Pearl Harbor Essay Example for Free

Pearl Harbor Essay When we were asked to consider a question to answer, which would have been suitable for our personal study, I knew straight away that I would want to structure my question around Pearl Harbor. Since childhood, watching movies about Pearl Harbor always caught my attention. From most movies and books it seemed to me as if the Japanese people were just cruel and evil people, who had no basis to attack America; so was this the reason for the bombing? That they were just cruel people? Or did they have a legitimate reason which had been completely cut out of history by authors and the Hollywood directors? That question was embedded in my mind, and I always thought that I would research it when I had time, or to speak the truth, be motivated to. After sitting a few classes in lower sixth history, which was based upon our personal studies; I had realised that this was the time I was looking for. I could answer a question that really made me think, and not only that I would also be doing it as a little study. This furthered my interest on such a crucial time during World War Two. I went to the library and took out a couple of books regarding Pearl Harbor. Once I had read the books; I assumed I would now know the reason for Japan bombing Pearl Harbor, but the books I read had something in common, it told me how the bombing took place, how many were killed or injured etc, but never once mentioned why this all had taken place. The bombing by a few historians was seen as a focal point in that era, which helped secure a win for the Allies, so why was only half of the story published? In-fact it I possessed the same amount of knowledge on this particular topic, as I had done previously. This was when I decided to take it a step further and took out a selection of books regarding the bombing of Pearl Harbor, and also did some research on the internet. At first it was overwhelming having so much information in front of my eyes and now knowing how I should analysis it all. This was when I decided that I would read each book/site at different times of the day so I did not get confused. After each book or site I had read, I took a notepad and jotted down all the crucial sentences, phrases, and even copied pictures which would give me jump start. Now knowing that the question was answerable, I submitted it to my history teacher. Whilst I was awaiting her acknowledgment, I for some unknown reason had left everything unfinished. It was only during Christmas holidays, did I really start to think about a basic plan for my personal studies. I knew that in total I should be aiming to have at least three chapters (which did not include my conclusion). I would separate them into three separate categories; time leading up to the bombing, the day the bombing had taken place, and finally a key reason for the atrocity following a conclusion to tie up the lose ends. After receiving a conformation on the title, all I had to do was to read my notes which had been previously written a little while before. I would say that making my notes before writing the study had helped me a lot. I did not have to waste my time finding and analysing facts, as I had already done so. By the end of January, I had completed my first complete draft. It seemed to me that I had covered all the relevant issues which had to be mentioned which would help me get an answer. In total my first draft was made up of two-thousand one-hundred words, around a little more than a thousand words short than the maximum allowed. I took advantage of this and decided that I would use this gap to analysis each fact I presented. This was a good idea as I could comment on whether I thought a source was reliable or not. Overall I was satisfied with what I had achieved, in the space of time I had left. In future if I were ever given a similar task as this, I would remember to use the time wisely, and not take it for granted. I am sure if I had done that this time round, I would have been able to go through more sources, which would have given me a much better image to discuss. Another aspect of this study, which I am happy about is the fact it has shown me that I am capable of answering such an awkward question, and can make a sound judgment on what are relevant facts and what are just unreliable. This study also gave me a new perspective on the whole topic surrounding the incident at Pearl Harbor; I got an answer to my question, and had been implanted a new question in my head. Did America provoke Japan into making the first move, which would secure the fate of America fighting the Nazi regime? Who knows, some time in the future when I have the motivation I may be very well be answering that question, and am sure I could to a reasonable job of it due to the skills I have picked up from answering this study. Please Note: The writing in italic is the quote and the writing in bold is my comment on the source. The letter or number beside the quote indicates where I got it from, the list of books and sites can be seen on the last page. Chapter One Events leading up to the attack of Pearl Harbor The Japanese attack on the American fleet based at Pearl Harbor was less an attempt to provoke the United States into a declaration of war than a final admission that war between the United States and Japan was bound to come. Through hindsight I know that this quote is quiet reliable; it shows that there was hostility between the twp nations which had provoked the bombing. When trying to answer the question (above) and you come across such quotes; you can see the jigsaw taking shape. On the other hand, I still have to be cautious as this was written thirty-nine years after the bombing, and could have been exaggerated to make Japan look as if they were ware mongers. This signaled the end of a long period of increasing bitterness between the two nations. The struggle was centered on Japans ambitions for an unchallenged hegemony in the Far East. During the early 1920s the Americans held a conference in Washington. This was in direct result of Japan ceasing Manchuria. The reason America had condemned and refused to recognize the state of Manchukuo (which was set up to replace Manchuria) was solely due to the fact that the Japanese troops had just marched into Manchuria and took it over, as well as the fact that it presented a direct threat to the open door policy. Japan was becoming an increasingly crowded country; Manchuria offered around 200,000 square kilometers of land, which to the Japanese looked as an attractive offer. By 1931 Japan had invested vast sums of money into the economy of Manchuria, which at that time was controlled by the South Manchuria Railway Company. In order to protect the money Japan had invested, they stationed a large army in the South of Manchuria. An explosion on a section of the South Manchuria Railway had given the Japanese an excuse to blame the local population of sabotage and to occupy Manchuria. The Americans in Washington stated that Great Britain, United States, and Japan would be allowed to have the amount of ships in a naval fleet at the ration of 5:5:3. Obviously the Japanese were the ones to pull the short straw. As years went by, there were several more treaties signed and enforced, which furthermore restricted Japan and its naval fleet. The same treaties also had an impact on the United States and Great Britain, but it had a deeper impact on Japan, rather than on the western super powers. In December of 1936 Japan has urged the United States to be lenient and allow them (Japan) to have naval parity, but this was rejected on the grounds of pre-existing treaties. The rejection had given no other alternative, but to withdraw from the London Conference, which was going to be held on January of 1936. Within a year of the withdrawal, the Japanese construction of naval vessels had, exceeded that of France, Italy, Germany and Russia. They were now looking to be a formidable rival to the American fleet in the Pacific. As they were re-arming their forces, they had noticed that many countries in Asia seemed to fear the Japanese. This to Japan looked like a new opportunity for Japan to conquer Asia. Already Japans leaders were declaring a policy of Japanese hegemony over Eastern Asia. When President Roosevelt declared I hate war in a speech in 1936, Japan must have sensed that they would most probably get away with attacking USA. When President Roosevelt said that he