Structural Theories and Street Gangs free essay sample

For instance, Lil’Z realizes that he doesn't be able to carry on with a real existence as the individuals outside the ghetto are living; he knows that he doesn't be able to accomplish, chiefly, the financial achievement and standard of society perhaps as a result of his absence of training and the brutal condition in which he lives in. In this manner, he chooses to go with the Tender Trio and focus on the inn with them request to make the financial progress he needs, and in the long run perpetrate numerous wrongdoings so as to get cash. In City of Gangs, it is clarified that one of the issue in Regina is that native could have an occupation in the event that they needed, however huge numbers of these individuals don’t can accomplish this objective since they don’t have a resume or they don’t realize how to fill an application structure (City of Gangs, 2009). We will compose a custom paper test on Basic Theories and Street Gangs or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page In this way, the youngsters on saves are encountering this powerlessness to accomplish standards and norms of the predominant society, and are joining packs so as to accomplish their objective, through ill-conceived ways, for example, selling medications or taking. Differential Association hypothesis is a hypothesis that takes a gander at the demonstrations of the criminal as educated practices through social collaboration (Adler, Mueller,Laufer amp; Grekul, 2009, p. 132). Group individuals are setting criminal standards and qualities to its individuals, along these lines individuals are learning a criminal conduct, for example, taking, conveying a firearm or utilizing drugs. The individuals from road packs are learning more meanings of activities positive for infringement of the law and this taking in is passed down from age to age (Adler, Mueller,Laufer amp; Grekul, 2009, p. 32). The narrative City of Gangs plainly shows that the taking in example of hoodlums originates from learned practices through social association, and that is transmitted from the more established to the more youthful since what they realized are the criminal mentalities and estimations of the pack. Sutherland’s hypothesis of differential affiliation is clarified through nine recommendations. The third recommendation, which clarifies that the essential piece of the learning of criminal conduct happens inside cozy individual gatherings. , is plainly talked about in the narrative City of Gangs (Adler, Mueller,Laufer amp; Grekul, 2009, p. 132). Actually, as referenced in the clasp, each day more children are getting in posse since they are spending time with group families made out of street pharmacists, pimps and hazes (City of Gangs, 2009). The fifth suggestion is likewise appeared in the film. On the off chance that a youthful is encircled by individuals seeing violating certain laws as adequate or ordinary conduct, at that point he may be bound to overstep those laws. As referenced, there is a posse issue in Regina; the police detailed numerous as 600 packs in urban communities, comprised in dominant part of native individuals (City of Gangs, 2009). The issue is that there is a pack attitude that is implanted in the hearts and psyches of native individuals (City of Gangs, 2009). The arrangement is to change that mindset to truly teach their youngsters at youthful age (City of Gangs, 2009). The youthful native individuals are encircled by individuals who are overstepping sure laws, accordingly for them it turns into an ordinary conduct. One final recommendation that is unmistakably exhibited in the clasp is the eighth one. Truth be told, brutality is regular in this piece of town and it is a hazardous spot to stroll around evening time (City of Gangs, 2009). These children and youngsters are managing these criminal circumstances consistently, in this way they are learning out of it, such as getting the hang of whatever else. The entirety of the different procedures by which people learn can conceivably be applicable. Financial and Community Structure We can utilize the social disruption hypothesis to address the possibility that wrongdoing and criminal systems flourish in social muddled neighborhoods. This hypothesis clarify that a region where there is a deterioration of ordinary qualities brought about by urbanization, fast industrialization and an expansion in movement may causes the improvement of horror (Adler, Mueller,Laufer amp; Grekul, 2009, p. 160). Social abnormality hypothesis likewise joins certain pieces of this hypothesis since it clarifies how the diverse arrangement of estimations of burdened or disarranged neighborhoods adds to criminal conduct (Adler, Mueller,Laufer amp; Grekul, 2009, p. 130). These speculations can be clarified with the film City of God, since it tends to the possibility of the setting in which wrongdoing and criminal systems thrive. City of God is a ghetto in Rio de Janeiro, a lower class region, set apart by neediness with low pay gathering. It is clear that there is a frail network establishment in the ghetto, which is missing of specialists of social control, for example, the police or even solid familial or companions connections. It is for the most part the individuals who live in the City of God that look after request. Network Action Program There are many program planned for checking early inclusion in crime. The people group, not people, needs treatment. Helping the network, at that point, should bring down its crime percentage (Adler, Mueller,Laufer amp; Grekul, 2009, p. 164). Sun Youth is an association giving network support in the zone of Montreal. They built up a wrongdoing anticipation program planned for teaching open and setting up a superior