent motivator. Finally, read in-depth about why your SAT/ACT score is the more effective way to improve your college admissions chances. By keeping all this in mind, you can hopefully make SAT/ACT studying a daily reality. Keep your dream school or scholarship in mind, and use that goal to motivate you to open your prep book, even on days where you would rather be going to the football game or working on AP Calculus homework. Setting Goals Earlier, we talked about setting deadlines. Another key component of creating good deadlines is knowing your starting place so you can decide what to work on each week. So first up: take a full practice exam ASAP (here are free SAT/ACT practice tests) so you know your starting score. It’s much more manageable to be thinking â€Å"I need to go from an ACT 26 to 32† rather than â€Å"I need to be studying for a 32.† With that six-point increase in mind, you can begin creating weekly study deadlines and daily study goals. Next, set smaller midway goals, like being able to get a 28 after your first three weeks of studying. By including smaller check-ins during your study plan, you can reevaluate your study deadlines and change things around if you need to. We also recommend youtake a look at SAT/ACT scoring so you can set concrete raw point goals for each section. For example, approaching SAT Math is easier if you know you’re trying to get 45 raw points rather than a more nebulous 670 composite score. By setting clear goals, like â€Å"this week I want to be able to get 40 out of 60 correct on ACT math,† you can make SAT/ACT studying feel less like a nebulous, scary task. The more concrete your goals, the more manageable studying will be and the less likely you'll be to put it off. PrepScholar Can Help! If you’re feeling a bit overwhelmed by this, or want another layer of accountability, our PrepScholar study program has a bunch of these techniques built right in. We involve your parents, give regular feedback, set goals for you, and analyze your weak points as you study. So rather than worry about implementation, you can focus on the studying itself! Is an online prep course necessary for all students? Nope. Many students can successfully create a study plan and achieve their target score on the SAT/ACT. But if you want extra help or think you would benefit from an additional resource, I encourage you to look into it. Bottom Line Recognizing that procrastination is a result of not just poor time management but a difficult emotional feedback loop can help you fight it. Set deadlines, involve others, make studying a game, make it a daily habit, and remember your long-term goals. Studying for the ACT/SAT is not an easy task. But if you give yourself enough time, bring in family and friend support, and remember your goals, you can cut through the negative emotions that cause procrastination and find the motivation you need to get the score you want. What’s Next? Check out our guide to a perfect SAT score by our top-scorer. This article discusses ways to build motivation and commitment to help you reach your score goal, whether you're aiming for a perfect score or just a personal best (ACT version here). What are good study resources to get started? Get a guide to the best ACT and SAT prep books on the market. Get more in-depth help with our complete guides to ACT ScienceandSAT Reading, and tips from a perfect scorer on ACT Math and SAT Math. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Accommodations and Modifications Assignment Example | Topics and Well Written Essays - 500 words

Accommodations and Modifications - Assignment Example Accommodations and modification have been helpful when administering instructions and assessment for students with special needs. This is because accommodations strategies are designed to meet the needs of every individual that ensures equal delivery, as well as standard academic contents. In this research work, the student with specific learning disability (SLD) will be considered. This disability makes the victim to have difficulty in understanding and acquiring language both written and spoken. In addition, being a student learning English as a second language, the student also has a disability of English learning. In specific, the student suffering from this disorder has problems of listening, spelling, writing, speaking and performing complicated puzzles together with doing mathematics (Beech 23). Such student can be supported by the use of the accommodation and modification. This strategy is organized into four categories namely presentation, response, scheduling, and setting. Presentation involves setting the student to access the relevant information. Since this student has difficulty in reading, instructions and assessment can be administered in form of illustrations and graphics such as audio, visual, or tactile. However, this approach cannot be effective in some cases where the information to be relayed cannot be either graphed or illustrated. Additionally, preparing theses illustrations and graphics is difficult and time consuming. For response, the student can be introduced to alternative ways of responses as opposed to the conventional ways such as writing, speaking, and drawing. The alternative methods of response, that student should be introduced to include scribes, computers, or word processors, braille, and word prediction software. Other alternative methods of response are voice recorders, portable sound recording

Ethical Dilemma Essay Example | Topics and Well Written Essays - 500 words - 7