hated war, I would say that it had a hidden agenda behind it. Knowing that the only way he could go to war was is someone from the axis would attack the USA; he knew that Hitler was scared to bring in America, so they had to provoke another member of the axis, as Italy was to far, it would have to be Japan. Knowing that if Japan was provoked they would make a rash move, he set out to trap them. First say he hates ware, then secondly move and rename a fleet to the pacific, giving a mirage which showed that American troops were sitting ducks which was not capable of defending itself from an attach. This source is quiet reliable as it has from the President of America during the period it question, and it also had a direct correlations with the study title, as it shows that America was trying to play a cat and mouse game with Japan. In the month of July of the year 1937, Japan had ceased the opportunity and moved its forces to Inner Mongolia, and Northern China. The reason they did this was because they could extend their control of power. The Americans had sympathized with the Chinese and public opinion asked for something stronger to be done, rather than moral gestures put forward. President Roosevelt replied with nothing more forceful than his Quarantine speech of October 1977. The President saw war as a disease and that the best thing would be to stop the contagion spreading. He suggested A quarantine of the patients in order to protect the health of the community against the spread of the disease. The League of Nations in 1932 had condemned the actions that were inflicted by Japan, which violated the Nine Power Treaty and the Kellogg Pact. To show Japan and the entire world, that the League of Nations would not accept such atrocities, they offered to hold a conference in Brussels. As anticipated, Japan bluntly did not attend. Shortly after this, the Americans had decided that they were going to evacuate all their nationals from Chinese territories. The Japanese militarists saw this move as a sign of weakness. To test the ever so fragile cabinet and leader of the Americans, Japan had bombed and sunk Gunboat Panay, on 13th December 1937 in the Yangtze River. The Americans immediately protested, demanding reparations. Japan apologized promptly and paid indemnities. Japan had taken over most of Northern and Central China by 1938. This led America to urge to manufactures to put a moral embargo on the shipments of aircrafts and other ware attributed material. This did not seem to disturb, nor stop the Japanese from invading. By 1940 they had marched to the French-Indo China region, and had taken control. By now, there was sharp disagreement on United States policy towards Japan in American government circles, with the cabinet itself divided. Experienced diplomats and statesmen such as Henry Morgenthal and Henry L. Stimsom said that some sort of ultimatum should have been given to Japan. In mounting pressure Roosevelt issued an order restricting the supply of strategic materials, especially petroleum products to Japan. After much deliberation, he also allowed a naval fleet to re-base itself from San Diego to Pearl Harbor, which was in Honolulu, Hawaii. They were later renamed to the Pacific Fleet. Now tensions between the two nations were going to increase to a new level. The Japanese had to avoid provoking the Americans into war diplomatically, whilst still taking their exploiting their opportunity to the fullest possible.

Research and critical reflection - Money doesn’t buy you happiness. Essay Example for Free

Research and critical reflection Money doesn’t buy you happiness. Essay Money doesn’t buy you happiness. Everyone has heard the statement before and most studies of happiness and well-being generally agree on it. However, even though money does not buy you happiness it is largely agreed that money can be a means to an end. Hence, money cannot buy you happiness, but it can provide you with financial security and well-being. If you asked a poor person if they were happy most will tell you they are not due to living in poor conditions and having poor health. Their need for safety and security outweighs their need for nice things and possessions. So if money does not buy you happiness what does buy you happiness? What are the factors in life that make you happy? One way to address this question could be looking at ones well-being. As such a deeper interpretation of well-being is necessary. When considering the concept of well-being, there are two major approaches, objective well-being, and subjective well-being. Objective well-being looks at how healthy a person is and the access he has to resources. Subjective well-being on the other hand looks at the overall happiness of a person. In the same breath it is also argued that material well-being, that is the things we buy and want, does not lead to our overall happiness. Hence, money doesn’t buy you happiness. (Williams, 2014). Considering this notion that money does not buy you happiness (Myers Diener, 1995), Kawachi and Kennedy (2002, p.30 -31) sought out to summarise the main ingredients to happiness in one’s life. They noted sex, ethnicity and age scarcely make you happy. Rather it is the relationships and community you have around you that generates levels of happiness. Furthermore, enjoying one’s work and leisure is highly correlated with happiness. On the other hand, one’s wealth and income does not have a straight correlation with happiness. Some poor people are happy, some rich people are unhappy and vice versa. Nonetheless, millions of people across the globe spend large amount of money consuming things they do not need. I myself fall victim to marketing ploys and consume materialistic things that I do not always need, but want because I believe it will make me fit in more in my community, or make me happier. People follow fashionable trends and want all the new toys that come out thinking it will make them happy. This need of people to have nice fancy things has previously been coined the â€Å"new consumerism†. Back in the day, it meant keeping up with others in your community, if your neighbour got a new flash car, you had to go get one. However, with the popularisation of television,  and later on the rise of mass media, â€Å"new consumerism† meant people were now competing all over the globe. Furthermore, as we live in a world of inequality in terms of income and wealth, the gap between what we want and what we have largely depends on our income. Schor (1998), referred to this as â€Å"the aspirational gap†. If one cannot afford something, he can either be â€Å"unhappy† dealing with not having that product/want, or he chooses to take on debt in order to afford it and have it then and there; thus having to work more to cover the debt and the cycle conti nues. So if we look at happiness as the â€Å"difference between what we have and what we want we suddenly become unhappy† (Williams, 2014, p.5). Largely, I agree with the statement the money does not buy you happiness. By society’s standards I am definitely not a rich man but I consider myself to live a moderately happy life; largely due to the fact that I am healthy, I have good friends and a loving family. According to several scholars (Benin Nierstedt, 1985, Inglehart, 1990, Myers, 2000) it is indeed our social relationships that generate the highest levels of happiness. With that said, I still consume certain things, materialistic things, and go to certain places in order to construct my social identity. I want things in order to fit in or get praise from my peers. According to many scholars however this does not lead to my well-being but rather to unhappiness. This draws back to the â€Å"aspirational gap†, if I cannot afford to look a certain way or buy certain things and keep up with the times do I ultimately become unhappy? Personally I would like to say it does not apply to me, but reflecting back to S chor’s (1998) study, it appears to point in that direction. As such, I do agree with the concept more so as a lot of people around me become unhappy when they cannot afford something they want. Or become unhappy because they got themselves into debt due to their unnecessary consumptions. Maslow (1943) devised a theory of motivation which attempted to explain the hierarchical nature of people’s well-being. Firstly it is our basic psychological needs like hunger and thirst that we have to satisfy. Next, it is our needs for security and protection, followed