participation among residents. Among their projects, there is the Intervention Agents in School Environments, focusing on principally youthful understudies. Sun Youth operators are working all day in specific schools so as to forestall harassing and burdening and to determine clashes between understudies, which is identified with Coordination and Community Cohesion, a significant parts of another anticipation program in Vancouver Downtown (Adler, Mueller,Laufer amp; Grekul, 2009, p. 165). They are forestalling such issues through gathering workshops on initiative, peer reflection, compromise, socialization, or thoughts of bigotry, fellowship, and so forth through individual mediations, just as by advancing the cooperation through recreational exercises in gathering (Sun Youth, 2011). Being Critical of the Structural Theories of Deviance Previous examinations investigating why an individual joins a posse for the most part centered around the hypothesis of anomie, the social disruption and strain hypothesis just as the criminal subculture (Sanchez-Jankowski, 1991, p. 295). In any case, Martin Sanchez-Jankowski (1991) is putting together hi s thoughts with respect to the way that numerous young consider joining to be posse as a normal choice to expand personal circumstance. He contends that packs give people a wellspring of cash, security, diversion, defensive gathering character, individual insurance, and in light of the fact that a few people consider cooperation to be a type of promise to their locale and as an approach to oppose leading lives like their folks. He likewise clarifies and that turning into a group part depends on the individual, yet in addition on the posse, who conclude who will join the pack or not. He clarifies that there are three sorts of enrollment. The first is the organization type, in which individuals attempt to ‘sell’ their groups by referencing the preferences it has, for example, the gatherings it gives, the ladies who are accessible and the sort of medications they have. The subsequent kind is the commitment type, in which individuals are reaching individuals and convincing them that it is their obligation to join the group. At long last, the last sort of enlistment is the coercive kind, which happens when the pack feels they have to grow their enrollment rapidly.

Venus And Adonis Essay Research Paper Venus free essay sample

Venus And Adonis Essay, Research Paper Venus and Adonis: Pictures of Sexuality in Nature # 8220 ; Love is the answer, in any case, while you are sitting tight for the answer, sex brings up some sensibly great issues. # 8221 ; Woody Allen All through his shows and poesy Shakespeare imbeds army and various subjects, a significant number of them partner to adore, sexual orientation, life, perish, confidence and innumerable others. In his stanza structure Venus and Adonis Shakespeare handles the subject of sexual orientation as a portrayal of affection, and a guide of Nature. The characters of Venus and Adonis, every now and again times reminiscent of an Elizabethan fallen Adam and Eve, make an explicitly charged refrain structure that loans a significant part of the force and impact of affection and life and expire to Nature. Shakespeare makes a characteristic marvel that truly interfaces the adoration and activities of these two characters to the powers, both positive and damaging, to Nature herself. The section structure permits Venus and Adonis a specific influence or approval over the powers that exist in the forces of Nature, however Shakespeare # 8217 ; s imaginative action of this sexual portrayal as a word image of titillating want as an appalling occasion drives the characters to inescapable misfortune, and a total loss of authority over their fortunes. Shakespeare # 8217 ; s content can be inexactly isolated into three regions. The first being Venus # 8217 ; looks of adoration for Adonis, the second influencing Adonis # 8217 ; perish and the Hunt, and the third and closing region centers around Venus # 8217 ; response to the loss of Adonis. In the primary third, Venus attempts with expanding depression to bait Adonis into sex. The peaceful scene on the primrose bank is perfect for the explicitly charged analogies she makes. She barrages him with confusing expressions influencing hot ice, showers him with bloomed similitudes, jump starts into a drawn-out change on the old carpe diem subject, and clefts natural wordplaies on words, for example, Harts and cervid. Venus appears to hold enlivened power over her ain natural structure, and brilliantly metamorphosizes her signifier to suit her purpose, doing it overwhelming bounty to require trees to back up it, so giving the violets she lies on the quality of trees ( 152 ) . For all its depression, the main region is vivacious and cheerful, focusing on Adonis # 8217 ; youngster and Venus # 8217 ; constantly self-reestablishing substance. The portrayals of affection discovered here are totally sexual and genuinely based, yet there is a miserable quality in Venus # 8217 ; rehashed endeavors and congruity. In any case, at the focal point of the refrain structure Adonis reports that he means to run the Sus scrofa the accompanying twenty-four hours. Venus crumples with the male youngster on her, and follows what should be the sexual flood tide of Venus # 8217 ; endeavors to allure Adonis into her bed, however all Venus gets from the brush is rout: 'everything is whimsical she doth demonstrate # 8217 ; ( 597 ) . In this following development of the stanza structure, which takes topographic point in the wood, Venus discusses alarm, the fear of the Sus scrofa and the frenzy of the pursued bunny. Demise, which has been a hidden nearness all through the principal half, turns into the ordering element of the