Ethical Dilemma - Essay Example er will analyse such a dilemma in a particular case of Juana, a pregnant lady who refused blood transfusion due to religious beliefs and eventually died. In the light of case, if code of ethics provided by American Nurses Association is analysed, one can clearly see that autonomy and choice of treatment of a patient is given preference (ANA, 2001). Like if a patient refuses blood transfusion even in a critical scenario, the choice of patient would be respected. However in few states like in Illinois, the Supreme Court has intervened to take legal measures to give priority to save a human life (Illinois Supreme Court, 1996). The principles applied to the case are of compassion, justice, autonomy, beneficence, nonmaleficence and respect. All the principles commonly state to act upon the patient’s free will to accept treatment which is not in conflict to her/ his beliefs keeping in view that patient is not intentional harmed. Principle of veracity also applies which states that healthcare providers should be truthful to the patients and must allow the patients to make an informed decision (Gardiner, 2003). Analysing the case with a personal perspective, it is though obvious that the nurses followed ethical principles and did not compromise the beliefs of the patient; however the life of patient and fetus had been compromised. The nursing staff had followed the code of ethics given by American Nursing Association which is in conformance with other ethical principles. If the patient had been treated with the blood transfusion, her life could be saved but her regret to live out of her religious morality would ever make her repent. People have emotional associations with their beliefs and values that must be respected. But one can disagree with the decision the patient and her family (husband) as beliefs are only perceptions and they are not more valuable than the human life. It could be possible to take immediate help of a bishop provide guidance in case of severe

Investigative Tools and Equipment for Crime Scenes

Investigative Tools and Equipment for Crime Scenes Homicides are punishable criminal acts that involve the killing of an individual by another person. Homicide cases can be either intentional or unintentional. Voluntary homicides are premeditated with the intent to kill such as murders, whilst unintentional homicides occur by mistake or negligence as in cases of fatal traffic accidents. However, these are tackled using the same investigative approach which comprises in using the correct apparatus and techniques to collect evidence from the crime scene, in filing of reports, in conducting searches, in interviewing witnesses and in interrogating suspects in order to arrest, prosecute and punish the offender. Investigative tools and equipment To help the investigator in collecting all available evidence, a list of apparatus that is necessary to keep all proof intact and clean are brought on the crime scene. Universal Precautions such as a disinfectant and disposable gloves, jumpsuits, hair covers, shoe covers, purification masks, and face shields are important to help the investigator in safely touching the environment without tampering evidence and leaving fingerprints. An investigative notebook and stationary such as pens, markers, and pencils are also needed for writing down scene notes. Time reading is very important during the collecting of data such as time of arrival so a wristwatch would be ideal. Official identification of the investigator is also necessary since not everyone is allowed within a crime scene enclosed by crime scene tapes and barrier sheeting (Reno, Marcus, Robinson, Brennan, Travis, 1999). Body bags are brought to the scene to remove the body of the deceased safely from site and ID tags along with evidence seals are attached before removal from site. Cameras are needed to provide visual evidence for later study and measurement instruments such as tape and rulers are needed to record specific lengths or distances. Special containers such as specimen containers are needed to carry and preserve blood, general fluids, and other evidence items to the laboratory. Medical equipment kits are useful for gathering evidence that are complicated to obtain such as scissors to cut clothing samples or cotton-tipped swabs for picking out fluid samples. A trace evidence kit, a first aid kit, a latent print kit, a gunshot residue kit, a blood test kit, a thermometer, local maps, a pair of boots, portable lighting, and reflective vests, are some other important tools for the investigator. Finally, some basic hand tools such as screwdrivers, hammers, shovels, paintbrushes, and bolt cutter s can help investigators to access areas thoroughly (Reno et al., 1999). The Investigation Process Analysing the crime scene The first responder to arrive at the crime scene is usually a police officer and is in charge of the preliminary investigation. S/he has the responsibility of checking whether the suspect is still armed at the crime scene or in the surrounding area. The first responder must render medical assistance to any injured persons and be prepared to write down notes in case of any dying declarations. In case of the latter, the police officer must ask the right questions (such as built, race, hair and eye colour, clothing ect) to try to determine who the culprit is. Afterwards when the dead body is located, death must be confirmed. Thus, the victims pulse, respiration, and reflexes must be checked. Any witnesses should be identified and asked for personal details such as name, address, and mobile/telephone numbers so that they may be contacted later for investigative purposes. It is important that witnesses be separated in order to avoid discussion of the event of crime and thus, contamination of individual accounts of events (Truro Police Department, 2004). The next vital step is to note all weather and environmental conditions, and to protect the crime scene and the evidence found in it until the investigation team arrives on site. This is done by isolating the crime scene from unauthorised persons and by verifying that no