by our need for social bonds and love. The last two steps are ones self-esteem and self-actualisation. This is a very hierarchical view which means once a certain level has been satisfied one seeks to satisfy the next until you reach to the top – self actualisation. This will explain why people become unhappy when they cannot afford  something – reach self-actualisation. Moreover, identities are fluid. I constantly consume new trends, go to new places, and change my habits to fit society’s norms. Social psychology attributes this to people’s nature to conform. One study by Asch (1952, ci ted in Bond Smith, 1996) shows the tendency of people to conform to the majority even when the outcome is clearly wrong. I agree with this as I buy certain clothes and go to certain places because I want to fit in with my surroundings. Zaichkowsky (1994) claims that peoples involvement with a product depends on a person apparent relevance of a product based on his inherent needs and values. Hence my values stem from my surroundings and my need for a product comes from my need to fit in to my surroundings. A lot of the above-mentioned concepts discussed were first investigated after WWII and throughout the 20th century. However, as the world is constantly evolving and changing do these outlooks on happiness and well-being still apply today? Have they gotten any better or worse? Early studies showed an increase in mental disorders and divorces throughout the late 20th century, as well as the increase need of people for bigger and better things. A study by Helliwell, Layard, and Sachs (2012) found that on average rich people are happier than poor people. However, they found that a country’s economic growth does not indicate an increase in the overall happiness of its people. This is simply due to the fact that once people reach a comfortable/secure level of income; further increase of it does not generate higher levels of happiness. Moreover, they found unemployment is highly correlated with low levels of well-being, whilst being employed – and satisfied with your job – was correlated with higher levels of well-being. Finally, they noted in Maslow’s pyramid of human needs, love and belonging come just after basic physiological and safety needs. Clearly, the sources of individual happiness include the set of social interactions through which individuals are interconnected.† (p.70). The aforementioned trends discussed appear to be in line with the current state of New Zealand. Helliwell et. al. (2012) found New Zealand ranked as the 13th happiest country in the world. This was attributed due to a low unemployment rate (6.2%), divorce number down (stats.govt.nz), and ranking high on education as well as freedom. (Helman, 2013). However, when looking at the top 50 richest countries in the world (aneki.com) New Zealand does not even make an appearance. However, it is safe to assume that new  consumerism and the â€Å"aspirational gap† still apply to New Zealand as the countries spending ($2,578 million) is higher than its GDP ($211,678 million). (stats.govt.nz). It certainly appears that money does not buy you happiness. Rather being poor is correlated with low levels of well-being. Money in itself can provide a person with security, but increased income does not appear to have an effect on overall happiness. Looking at Maslow’s theory, a person could have all the money in the world but if they are alone and do not have a loving community of friends and family to share it with they are almost always going to be unhappy. Rather, happiness is determined by a large number of factors with an emphasis on basic needs such as food and water, as well as friendships and belonging to a loving community. Consumption of materialistic objects and the aspiration for more money negatively affects our well-being. References Benin, M.H. and B.C. Nierstedt: 1985, ‘Happiness in single- and dual- earner families: The effects of marital happiness’, job satisfaction and life cycle, Journal of Marriage and the Family 47, pp. 975–984. Bond, R. Smith, P. B. (1996). Culture and conformity: a meta-analysis of studies using asch’s (1952b, 1956) line judgment task. Psychological Bulletin, 119(1), 111–137. Maslow, Abraham H. 1943 A theory of human motivation. Psychological Review, 50: 370-396. Helliwell, J., Layard, R., Sachs, J. (2012). World Happiness Report. Centre for Economic Performance. The Earth Institute Columbia University. Helman, C. (2013). The world’s happiest (And Saddest) countries. http://www.forbes.com/sites/christopherhelman/2013/10/29/the-worlds-happiest-and-saddest-countries-2013/ Inglehart, R.: 1990, Culture Shift in Advanced Industrial Society (Princeton University Press, Princeton, NJ). Myers, D.G.: 2000, ‘The funds, friends and faith of happy p eople’, American Psychologist 55(1), pp. 56–67. Myers, D. G. Diener, E. (1995). Who is happy? Psychological Science, 6(1), 10–19. Offer, A. (2006). The challenge of affluence: self-control and well-being in the United States. Williams, J. (2014) Consumption and Well-being. Chapter 12. P. 104 – 127. Zaichkowsky, J. L. (1994). The personal involvement inventory: reduction, revision, and application to advertising. Journal of Advertising, 23(4), 59–69.

Components of Interpersonal Communication

Components of Interpersonal Communication 1. Rationale Communication refers to the process of exchanging verbal as well as non verbal messages. It is a continuous process, whose pre-requisite is a message. The message must be conveyed via some medium to the recipient. It is also important that the message be understood by the recipient in the way the sender intended, within the time frame. Therefore communication is two way process which is incomplete without a feed back. The 12 angry men case presents an excellent case from which to consider the various concepts in interpersonal communication. 12 Angry Men is about twelve complete strangers who have been together to serve as jurors. The jury has the arduous task of determining whether an eighteen year old accused of murdering his own father is guilty or not. After the court room proceeding ends, the judge gives instruction to the twelve jurists. He reminds them of the fact that they have listened to the testimony and heard the law read and interpreted to them as it applies to the case, and that it is their duty to try and separate fact from non facts. The judge says that if they find a reasonable doubt in their minds regarding the guilt of the accused, then they must table to him a not guilty verdict. If, on the other hand, there is no reasonable doubt, they must find the accused guilty. The only condition is that their verdict must as a matter of fact be unanimous. The accused would be sentenced to death incase he is found guilty. As jurors commence their deliberations, the vote is initially 11 to 1, in favor of a guilty verdict. The single not guilty vote belongs to juror 8, Henry Fonda. Even though some are hostile and angry with Fonda, he insists that they give more time discussing what they have seen and heard during the courtroom proceedings. The characters in the 12 angry men movie that can best be used to analyze and to support the analysis of the communication concept in the situation includes Jury No. 3, 8 and 10;Lee J. Cobb, Ed Begley and Henry Fonda respectively. 