second. On the other hand of squeezing Adonis to cause, Venus cautions him that he will kill his ain relatives on the off chance that he neglects to do adore ( 757-60 ) . The immaturity of Adonis, which had been depicted in such basic footings in the principal development, ready to 'drive contamination from the hazardous twelvemonth # 8217 ; ( 508 ) , out of nowhere ends up exposed to a greater number of diseases than it can trust to bring around: As ignition febrilities, agues pale and swoon, Life-harming infection and rages wood, The marrow-eating ailment whose attaint Turmoil strains by warming of the blood ( 739-42 ) . At a similar clasp Venus loses command over her natural structure. As she hustles through the backwoods after the sound of Adonis # 8217 ; horn, her natural structure is exposed to the meddling gropings of bushes: # 8220 ; Some catch her by the cervix, some kiss her face,/Some string about her thigh to do her stay # 8221 ; ( 872-3 ) . This attack on Venus # 8217 ; physical natural structure, and her powerlessness to stop it renders her much progressively frail, and H Er administering sex is gone to terrified humility as she looks for Adonis. Her endeavors to draw Adonis through her peaceful allegories have fizzled, considerably after she proves her affection through the touchable components of Nature. In the principal half of Shakespeare # 8217 ; s sonnet Venus fights to make a wonderful Eden out of the substance of Adonis # 8217 ; natural structure and her ain. She reveals to him that he is the 'field # 8217 ; s head bloom # 8217 ; ( 8 ) , and urges him to fall in her on a bank of blossoms, a charmed hover from which snakes and other varmint are restricted. She so continues to change her ain tissue into an allegorical Eden. Her cheeks become gardens ( 65 ) , she guarantees him that 'My excellence as the spring doth every year develop # 8217 ; ( 141 ) , and offers herself to him as a defensive fenced in area where he can shield from the savage condition: 'I # 8217 ; ll be a recreation center, and thou shalt be my cervid:/Feed where 1000 shrink, on mountain or in dale # 8217 ; ( 231-2 ) . Be that as it may, as the cardinal refrains of the section structure caution all of us, 'is whimsical she doth demonstrate # 8217 ; . The scene of the refrain structure just ever becomes Eden-like in the talk of Venus. We mover more distant through the refrain structure, her talk loses its quality, and an extremely unique scene develops Continuously these days on the peripheries of Venus # 8217 ; whimsical Eden, is the chance of peril and the hazard of a wild outside of her wonderful primrose bank, and pleasant blossoms. As this wild develops in the second and into the third pieces of the stanza structure, the likenesses to Eden are quickly decimated by the practical risks they experience. In the primary region, Venus looks at Adonis # 8217 ; breath to 'glorious dampness # 8217 ; , a dew like the one God used to H2O the workss before he concocted downpour ( 62-6 ) . What's more, as the environing clime of the nation changes, so we follow the passionate and sexual modifications inside Venus and Adonis. Be that as it may, the hopping conditions produced by the sweethearts # 8217 ; natural structures become consistently less moderate, go throughing from downpour to singing warmth and back again to rain in a confounding clamor of changes. In the second development of the refrain structure these changes become totally savage, travel rapidlying through the 'wild waves # 8217 ; of the dim ( 819 ) towards the tempest motioned by the 'red morn # 8217 ; of Adonis # 8217 ; loosened oral hole ( 453-6 ) . The tempest interferences during Venus # 8217 ; chase for the him ( 'Like a blustery twenty-four hours, presently twist, presently downpour,/Sighs dry her cryings, air current makes them wet again # 8217 ; [ 965-6 ] ) , and her find of his natural structure releases a climactic quake: 'As when the air current detain # 8217 ; nutrient D in the land,/Fighting for change, Earth # 8217 ; s establishment shingles # 8217 ; ( 1046-7 ) . Venus # 8217 ; finishing up guess hands down the equivalent problematic clime to future social orders, whose sexual confederations will 'bud, and be impacted in an outside breath while # 8217 ; ( 1141 ) . The finishing up division of the section structure contains just the closing refrain ( 1189-1194 ) and finishes up with Venus sequestering herself from the outside universe, yet non without first giving finishing up acknowledgment to Nature as a controlling and unmistakably ground-breaking power of both innovative movement each piece great as demolition. By this, the male youngster that close by song murder # 8217 ; nutrient D Was liquefied like a fume from her sight, What's more, in his blood that on the land lay spill # 8217 ; nutrient D, A violet bloom jumped up ( 1165-8 ) . Here Nature endeavors to supplant what was lost, and offers consolation to the suffering Venus by go forthing her with a memory of Adonis in the signifier of an excellent blossom. Shakespeare # 8217 ; s subjects of sexual orientation, life, perish, and the general invading nearness of Nature are unequivocally manifested all through the content, and make for the peruser a more prominent feeling of the inadequacy of control that exists between grown-up male and Nature, each piece great as grown-up male and his wants. The predetermination of Adonis, each piece great as such a totally sexual creature, for example, Venus, and the fear of adoration inside the stanza structure as predominantly a sexual power, certifies the force that Shakespeare pervades Nature with in the fates of these two characters. Nature is both the sexual word image of their wants each piece great as the indicating power that demolishes them both.