evidence is touched prior to the investigation teams arrival on site. The first responder should also establish physical boundaries, park vehicles securely and safely, remove any animals from site, and control traffic. Scene safety is important for all the people involved in the investigation therefore such environmental and physical threats that can cause injury must be removed prior to the crime scene investigation. However, this should be done without damaging and contaminating the integrity of the scene and the evidence. In addition, it is important that the first responder keep a record of all the people that visit the scene, and only allow persons who are needed in the investigation (Reno et al., 1999). Once the investigation team arrives on site, the first responder must report the details to them as accurately and fully as possible. Each member of the investigation team is assigned a specific task to make sure that all the area is covered adequately and to save time. A scene walkthrough should also be established so that entry and exits paths, physical and fragile evidence, and the deceased are identifiable. Depending on the number of investigators, a spiral, grid, linear, or quadrant pattern should be walked so that no area is left unsearched and location of evidence should be marked, photographed. and sketched. This is also essential to avoid alteration and contamination of fragile evidence that includes blood, body fluids (froths, substances from orifices ect), hair, fibres, and fragile evidence that is easily contaminated, lost, or modified. It is important that photographs and sketches indicate the location and patterns of all evidence that is to be collected, preserved, tran sported, and documented so that it can be admissible in court (Reno et al., 1999). An accurate rough sketch of the crime scene containing the case number, location, and case name, can serve as a map to indicate the position and location of the body and any other evidence. All objects should be tied-measured according to stationary landmarks and measurements of the scene taken. A North indication is always appropriate to help understand the general layout of the sketch. If possible, a scale should be included to help calculate distances and sizes of objects. If the crimes scene is indoors, apertures and furniture should be included, whilst if the crime scene is outdoors, trees, fences, vehicles, or any other structures are to be sketched. Afterwards a finalised and accurate version of the sketch is to be drawn so that it can be presented in court. This can also be drawn using computer design software (Bertino, n.d.). Photographic scene documentation helps in providing instant and permanent images of the scene that can be used to recreate the crime and when in doubt about certain details in the report, witness statements, and position of evidence. It is important to include a wide-angle view of the crime scene in order to make the location identifiable. Photographs should be provided with scales and taken at different angles to provide different views of areas. Triangulation of stationary objects should also be included in the photos as reference points. This will also help to uncover any additional evidence that is not noticed by the naked eye (Reno et al., 1999). In addition, photographs with and without measurements, of the initial position of the body, the face of the deceased, objects removed, and the terrain beneath the body should be taken. This is essential to keep record of the position, appearance, clothing, identity, marks and scars, injuries, and final movements of the victim. A detailed record of the evidence such as weapons, cartridge cases, footprints ect, and any necessary measurements along with its relationship to the body should be taken. Volume, patterns, spatters, and other characteristics of blood and body fluids should also be recorded. This also applies for any odours, lights, temperatures, and other fragile evidence. It is important to note that whilst performing these tasks the condition of the body and evidence should never be moderated. Fingerprints, dental, radiographic, and DNA comparisons; personal belongings; photos of tattoos and physical characteristics can all aid in the investigation as these can lead to rela tives if identification of the body is made (Reno et al., 1999). The cause, manner, and time of death can all be determined from post mortem changes such as state of livor mortis and rigor mortis, degree of decomposition, insect and animal bites, and the difference between the temperature of the body and the environment. Documenting such details can help the investigator realise when the witness statements are corroborated and when the body of the dead was transported from a primary location. When the location of death is different from the place where the body is found, it is important for the investigation team to find such a place. Determining the location of death is important to discover how the body was transported to the secondary scene. This can be found by searching on the body and clothes of the deceased and for any drag marks and post-injury marks (Reno et al., 1999). A record of the details of the person/s who discovered the body; the details of where, when and how the discovery was made; and the details of what was exactly was discovered is also necessary for the subsequent investigation and judicial processes. Documenting pre-terminal medical and mental records, and possible incidents and symptoms prior to death and obtaining the relevant ante mortem specimens is essential to determine the deceaseds condition before death. These also help in distinguishing between medical treatment/disease and trauma/injury, and thus determine the cause and manner of death. Marital, family, sexual, educational, employment and financial information, as