2. Analysis Interpersonal communication is inherently relational and exists on a continuum. It also involves both verbal non verbal messages which can lead to development of interpersonal relationship. Thus the process of listening is an important aspect in verbal communication. It entails receiving, understanding, remembering, evaluating and responding to transmitted stimulus. However as in the case of 12 angry men there are listening barriers that hinder interpersonal communication of the verbal type. The major dynamics of the interpersonal encounter in the 12 angry exist due to the fact that interpersonal communication does occur. The context in this situation includes a jurys room where 12 members with different orientations have come together to deliberate the fate of an accused 18 year old of murder. The sender, for instance jury No. 8, chooses the massage to communicate to the context. When he asks the others to defend their reason for casting a guilty vote, he is essentially trying to communicate the importance of being objective in the case. We find that Jury No. three and ten voted according to personal sentiments as opposed to examination of available evidence as well as the courtroom proceeding. Communication channels in interpersonal communication that relay messages take two distinct forms; direct and indirect channel. Direct channels are not only obvious but also directly recognized by the receiver/decoder. Direct channels relay verbal and non verbal information and are completely controlled by the sender. Verbal channels relay words, both written and spoken while non verbal channels relay body gestures, facial expression, temporal silence and eye contact. These are clearly used by three jurists in the case. Channel credibility refers to the trustworthiness and expertness of a channel as perceived by the receivers. It is directly linked to communicator and the audience. Channel feedback is the opportunity a channels provides for the recipient to respond immediately and thus affect the source of the message. In 12 angry men, the feedback is facilitated by the face to face communication. It is possible to deliberate over the issues efficiently and effectively. There are various influences on channel credibility. As far as interpersonal communication is concerned, information influence occurs because others responses convey information concerning the nature of the social setting and how the majority are in effect responding to the setting. On the other hand normative influence occurs when members tailor actions and attitudes to match the norms of the groups condition. The members of the majority in the twelve Angry Men for example, did more than thinking. This can be seen in the words of Jury 3 (Lee J. Cobb) when he asserted that This group has decided the defendant is guilty and anyone who believes differently is going against the norm of this group (Forsyth, 2009, p199). Normative influence causes members to think, feel and act in ways consistent with the norms of the group. At an interpersonal level, people are compelled to act according to the norms because a variety of negative consequences might result from non conformity .Given its emotional impact normative influence usually has tremendous influence on communication outcome. Western societies for instance, purport to value non conformity as well as independence. However in most circumstances dissent is not rewarded. Most of the times it is met with interpersonal influence which are social responses that encourage or force group to conform. Fonda appeal to the emotion and intellect of the other jurors when he says Its not easy to raise my hand and send a boy off to die without talking about it firstWere talking about somebodys life here. We cant decide in five minutes. Supposing were wrong? (Dirk, n.d, ¶ 2.). Cobbs attitude towards the defendants is influences by painful memories that characterized his relationship with his son. He had a fist fight with his son prior to the case and have not set eyes on each other ever since. As a result he is angry not only at his son but also other children and young people in general. He collectively refers to them as rotten kids and automatically assumes that the defendant child is lying. Jurior No.10, Ed Begley, deep personal prejudices affected his initial decision. His hostility toward anyone who does not share his ethnic and social background leads him to believe that the defendant is lying, as he does not have the ability to tell the truth. You know how this people lie he says it is born in them (Dirk, n.d 1.). Juror eight and others eventually` convince Cobbs and Begley to cast a not guilty vote despite the fact that the verdict could be wrong. At the end of the movie the truth is still not known, what is known is only the fact that the jury voted. If the defendant is indeed innocent, then justice has been achieved. On the other hand if the defendant is in deed guilty then the jury lets a murderer go free. This is the reason why juror 8 does not answer to juror six, Edward Bins, question early in the film, supposing you talk us out of this and the kid did knife his father(Dirk, n.d 3). He does not answer because there exists no definite answer. The truth is often difficult to know and near the end of the movie, juror 8 reminds the others that he really does not know what the truth is and does not think that there exist a possibility that anyone discovering the truth. However the nine of them feel that the defendant is innocent, which is also probably wrong. He underscores the importance of reasonable doubt in American judicial system, as being the basis for letting the defendant go free. Interpersonal communication entails the use of both verbal and non verbal communication. The jurist engages in direct conversation both written and word of mouth. Verbal communication calls for active listening characterized by receiving, evaluating and understanding of the senders information. Fond is an active listener. In the explanation of the jurors voting, Juror number twelve suggest that other juror should try and convince Cobbs of the defendant guilt that he is wrong and we are right. (Dirk, n.d 4).Each of the jurors has a minute or two to think and respond to Fonds common sense questions. Fond in turn responds with well though influential arguments. Cobbs first asserts that his voting was objective and thus is devoid of personal feeling. He asserts that he only wants to discuss the facts of the case including how at 12.10pm the old man heard loud noise of a fight with the kid yelling out to his father : Im going to kill ya (Dirk, n.d). A second later the man heard a loud noise of the body as it hit the floor and as he ran to the door, he witnessed the boy running out of the house (Fonda appeal to the emotion and intellect of the other jurors when he says Its not easy to raise my hand and send a boy off to die without talking about it firstWere talking about somebodys life here. We cant decide in five minutes. Supposing were wrong? (Dirk, n.d 12.). Active listening is an important concept in verbal communication. After listening to Cobbs assertion of his facts, Fonda hopes to explain them during later deliberation about the evidence presented in court. In his endeavor to communicate his stand on the lameness of the old man assertion, Fonda requests a diagram of the apartment to investigate in examining the claim. He is able to show that the old man could not have run the long distance from his bedroom and down the stares. It was impossible for an old man who dragged one foot as a result of a stroke he had suffered, to run or walk such a distance in just 15 seconds. From this deliberation Juror 5 (Jack Kluggam) feels that he has ground to change his opinion and therefore in the ensuing vote, his is a not guilty vote. Begley is angry and exasperated: Boy, how do ya like that? à ¢Ã¢â€š ¬Ã‚ ¦All right who was it? Come on I want to know.(Dirk, n.d). On the other hand Cobbs excuses Kluggam of being convinced by Fonda emotional appeal and bleeding oratory and says that he get convinced as a result of Fondas ability to tear his heart down by his talk about the kid as an underprivileged who could not help but turn to murder (Dirk, n.d). Discussion: The recommendations for the jury in this situation could employ for effective communication are avoiding subjective influences such as stereotypes and prejudices. For instance Begley would need to surmount his racist thoughts and sentiments that prevent him from completely interpreting the information presented. Stereotyping should be put at bay and emotions held in check. Active listening skills are also essential for effective interpersonal communication. Communication ought to be clear and precise and jurors ought to treat each other with respect. Members of the jury ought to participate in active listening, which entails receiving, understanding and expressing understanding and asking questions where need arises. Jury would have benefited from knowing each other during the formation stage. They jury in 12 angry men spend several days together but do not make any introductions apart from few jurors who share their occupation. Martin Balsm as the foreman ought to have commenced with introducing the group before administering the votes. Being unaware of each other names made it more difficult for the jurors to associate with each other and to appreciate their input into the discussion. Finally the leader is the ultimate person to ensure that recommendations are executed. Juror number one, who is the foreman may not the best individual as a leader.

You Will Always Remember Your First Time! :: essays research papers

You Will Always Remember Your First Time!   Ã‚  Ã‚  Ã‚  Ã‚  I wasn't real clear of what actually had just occurred, but I did know that I was in terrible pain. I laid beside the supercross track for at least 20 minutes answering the questions of very eager Emergency Medical personnel.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Leave me alone! I will be all right.† I said to the medical guy that was tugging at my chest protector.   Ã‚  Ã‚  Ã‚  Ã‚  If there is one thing that I can not stand is twenty medical people trying to take all of your clothes off for a little cut or scrape. As I was put on a backboard and taken to the ambulance I couldn't help wondering what had went wrong. All I remember seeing was my body tumbling with my bike to an abrupt halt.   Ã‚  Ã‚  Ã‚  Ã‚  I laid in the ambulance for what seemed like days. All I could hear were engines revving at high Rpm's and the roar of the crowd when someone styled for the crowd. It was very disheartening to know that I was in the back of an Ambulance at my first professional supercross. The only thing I could do was play the past events over and over in my head.   Ã‚  Ã‚  Ã‚  Ã‚  I couldn't believe it as I looked at a shiny gold and silver card. This card signified all of the rights and privileges of a professional supercrosser. Now I would have the right to race with the worlds best.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Dad look it finally came!† I shouted.   Ã‚  Ã‚  Ã‚  Ã‚  My dad looked at me with silly grin and said â€Å"Well you knew it was coming, you won your 25th race last month.†   Ã‚  Ã‚  Ã‚  Ã‚  As I stood there with a smile bigger than the sun on my face I said â€Å"I know but I am still excited about it. Just think I will be racing side by side with Damon Bradshaw and Kevin Windham.†   Ã‚  Ã‚  Ã‚  Ã‚  He just smiled and patted me on the back as I turned and walked to my room. I sat dreaming of the race I will enter next month. I had no idea what was in store for me at this spectacular event.   Ã‚  Ã‚  Ã‚  Ã‚  As D-day drew nearer my mind overflowed with anticipation. I gathered my riding gear and my lucky Bart Simpson doll and headed out the door. I won my first race the day I sat my Bart Simpson on my handlebars between races. I have done it ever since to bring me good luck. The ride to Charlotte Motor Speedway was what I thought a trip that would never end. As we entered the pit area I was given a special pass to wear around my neck.

Racism in Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

Racism in One Flew Over the Cuckoo's Nest Sometimes things that seem crazy actually make sense. A good example is the narrator of One Flew Over the Cuckoo's Nest, Chief Bromden. He appears to be an insane patient at a mental hospital who hallucinates about irrational mechanical people and a thick fog that permeates the hospital ward where he lives. In reality, Bromden's hallucinations provide valuable insight into the dehumanization that Bromden and the other ward patients are subjected to. Ken Kesey, in his writing of One Flew Over the Cuckoo's Nest brings out his racism in the novel. The Aides in Kesey's novel, who are also called "black boys," negatively portray blacks as inferior to white people in society. The aides had a poor, rough childhood growing up as seen by their lack of education as seen in the quote "`Why, who you s'pose signed chief Bromden up for this foolishness? Inniuns ain't able to write'" (191). Their aides' hatred of the patients stems from their rough childhood. They are also cast as irresponsible and unable to carry out simple jobs. This is evident in the quote "`I'll take him. He's always untying his sheet and roaming around.'" (147), when Turkle, the night-shift aide, lies to the nurse in charge at night by saying that Bromden untied his sheets, when Turkle Irresponsibly untied Bromden's sheets for him. On the morning of the fishing trip on Nurse Ratched's ward, one of Ratched's aides called Bromden illiterate because he was half-Indian. The General statement made by the aid, which was in the quote "`Why, who you s'pose signed chief Bromden up for this foolishness? Inniuns ain't able to write.'" (191), describes Kesey's racism toward Indians. The quote reflects how Indians in Kesey's novel are portrayed as illiterate. Bromden also represents the Indians as imprisoned at the mercy of white people. In Kesey's novel Indians, such as Bromden's father were forced to hand over their land to white people. The Indians' land was very important to them and being forced to give up land was essentially giving up their freedom. The types of jobs that the hospital workers have also indicate Kesey's racism in his novel.

Violence in Sports :: Sports Violence

Violence is defined as the use of excessive physical force, which causes or has obvious potential to cause harm or destruction to an individual. Violence in sports comes in many forms, and divides into social and cultural factors related to the sport ethic, gender ideology, the dynamics of social class and race, and the tactics used in sports. Violence in sports has gone too far because sports violence has become so severe in sports, that players are injured each years. However, in sports some violence has become entertaining for the fans and fans would begin their own violence around with other fans that support opposing teams to win. The violence in sports can cause severe casualties from collisions to concussions that may result in long-term mental or physical damage. There are many casualties of violence and collisions/concussions in professional sports. The first common type of violence is body contact. The brutal body contact includes physical practices common in certain sports and accepted by athletes as part of sport participation. Examples of brutal body contacts in sports are collisions, hits, tackles, blocks, body checks, and other forms of physical contact that can produce injuries. In the NHL a hockey player on the Vancouver Canucks named Todd Bertuzzi hit unexpectedly a player on the Colorado Avalanche named Steve Moore from behind and then fell on him and pushed his head into the ice. Steve Moore received a concussion and he was motionless for ten minutes, and also fractured three vertebrates and facial cuts on Steve Moore’s face. The commissioner suspended Todd Bertuzzi for giving a blind-side hit to Steve Moore. He was suspended for 20 games and forfeited his salary which was approximately $500,000. Steve’s injury was a career-ending injury which ruined his opportunity to play in the NHL with the Colorado Avalanche. Another type violence in sports which is the quasi-criminal violence this includes practices that violate the formal rules of the game, public laws, and even informal norm between players. Examples of quasi-criminal violence are cheap shots, blind-side hit, and flagrant fouls that endanger player body and reject the norm calling for dedication to the game above all else. In the NFL, a linebacker in Pittsburgh Steelers named Jerome Harrison; he made a tackle that is a great example of brutal body contact. His tackling towards other football players sometimes involves cheap hits like the head to head contact. The football players could be injured on the field and the result could lead to a concussion. Violence in Sports :: Sports Violence Violence is defined as the use of excessive physical force, which causes or has obvious potential to cause harm or destruction to an individual. Violence in sports comes in many forms, and divides into social and cultural factors related to the sport ethic, gender ideology, the dynamics of social class and race, and the tactics used in sports. Violence in sports has gone too far because sports violence has become so severe in sports, that players are injured each years. However, in sports some violence has become entertaining for the fans and fans would begin their own violence around with other fans that support opposing teams to win. The violence in sports can cause severe casualties from collisions to concussions that may result in long-term mental or physical damage. There are many casualties of violence and collisions/concussions in professional sports. The first common type of violence is body contact. The brutal body contact includes physical practices common in certain sports and accepted by athletes as part of sport participation. Examples of brutal body contacts in sports are collisions, hits, tackles, blocks, body checks, and other forms of physical contact that can produce injuries. In the NHL a hockey player on the Vancouver Canucks named Todd Bertuzzi hit unexpectedly a player on the Colorado Avalanche named Steve Moore from behind and then fell on him and pushed his head into the ice. Steve Moore received a concussion and he was motionless for ten minutes, and also fractured three vertebrates and facial cuts on Steve Moore’s face. The commissioner suspended Todd Bertuzzi for giving a blind-side hit to Steve Moore. He was suspended for 20 games and forfeited his salary which was approximately $500,000. Steve’s injury was a career-ending injury which ruined his opportunity to play in the NHL with the Colorado Avalanche. Another type violence in sports which is the quasi-criminal violence this includes practices that violate the formal rules of the game, public laws, and even informal norm between players. Examples of quasi-criminal violence are cheap shots, blind-side hit, and flagrant fouls that endanger player body and reject the norm calling for dedication to the game above all else. In the NFL, a linebacker in Pittsburgh Steelers named Jerome Harrison; he made a tackle that is a great example of brutal body contact. His tackling towards other football players sometimes involves cheap hits like the head to head contact. The football players could be injured on the field and the result could lead to a concussion.