well as any routines, habits, friends and associates of the dead all help to develop a profile of the deceased that will aid in establishing the cause and manner of death (Reno et al., 1999). Furthermore, the investigation team is also in charge of making sure that the body is protected from further trauma and/or contamination; that all belongings and clothing of the dead victim are properly inventoried, that all evidence items are identified; that all blood and/or vitreous samples are collected; that the body in the body bag is correctly identified and removed from the scene; and that all of these are securely transported to the adequate laboratories and examining agencies. It is also the investigation teams responsibility to notify all next of kin about the death of their relative and to record this (Reno et al., 1999). Documenting and arranging for the secure transportation of body from the scene for autopsy or storage, maintains jurisdiction and chain of custody over the body by the investigation team. In fact, jurisdiction is only released when the body is given to the funeral director. The next step is to perform exit procedures to make sure that: all evidence has been collected, that no materials used in the investigation were left behind; and that all dangerous items were reported. Finally, the family should be informed of any autopsy and support services, and be given a timetable of events such as that of the time of body release and when the test results will be available (Reno et al., 1999). Evidence Evidence can be either direct such as first hand observations of eyewitness testimonies and confessions or circumstantial. Circumstantial evidence is indirect evidence that may prove a link between the crime scene and the suspect. The latter can be divided into physical (fibres, weapons, bullets, shoe prints, blood) and biological evidence (body fluids, hair, plant parts, fingerprints and natural fibres). Biological evidence or individual evidence is many times preferred since this is likely to lead to a specific person, unlike physical evidence or class evidence that leads to a specific group of individuals (Bertino, n.d.). After the evidence is collected from the crime scene, it is usually sent to forensic laboratories to be examined more closely. Test results are important for reconstructing the crime-scene, this means creating a hypothesis to explain the sequence of events from before the commission of the crime to its commission. The investigator should then determine how the evidence fits into the crime and compare it to witnesses statements. Evidence analysis is essential to determine the reliability of such witnesses, to identify suspects, to release any imprisoned innocents, and to verify if the crime scene has been staged (Bertino, n.d.). Evidence such as fingerprints and biological samples from a crime scene can aid in the investigation especially if such biological information is loaded into a database. In this case, links between the new record and a pre-existing record can be established, thus ameliorating detection rates. Such information can then be used to arrest suspects and as evidence in court (Nuffield Council on Bioethics, 2007). Autopsy In cases where the cause and circumstances of death cannot be verified by the investigator or a doctor, the Magistrate in charge of the case may order an autopsy to be performed on the body by a forensic pathologist. An autopsy allows the examination of the dead person both from the outside and inside. This is done to examine any structural alterations, injuries, toxicological substances, and any other biological material such as blood, saliva, semen, and urine to find out the identity of the person and the cause, time and circumstances of death (Chapter 8, n.d.). Searches Sometimes in the investigation of a crime, searches in buildings, vehicles, and other locations as well as on persons must be conducted in order to look for and seize suspicious evidence. Such searches should always be conducted after the issue of a warrant from a Magistrate (Criminal Code Chapter 9, Articles 355E, and 355L (2)). Interviews Witness interviews can be a good source of information for the investigation. Witness interviews should not interfere with human rights. In order to get as much information out of the witnesses as possible, the investigator should interview the witnesses as close to the event as possible to avoid the forgetting of certain details. It is better to create a favourable atmosphere to conduct the interview in order to make the witness as comfortable as possible. Calming down excited and upset persons and conducting the interview in a private and quiet area is also beneficial. During the interview, the investigator must write down notes unless video recording the whole conversation. Although spoken words are important, the investigator must also understand and record any body movements, emotional outbursts, and/or any sudden silence, as these can mean that further probing or clarification is needed on specific topics (Truro Police Department, 2004). Since witnesses can turn out to be the culprits, investigators must be careful not to reveal important case information. Furthermore, it is also important not to ask close-ended questions so that the person is encouraged to open up to the interviewer. In fact when faced with a shy or reluctant witness, the investigator should try to persuade the individual to be truthful and to appear in court. Putting words in the mouth of the witness by asking leading questions and interrupting the witness constantly during the interview is also wrong since this could result in the witness narrating what the interrogator said rather than his/her account of events (New Mexico Survivors of Homicide, Inc.; Official website of the San Jose Police Department). Interrogations Prior to the interrogation, Miranda warnings must be given to the suspect in an unhurried manner and in a way that s/he fully understands his/her constitutional rights. When an advocate is requested by the suspect, the interrogator must wait for such a person to arrive before initiating the interrogation. In cases of language barriers, underage persons, mental infirmity, influence of drugs or alcohol, wounds, and shock, waivers of Miranda warnings may be suppressed (Truro Police Department, 2004). The interrogation of a suspect may be the only chance for the investigator to obtain an admission or confession. Thus, the investigator must establish a good rapport with the suspect regardless of the type of crime committed and the lack of remorse shown by the suspect. This means that no type of coercion, threatening behaviour or bribes shall be used to obtain a confession (Official website of the San Jose Police Department). If the interrogator is lucky, s/he will get a voluntary confession that can be attained either in response to a question or by the free will of the suspect. In this case, the suspect should not be interrupted. On the other hand, if this is not the case, the interrogator should be tactful, patient, and reassuring whilst asking the questions. Furthermore, just like in witnesses interviews the interrogation is best conducted in a quiet and private room. Questions should be in simple and plain language, and asked consecutively without the use of sarcasm, interruptions, or suggestions of answers. A written record or video recording of all interrogations must be kept in all cases and must include the time and place of the interrogation and the names of the people present in the interrogation room (Truro Police Department, 2004). Reports In all stages of the investigation, the investigation team must keep a detailed report of each action undertaken in the course of the criminal investigation. All facts of the case must be reported since an investigation is only complete when it is accurately reported (New Mexico Survivors of Homicide, Inc.). An accurate report is important because without it, it is impossible to have a strong case against the suspect. All written records must include the name and identification number of the person taking action; the place, date and time of the action; details of the persons present; the case number; and the name of the suspect (Chapter 8, n.d.). The report must include a summary of facts in narrative form (so that the reader can see a clear picture of the event before reading the whole report); a list of evidence listed according to size and using consecutive numbers for separate items (include: what, where, and from whom the item was seized, where it is being stored, and any other specifications such as if the item was used for testing and by whom); any processes that have to do with the investigation such as lab testing and search warrants; a list of witnesses, their testimony and connection with the case; copies of preliminary and follow-up investigation reports; statements of victims and perpetrators; background of deceased and defendants; examination results; photos; and status reports. However, the report should not include opinions of the writer and any other irrelevant material (New Mexico Survivors of Homicide, Inc.). Follow-up investigations Sometimes the initial investigation is not enough to close the case and as a result, follow-up investigations need to be conducted. This is many times done after the case report is reviewed and the investigator realises that additional evidence is needed. A follow-up investigation may include: additional interviews and interrogations; reviews of previous case records, analysing laboratory test results; obtaining information from informants; conducting other crime scene searches; checking criminal records for potential culprits; identifying and capturing suspects; and assisting in court prosecutions (Truro Police Department, 2004). Arrests In cases where there is sufficient evidence that lead to one or more persons as being the perpetrators of the crime, the police have the right to arrest such person/s if in possession of an arrest warrant from the inquiring Magistrate. Arrests can be conducted inside or outside of a police station. However, if the arrest is performed outside the police station, the arrested should be taken to the nearest station and the inspector in charge must be informed (Criminal Code Chapter 9, Articles 355v, 355AE). Court processes Once the arrests are made and the investigation is complete, the investigator can present the case to the courts. If the evidence presented is sufficient and well organised to prove the guilt of a suspect beyond reasonable doubt, charges against the person are filed so that s/he will appear in court in front of a jury. On the other hand, if the evidence is not admissible in court, the case is rejected and dismissed. Therefore, it is in the hands of the investigator to compile a good casebook that will result in the prosecution and punishment of the culprit. After all this is the aim of an investigation to collect enough evidence, to identify and arrest the culprit, and to assist in the successful prosecution of the offender in a court of law (Official website of the San Jose Police Department). References (December 2012). New Mexico Survivors of Homicide, Inc. [On-line]. Retrieved from http://www.nmsoh.org/homicide_investigator_checklist.htm (December 2012). Official website of the San Jose Police Department [On-line]. Retrieved from http://www.sjpd.org/BOI/homicide/glimpse.html (n.d.). Chapter 8: Investigation of a criminal offense. Retrieved from http://www.usip.org/files/MC2/MC2-11-Ch8.pdf Bertino. (n.d.). Chapter 2: Crime-Scene investigation and evidence collection. Retrieved from http://www.cengagesites.com/academic/assets/sites/4827/bertino_chapter2.pdf Criminal Code. Chapter 9. Articles 355E, 355L (2), 355V, 355AE. Nuffield Council on Bioethics. (2007). Chapter 4: Criminal investigation. In The forensic use of bioinformation: ethical issues (pp. 37-61). London. Reno, J., Marcus, D., Robinson, L., Brennan, N., Travis, J. (1999). Death Investigation: A guide for the scene investigator. Washington DC: U.S. Department of Justice, Office of Justice Programs. Truro Police Department. (2004). Criminal investigation. Retrieved from http://www.truropolice.org/On%20Line%20Manuals/Criminal%20Investigations.pdf