Comparing Criminal Justice Systems: Venezuela vs Denmark

Background Denmark The small, European country of Denmark lies just on the border of the North and Baltic Seas upon the peninsula of Germany, also flanked by Norway and Sweden. It is less than twice the size of Massachusetts at 43,094 square kilometers. The weather is generally temperate, humid and overcast with windy winters and cool summers. Denmark’s natural resources include petroleum, natural gas, fish, salt, limestone, chalk, stone, gravel and sand. Denmark has a population of 5,484,723 with 65. 9% between the ages of 15 and 64 years old. The population growth rate is 0. 95%; they have a birth rate of 10. 71 per 1000 people and a death rate of 10. 25. The migration rate is 2. 49 per 1000 people and the residents have a life expectancy of 78. 13 years. The nationality of the people of Denmark is Dane, or Danish. The Danish ethnic groups include Scandinavian, Inuit, Faroese, German, Turkish, Iranian, and Somali. As far as religious beliefs, 95% of Denmark are Evangelical L utheran, 3% other Christian including Protestant and Roman Catholic and 3% Muslim. The main languages spoken are Danish, Faroese, Greenlandic and German and the predominant second language is English. The Danes have a 99% literacy rate and the school life expectancy is 17 years. (CIA: World Fact book) Venezuela Venezuela is a much larger country of 912,050 square kilometers and population 26,414,816 in Northern South America bordering the Caribbean Sea and the North Atlantic Ocean. It lies flush with Columbia, Brazil and Guyana. It is slightly more than twice the size of California with a tropical climate—hot and humid. 63. 8% of the population is between the ages of 15 and 64 years old. The population growth rate is 1. 98% with a birth rate of 20. 92 per 1000 population and 5. 1 deaths per 1000 population. The net migration rate is -. 084 per 1000 population and their life expectancy from birth is 73. 45 years. Their nationality is Venezuelan and their ethnic groups are Spanish, Italian, Portuguese, Arab, German, African, and indigenous people; Spanish is the official language. 96% of Venezuela is nominally Roman Catholic, 2% Protestant and 2% other religions entirely. 93% of Venezuelans are literate and the average school expectancy rate is 12 years. Law Denmark Denmark is a constitutional monarchy, with the Queen fulfilling the role of head of state, and the government formed out of the parliament. Denmark has a unicameral (single chamber) parliament, with deputies elected through a system of proportional representation, though each member also represents a constituency. (Ministry of Foreign Affairs of Demark) The political system of Denmark is a multi-party structure, where several parties are represented in the Parliament. Danish governments are most often minority administrations, governing with the aid of one or more supporting parties. This means that Danish politics are characterized by inter-party compromising. Since 1909 no single party has had the majority of parliamentary seats. A popularly elected parliament, Folketinget, governs the country and the prime minister, the nation's chief political officer, usually comes from the ranks of the majority party. The Faroe Islands and Greenland come under nominal rule from Denmark. (Visit Denmark) The capital of Denmark is Copenhagen and the chief of state is Queen Margrethe II since January 14, 1972, and Heir Apparent Crown Prince Frederik, the eldest son of the monarch. The head of the government is Prime Minister Anders Fogh Rasmussen since 27 November 2001. The monarch is hereditary, however following legislative elections, the leader of the majority party or the leader of the majority coalition is usually appointed prime minister by the monarch. Supreme Court judges are appointed by the monarch for life terms. Criminal offenses are defined either in the special part of the Criminal Code or in separate statutes. The general conditions for imposing criminal penalties are found in the general part of the Criminal Code which also apply to separate statutes. The sanctions described in the general part of the Criminal Code are the same whether the criminal offense consists of a violation of the Criminal Code or of separate statutes. The substantive Danish criminal law is monistic, meaning that violations of the law never have been divided into categories like felony/misdemeanor, crime/delicts or the like. It does not mean, however, that major offenses are treated in the same manner as petty offenses in all respects. (Ravn, Lene) The age of criminal responsibility is 15 years old. According to the Criminal Code the mere possession of narcotic drugs is criminalized. However, the law is not enforced regarding possession of very small amounts meant for the drug addict's own consumption. Possession and selling is penalized in a special law on drugs containing the possibility of imprisonment for a period of up to two years. Serious cases of trafficking of drugs are punished with imprisonment within a range of one month to ten years according to the Criminal Code. Venezuela Venezuela’s political system is a Federal Republic. The current Venezuelan constitution was adopted in 1999. Important changes were made regarding the structure of the government as well as in human rights and community participation. Since the approval by referendum of this constitution, the government consists of five branches, the Executive, Legislative, Judicial, Citizen and Electoral. The Executive Branch: The President and his cabinet. The President is elected by universal, direct and secret ballot for a six-year term. The President may be re-elected for one additional consecutive term only. Legislative: One chamber National Assembly composed by 165 deputies elected for a five- year term. Deputies may be re-elected for up to one additional consecutive term. Judiciary: The new constitution renamed the Supreme Court as the Supreme Tribunal of Justice. Justices are nominated by the civil society. Final appointment requires the approval of at least two thirds of the legislative branch. The Citizens Branch: Created to safeguard public ethics, to ensure respect for the principle of legality in the Administration, and to assume the defense of human rights. The Ombudsman or Defender of the People, the Attorney General and the Comptroller General form this power The Electoral Branch: This authority is independent from other Government Branches and is appointed by nominations from the civil society. Administrative Division: 22 states, 1 federal district and the federal dependencies. State Governors are elected for a four-year term and may be re-elected for one additional consecutive term only. Most Venezuelans are Roman Catholic. The Constitution guarantees freedom of religion. All faiths have churches and people may worship freely. Venezuela’s people result from the mingling of European, Amerindian, and African cultures. Traditionally a haven for people of all origins, Venezuela received large waves of immigrants from Europe following World War II and from other Latin American and Caribbean nations during the 1970s. (Embassy) The Venezuelan chief of state and head of government is President Hugo Chavez Frias since February 3, 1999. The Executive Vice President Ramon Alonzo Carrizalez Rengifo since 4 January 2008. The Venezuelan Penal Code distinguishes between crimes, punishable by imprisonment, and misdemeanors (faltas), punishable by arrests or fines. In the Penal Code, crimes are classified by major types, as follows: * Crimes against national sovereignty and national security — treason; crimes against national and state government; crimes against international law * Crimes against liberty — crimes against political, personal, religious freedom, etc. Corruption — these are defined in a special anti-corruption law, enacted in 1982 * Crimes against the administration of justice — simulating crimes, false testimony, collusion, concealment, etc. * Crimes against public order — conspiracy to commit crime; incitement to crime; manufacture and carrying of weapons, etc. * For gery — false currency; forged seals, fiscal stamps, documents, passports, licenses, etc. * Crimes against public and private interests — arson, causing floods, etc. gainst public health and nutrition * Crimes against public morals and the family — rape, seduction, prostitution, corrupting minors, adultery, bigamy, etc. * Crimes against persons — homicide, battery, abortion, abandoning children, slander, etc. * Crimes against property — theft, robbery, extortion, kidnapping, fraud, etc. (Birkbeck, Christopher) Until 1998, the age of criminal responsibility was 18. In that year, a new Children's Code (Venezuela, 1998c) established criminal responsibility for adolescents (ages 12 to 17). However, the adolescent criminal justice system is administratively separate from the adult criminal justice system. Adolescents who turn 18 during adjudication or sentencing continue under the adolescent justice system. (Birkbeck) Police Denmark The state police is a department of the Ministry of Justice. There is no longer a municipal police and the military police only has authority over soldiers according to the Military Criminal Code. Denmark is divided into 54 police districts (excluding the Faeroe Islands and Greenland), each headed by a local chief of police. The National Commissioner reports to the Minister of Justice. For administrative purposes the police are subdivided into plain-clothes criminal investigators, uniformed patrolmen, traffic police officers, immigration police, and other categories. (Ravn) The common police of Denmark consist of 12 districts each managed by a director and two minor districts in Greenland and the Faroe Islands, run by a chief of police. The mission statement of the Danish police is as follows: The police must work in order to ensure security, safety, peace and order in the society. The police must promote this purpose through preventive, helping and enforcing work. In addition to the regular districts, there are three other organizations that work outside the common police. Rigspolitiet is the state national police for Denmark. Politiets Efterretningstjeneste, also called PET, is the national security intelligence agency of Denmark. The agency focuses solely upon domestic security while foreign intelligence operations are handled by Forsvarets Efterretningstjeneste – an intelligence branch under the Danish military. The stated overall purpose of PET is to prevent, investigate and counter operations and activities that pose or may pose a threat to the preservation of Denmark as a free, democratic and safe country. The three main duties of the PET are counter terrorism, counter extremism and counter espionage. Politiets Aktionsstyrke (AKS) is the Special Forces unit of the Danish police; a national SWAT team. It is meant to handle extraordinarily difficult or life-threatening criminal situations, such as terrorism, hostage situations, and kidnapping. It also deals with emergency rescue situations that would be too dangerous for others to handle. The AKS holds responsibility for all anti-terror and counter-terrorism missions in Denmark. (Wikipedia) New recruits are required to be in good physical condition; good personal and economic condition, and should have achieved good grades in school. New recruits are usually required to be between 21 and 29 years of age, of Danish citizenship or have applied for Danish nationality/citizenship, and without any convictions. The basic training of police personnel takes 3 years. The training comprises both school education and training of a more practical nature. School education, which consists of 2 courses of 8 months each, takes place at the Police Academy in Copenhagen. The rest of the training time is spent on the job. The Police Academy also presents special courses and leadership courses. All chiefs of police hold a master's degree in law from a university. (Ravn) Venezuela The national Venezuelan police are the Cuerpo Tecnico de Policia Judicial, or PTJ. They were founded almost immediately after the overthrow of Dictator Marcos Perez Jiminez in 1958. The PTJ is the primary judicial police force in the country, charged with the reception of crime reports made by citizens, the investigation of crimes, gathering of evidence and arrest of suspects. In all these tasks, the PTJ is subordinated to the public prosecutor's office. Administratively, the PTJ is attached to the Ministry of the Interior and Justice. The national headquarters are in Caracas, and there is one office in each state capital, with additional offices in some other cities. The PTJ's name was recently changed to the National Directorate of Criminal Investigation. The traffic police (Cuerpo Tecnico de Vigilancia del Transito y Transporte Terrestre), administratively attached to the Ministry of Infrastructure, are responsible for surveillance, preliminary investigation and occasionally arresting suspects, in traffic offenses that involve violations of the criminal law. The state police are responsible for patrol work and public order, arrests (when offenders are caught in the act), and community service. They may also serve as auxiliary judicial police. Each force is regulated by a local Police Code. To further complicate the institutional environment, state police forces are also coordinated by an office in the Ministry of the Interior and Justice that compiles selected statistics and sets guidelines for internal procedures. Beginning in 1990, wealthier municipalities in the country's largest cities set up municipal police forces. By July 2001, there were 77 municipal forces in the country. They are attached to the mayors' offices and regulated by the state's Police Code and by municipal ordinance. With so many different uniformed police forces, there are obviously difficulties in coordination and efficiency. For that reason, since at least 1977 there have been diverse proposals to create a unified national police force. The most recent is the National Police Law, which is currently being debated in the National Assembly. This law would join all uniformed police forces (state, Capital District, municipal), together with the traffic police, into one national force. (Birkbeck) Courts Denmark The independent courts constitute a part of the division of power in Denmark. Generally speaking, cases are dealt with in the first instance by a local or city court; appeals against the judgments of city courts are made to one of the country's two High Courts. A few big cases and cases touching on administrative matters are dealt with by one of the high courts in the first instance. The highest court in Denmark is the Supreme Court, and the Queen appoints judges. (Ministry) The Danish Supreme Court is the highest civil and criminal court responsible for the administration of justice in Denmark. The Kingdom of Denmark, consisting of Denmark, Greenland and the Faroe Islands, does not have a single unified judicial system – Denmark has one system, Greenland