Conflict and resolving issues sources of conflict and conflict resolution Essay

Hello everyone. My name is Isaac and welcome to my presentation. First of all I would like to give thanks to our honorable course instructor for organizing such a pretty session. Well, today the topic of my presentation is about conflict and resolving issues. So here I will discuss about conflict and resolving issues, sources of conflict and conflict resolution. Many people lead busy and challenging lives, so they encounter conflict on a daily basis and sometimes hourly basis at home or at work. As for the people who become engaged in conflict, they rarely have any or little understanding about the roots of conflicts or how to manage it when it happens. The entire other level that many people fail to understand is how regularly they encounter conflict and how difficult it can be to find a solution. As human we are regularly being placed in situations where conflict can occur and how we respond to it is grounded on different personalities. Conflict is an inevitable factor in our daily personal and professional lives. We are surrounded by conflict even if we may not recognize it. Usually we don’t like to experience conflict, although we enjoy watching others deal with it. For example, television shows highlight the fact that arguments, disputes, and disagreements are normal and a relevant part of life. Conflicts can result for various reasons, including miscommunication, differing values, relationship breakdowns and lack of information. In the workplace conflicts, divergent needs are usually at the heart of bitter disputes. A conflict can occur at any time when two or more people have a difference of opinion. Whether or not the conflict expands rely on the resolving skills of each person involved in the conflict and analyze the elements of conflict and resolving issues involved in the situation. While knowledge in resolving issues skills and negotiation tactics can result to successful conflict resolution, the outcome lies strictly in the hands and mental abilities of the conflict initiator. When you acknowledge the legitimacy of conflicting needs and become willing to analyze them in a surrounding of compassionate understanding, it open pathways to team building, creative problem solving and improved relationship. When you resolve conflict and disputes quickly and painlessly, mutual trust flourish. Basically, the capability to successfully manage and resolve conflicting issues rely on the four conflict resolution skills; swiftly relieve stress, recognizing and managing your emotions, improving your non verbal communication skills, and using humor and play to deal with problems. In conclusion,conflict is a normal and even healthy part of life. Furthermore, two people cannot be expected to agree on everything at all times. Resolving issues is an approach that we require all throughout our lives. Conflict is obviously unavoidable no matter what precautions are taken, but resolving issue is always possible if done correctly. Feelings of frustration may happen, but resolving conflict can make such a difference in our interpersonal relationships rather than just avoiding it. It may appear hard at times to resolve the conflict and reach a median, but in the end, regardless of the difficulty, it will be well worth it and will improve our performance. References Akgun, Serap, and Arzu Araz. â€Å"The Effects of Conflict Resolution Education on Conflict Resolution Skills, Social Competence, and Aggression in Turkish Elementary School Students.† Journal of Peace Education (2014): 30-45. Print. Nan, Susan Allen. â€Å"Consciousness in Culture-based Conflict and Conflict Resolution.† Conflict Resolution Quarterly (2012): 239-62. Print. Source document

Cosmos A Spacetime Odyssey Recap - Episode 101

Almost 34 years ago, renowned scientist Carl Sagan produced and hosted a groundbreaking television series called Cosmos: A Personal Journey that started at the Big Bang and explained how the world as we knew it came to be.  A lot more has been uncovered in the past three decades, so Fox Broadcasting Company has created an updated version of the show hosted by the brilliant and likable Neil deGrasse Tyson.  The 13 episode series will take us on a journey through space and time, while explaining the science, including evolution, of how the universe  has changed over the last 14 billion years.  Keep reading for a recap of the first episode entitled Standing Up in the Milky Way.   Episode 1 Recap - Standing Up in the Milky Way The first episode starts off with an introduction from President Barack Obama.  He gives tribute to Carl Sagan and the original version of this show and asks the audience to open our imagination. The first scene  of the show starts with a clip from the original series and host Neil deGrasse Tyson standing in the same place as Carl Sagan did nearly 34 years ago.  Tyson runs through a list of things we will learn about, including atoms, stars, and various life forms.  He also tells us that we will learn the story of â€Å"us†.  We will need imagination, he says, to take the journey. A nice touch is next, when he lays out the main principles of scientific research that everyone who contributed to these discoveries followed -- including questioning everything.  This leads to some stunning visual effects of the different scientific topics we will encounter throughout the series as the credits roll to a grand musical score. Tyson is on a spaceship to help guide us through the Cosmos.  We begin with a view of the Earth 250 million years ago and then it morphs into how it may look 250 years from now.  Then we leave Earth behind and travel across the Cosmos to learn Earths address within the Cosmos.  The first thing we see is the moon, which is barren of life and atmosphere.  Getting close to the Sun, Tyson tells us that it creates the wind and keeps our entire solar system in its gravitational clutches.   We speed past Mercury on the way to Venus with its greenhouse gases.  Skipping past Earth, we head to Mars that has as much land as Earth.  Dodging the asteroid belt between Mars and Jupiter, we finally make it to the largest planet.  It has more mass than all other planets combined and is like its own solar system with its four large moons and its centuries old hurricane that is more than three times the size of our entire planet.  Tyson’s ship pilots through the cold rings of Saturn and to Uranus and Neptune.  These far out planets  were discovered only after the invention of the telescope. Beyond the outermost planet, there is a whole slew of â€Å"frozen worlds†, which includes Pluto. The Voyager I spacecraft appears on screen and Tyson tells the audience it has a message for any future beings it may encounter and it includes music of the time it was launched.  This is the spacecraft that has traveled the farthest of any spacecraft we have launched from Earth. After a commercial break, Tyson introduces the Oort Cloud.  It is an enormous cloud of comets and pieces of debris from the origin of the universe.  It encases the entire solar system. There are so many planets in the solar system and many more than there are stars, even.  Most are hostile for life, but some may have water on them and could possibly sustain life of some form. We live about 30,000 light years from the center of the Milky Way Galaxy.  It is part of the â€Å"Local Group† of galaxies that include our neighbor,  the spiraling Andromeda Galaxy.  The Local Group is just a small part of the Virgo Supercluster.  On this scale, the tiniest dots are entire galaxies and then even this Supercluster is just a very small part of the Cosmos as a whole. There is a limit to how far we can see, so the Cosmos may just be the end of our sight for now. There very well may be a â€Å"multiverse† where there are universes everywhere we do not see because the light from those universes have not been able to reach us yet in the 13.8 billion years the Earth has been around. Tyson gives a little bit of history of how ancients believed Earth was the center of a very small universe where the planets and stars revolved around us.  It was not  until the 16th Century  that one man managed to imagine something much bigger, and he was in jail for these beliefs. The show comes back from commercial with Tyson relaying the story of Copernicus suggesting the Earth was not the center of the universe and how he was opposed by Martin Luther and other religious leaders of the time.  Next comes the story of Giordano Bruno, a Domincan Monk in Naples.  He wanted to know everything about God’s creation so he even read books that had been banned by the Church.  One of these forbidden books, written  by a Roman named Lucretius,  wanted the reader to imagine shooting an arrow off the â€Å"edge of the universe†.  It will either hit a boundary or shoot out into the universe infinitely.  Even if it hits a boundary, then you can stand at that boundary and shoot another arrow.  Either way,  the universe would be infinite.  Bruno thought it made sense that an infinite God would create an infinite universe and he began to talk about these beliefs.  It was not long before  he was cast out by the Church. Bruno had a dream he was trapped underneath a bowl of stars, but after summoning his courage, he flew out into the universe and he regarded this dream as his calling to teach the infinite universe idea along with his infinite God preachings.  This was not well received by religious leaders and he was excommunicated and opposed by intellectuals and the Church.  Even after this persecution, Bruno refused to keep his ideas to himself.    Back from commercial, Tyson begins the rest of Brunos story by telling the audience there was no such thing as separation of Church and State in that time.  Bruno returned to Italy despite the danger he was in with the Inquisition in full power during his time.  He  was caught and jailed for preaching his beliefs.  Even though he was interrogated and tortured for more than eight years, he refused to renounce his ideas.  He was found guilty of opposing God’s word and was told all of his writings would be gathered and burned in the town square.  Bruno still refused to repent and stayed firm in his beliefs.   An animated depiction of Bruno being burnt at the stake ends this story.  As an epilogue, Tyson tells us 10 years after Bruno’s death, Galileo proved him right by looking through a telescope.  Since Bruno was not a scientist and had no evidence to back up his claims, he paid with his life for ultimately being right. The next segment begins with Tyson having us imagine all of the time the Cosmos has existed is compressed to one calendar year.  The cosmic calendar begins January 1 when the universe begins. Every month is about a billion years and every day is about 40 million years.  The Big Bang was on January 1st of this calendar.   There is strong evidence for the Big Bang, including the amount of helium and the glow of radio waves.  As it expanded, the universe cooled and it was dark for 200 million years until gravity pulled stars together and heated them until they gave off light.  