another and the Faroe Island a third. However, ecisions by the highest courts in Greenland and the Faroe Islands may be appealed to the Danish High Courts. Venezuela Venezuela has three types of main courts: Trial courts: The 395 trial courts are divided into first instance trial courts and instructional criminal courts. In addition, 667 departmental and municipal courts are assigned the lowest level cases. Superior Courts: There are 173 Superior courts that primarily act as interme diate appellate courts. The dispersion of these courts throughout the country is based on population and political needs. Supreme Court: The Supreme Court is the court of last resort. It is composed of 15 justices who each serve a nine-year term. This Court is divided into three chambers: civil, criminal, and civil rights. (Salas, Luis) They also have several types of special courts: Military Courts: Military courts exercise a considerable amount of authority since their jurisdiction extends to all crimes committed by members of the armed forces and on-duty police officers. Many persons have criticized this system, viewing it as a barrier to the successful prosecution of human rights abuses committed by the police and military. Military courts extend their jurisdiction to civilians accused of crimes under the military code, for example treason or subversion. Anti-corruption Court: The anti-corruption court (Tribunal de Salvaguardia Del Patrimonio Publico) was established with specific and sometimes extraordinary powers, to investigate and punish corruption. While corruption cases may be tried in the first instance by the traditional court system, these special courts have second instance jurisdiction. They also serve as trial courts for cases involving corruption by high-level officials. Even though their jurisdictional powers are extensive, they have been afforded meager resources to carry out their responsibilities. Family/Juvenile Courts: Another set of courts handle family matters and juvenile cases. Juveniles are processed through special courts and then remanded to juvenile correctional facilities. (Salas) Corrections Denmark In Denmark, the correctional service controls 15 prisons, one institution for inmates needing psychiatric treatment, and 40 local jails. Five of the prisons and the psychiatric institution are closed in that they are secured by an external ring wall as well as by internal precautions like secured buildings, and electronic security systems combined with relatively dense staffing. The staff does not carry arms. Being used as remand detention institutions, the local jails are also closed. The remaining nine prisons are open institutions which actually means that the inmates are physically able to leave the institution. Two of the closed prisons have both male and female inmates. In one of these prisons there is cohabitation between men and women within units. There are also two open prison departments for women. While serving his sentence the inmate is obliged to work for which he is paid a small hourly salary. The prison administration tries to ensure that the working places equate those found in modern society. In order to encourage inmates to educate themselves the same amount is paid to inmates who choose to go to the prison school instead of going to work. The prison provides health care and necessary dental care. Sick inmates will be hospitalized in ordinary hospitals. The policies of the correctional service are governed by the following three principles: A. Normalization. As a starting point the inmate is placed in the open prison closest to his home in order to preserve family contacts and to pave the way for a gradual release from the prison. There must be specific reasons for instituting control of inmates' correspondence. Visits by next-of-kin take place in secluded visiting rooms with a couch. In the open prisons weekend leaves are granted every third week to prisoners with a low risk of recidivism. A prisoner in a closed institution may obtain similar rights to weekend leave when he has served one fourth of his sentence. At some time during incarceration about one third of the prisoners in closed prisons are granted occasional leaves. The total number of leaves per year is about 57,000. More than half of these are so-called work leaves where an inmate leaves the prison to go to work or to take part in educational activities in society. B. Self-administration. The inmate is responsible for his own daily life. Important elements of this approach are that food must be bought and cooked by the inmate to which end he is paid a fixed amount of money per day. The inmate is also responsible for his personal hygiene, clothes' laundry and repair. The prison encourages the inmates to make meaningful use of leisure hours by providing opportunity for sports and other structuralized activities. C. Release on parole and after-care. According to a provision of the Criminal Code more than 90% of the inmates are released on parole after having served two thirds of their sentences. Almost 10% of these will be released after serving between one half and two thirds of the time, due to special grounds. Royal pardon is possible according to the Constitution, but rare. Outside of imprisonment for life which necessitates the use of pardoning, royal pardon is more commonly used in connection with short-term sentences where the convicted cannot endure the prison stay because of severe illness or the like. In such cases the pardon is normally conditioned on the payment of a fine. (Dr. Winslow, Robert) Venezuela Typical penalties in Venezuela include fines, restitution, probation, and incarceration. Some crimes carry mandatory prison sentences which prohibit early release. The death penalty in Venezuela was abolished in the mid 1860s. The prison population in Venezuela is 40% over its stated capacity. Overcrowding is regarded as a primary factor in the high level of violence within prisons, which resulted in an average of 3 prisoner deaths per week in 1992. Venezuela, like many of its Latin American countries, has incorporated the United Nation's â€Å"Standard Minimum Rules for the Treatment of Prisoners† in its national legislation. However, a recent human rights director of the Venezuelan Attorney General's Office has criticized the conditions of the nation's prisons. As a consequence of government neglect, the prisoners live in overcrowded and unhealthy quarters, without access to education, and lacking incentives to seek jobs once they are released. (Salas) References Birkbeck, Christopher Venezuela World Fact Book of Criminal Justice Systems http://www. ojp. usdoj. gov/bjs/pub/ascii/wfcjsvz. txt CIA: World Fact Book https://www. cia. gov/library/publications/the-world-factbook/geos/da. html Embassy of the Bolivarian Republic of Venezuela In the United States of America http://www. embavenezus. org/? pagina=kids. venezuela/political. system. tm=Venezuela%20for%20Kids Ministry of Foreign Affairs of Denmark http://www. ambmoskva. um. dk/en/menu/InfoDenmark/danish+political+and+social+affairs/ Ravn, Lene Denmark World Fact Book of Criminal Justice Systems http://www. ojp. usdoj. gov/bjs/pub/ascii/wfbcjden. txt Salas, Luis Florida International University Venezuela World Fact Book of Criminal Justice http://www. ojp. usdoj. gov/bjs/pub/ascii/wfbcjve n. txt Visit Denmark http://www. visitdenmark. com/uk/en-gb/menu/turist/turistinformation/fakta-az/ Wikipedia www. en. wikipedia. org Dr. Winslow, Robert San Diego State University Crime and Society