This happened on about January 10th of the cosmic calendar.  The galaxies started to appear around January 13th and the Milky Way started to form around March 15th of the cosmic year.   Our Sun had not been born at this time and it would take a supernova of a giant star to create the star we revolve around.  Insides of stars are so hot, they fuse atoms to make elements like carbon, oxygen, and iron.  The â€Å"star stuff† gets recycled and reused over and over to make everything in the universe.  August 31st is our Sun’s birthday on the cosmic calendar.  Earth was formed from debris coming together that was was orbiting the Sun.  The Earth took a great beating in the first billion years and the Moon was made from these collisions.  It was also 10 times closer than it is now, making the tides 1000 times higher.  Eventually, the Moon was pushed farther away. We are not  sure how life got started, but the first life was formed about September 31st on the cosmic calendar.  By November 9th, life was breathing, moving, eating, and responding to the environment.  December 17th is when the Cambrian Explosion happened and shortly thereafter, life moved to land.  The final week of December saw dinosaurs, birds, and flowering plants evolve.  The death of these ancient plants created our fossil fuels we’re using today.  On December 30th at about 6:34 AM, the asteroid that started the mass extinction of the dinosaurs hit the Earth.  Human ancestors only evolved in the last hour of December 31st.  All of recorded history is represented by the last 14 seconds of the cosmic calendar. We return after commercial and it is 9:45 pm on New Year’s Eve.  This is when time saw the first bipedal primates that could look up from the ground.  These ancestors were making tools, hunting and gathering, and naming things all within the last hour of the cosmic year.  At 11:59 on December 31st, the first paintings on cave walls would have appeared.  It is when Astronomy was invented and necessary to learn for survival.  Soon after, humans learned to cultivate plants, tame animals, and settle down rather than wander.  About 14 seconds until midnight on the cosmic calendar, writing was invented as a way to communicate.  As a point of reference, Tyson tells us Moses was born 7 seconds ago, Buddha 6 seconds ago, Jesus 5 seconds ago, Mohammed 3 seconds ago, and the two sides of the Earth only found each other 2 seconds ago on this cosmic calendar. The show ends with a tribute to the great Carl Sagan and his ability to communicate science to the public.  He was a pioneer for finding extraterrestrial life and space exploration and Tyson tells a personal anecdote of meeting Sagan when he was only 17 years old.  He was personally invited to Sagan’s lab and he was inspired to become not only a scientist, but a great person that reached out to help others understand science as well.  And now, here he is nearly 40 years later doing just that.

The Black Death How Different Were Christian and Muslim...

In 1346 European traders began to hear reports about earthquakes, floods, locusts, famine, and plague in faraway China. They knew very little then that the plague they were hearing about would follow the same trade routes to the Middle East, North Africa, and Europe that they themselves used. (doc. 1) In five short years, the plague killed between 25 and 45% of the populations it encountered. (doc 2) So how different were the Christian and Muslim responses? In 1348 Christianity and Islam came face to face with the Black Death. (doc. 3A) In truth, Muslims and Christians responded in many different ways. Their ideas for what caused the Black Death were somewhat different from each other also. Even the way they thought they could cure the†¦show more content†¦For the Muslims’ point of view Muhammad al-Manbiji stated that â€Å"†¦ a Muslim should devoutly accept the divine act.† The way Muslims wanted to cure the disease was to simply accept the fact that it w as there. They didn’t want to tamper with God but instead move on and continue their life. After a while of the plague not disappearing, a lot of people of different religions were starting to get desperate. Ibn Battuta wrote â€Å"The entire population of the city (of Damascus) joined†¦ (all) of them in tears†¦ imploring the favor of God through His Books and His Prophets.† (doc. 9) Finally, after not a lot was happening to keep the Black Death away, Muslims, Christians and Jews alike were getting together in order to find a way to cure themselves from the plague. Although they ended up getting together in order to see what would work, Muslims’ responses were still as a whole more peaceful and calm than that of the Christians. So how different were the Christian and Muslim Responses really? I myself think they were very different indeed in a way that the Muslims’ ideals were just a lot more peaceful than the Christians. The Muslims’ resp onse to the Bubonic Plague was to simply accept it other than try to prevent it like the Christians. Muslims thought the cause was a blessing from God while Christians though they were being punished. The Muslims had a more positive view on the whole thing. Even they way Muslims thought they could cure the Black Death was to just accept it andShow MoreRelatedBlack Death Dbq1206 Words   |  5 PagesMuslim and Christian DBQ From the depths of the Middle East during the Post-Classical period, two of the most powerful world religions emerged. Islam and Christianity, although sharing many similarities, also had their fair share of disagreements, one being their responses to the Black Death. The religion, demography, and interactions all contributed to the differentiation of Muslim and Christian reactions. Christians thought that the Black Death was sent from God as a punishment and blamed the