Junior Year The First Week

Junior Year The First Week In comparing the beginnings of each of my academic years, Ive noticed that my outlook on things has changed dramatically. It can be summarized thusly: Freshman year: Woohooooo MIT is gonna be so cool! Just four years of this and Im gonna run the w-OH MY GOD WHAT IS HAPPENING THINGS ARE HARD Sophomore year: What? Classes start tomorrow  and theres already a reading assigned for 5.13? This is nonsense. This year is going to be nonsense. Junior year: Ha! A few days before classes started, I made sure there wasnt a single thing on Stellar* that I didnt know about. I even read the first chapter of each textbook. Bring it, junior year. BRING IT. Where did all of that energy come from? Id say it came from the many things I have to look forward to. For starters, Ive slogged through the majority of my GIRs and my premed requirements and while all of them were intriguing in their own way, only a few were classes that fall into my major (Brain and Cognitive Sciences) or proposed concentration (Philosophy, which could easily become a minor with some work). Dont get me wrong: Im fascinated by aspects of all of the sciences with which Ive been acquainted, but now, Im starting to take the classes that I had my heart set on. There isnt quite an experience that could ever replace that. Its mind-expanding, and something completely new and appealing. Its likewatching Breaking Bad for the first time (which, incidentally, I started doing a couple weeks ago thanks to Netflix and Amazon Video. Im now completely caught up and am awaiting the sixth and final season.) It also helps that Ive got an enviable class schedule. Just take a look! Since fall classes always begin on the Wednesday after Labor Day, Ive only had something from 3 out of 4 of my classes. Even so, I already have something to look forward to for all four of them. Let me run down the classes and whats happened so far. 24.900: Introduction to Linguistics A very long time ago, I told you guys about my linguistics research with QRLG. That particular stint lasted close to a year, and actually got to some pretty exciting highs including writing an abstract and drafting a longer paper, two mock presentations, and so on before some things that came up in my life made it too difficult to keep hammering out research. (Incidentally, the blogging also got pretty sparse around that time.) Though that story didnt have a picture perfect ending, Im still quite familiar with several concepts in phonology and phonotactics, research methods in linguistics, and some other stuff. Consequently, I have an edge in this class that I wouldnt otherwise enjoy. Even so, 24.900 will allow me to get some provisional answers as to why, even as someone who scarcely knows a word of Afrikaans, one of the languages that my parents speak fluently, I am able to get the gist of their conversation. Context clues and some close cognates probably, but I get the sneaking suspicion that some other things are helping, too. For one, I think the syntax (the proper formation of sentences) of Afrikaans is comparable to that of English. One major arc of assignments in 24.900 concerns the study of a language that you dont speak which will be documented in p-sets and even a report or two so Ill be able to use a few experiments to confirm or deny my hypotheses about Afrikaans. And then for once! Ill be able to say to them that I actually know something about the language that they speak. 24.241: Logic I In my logic professors own words, after taking Logic I, Youll come to see why people reason so badly. However, this class isnt meant to be an overview of logical fallacies. For 24.241, its a much more academic that started out by learning the language of sentential logic, how certain functions used in sentential logic are symbolized (as connectives, or words like and, or, not, and ifthen), and the form and features of arguments. Logic is one of those interesting disciplines that attracts students from a variety of majors. For the first time ever, I found a couple of pure philosophy majors in a class; joining them were math majors, computer science majors, and a few others who didnt fit in any of the above categories. I have no doubts that everyone there has something they want to take out of it, since principles of logic crop up pretty much everywhere. In my person-whos-concentrating-in-philosophy point of view, one of the implied, overarching goals of the course is to acquire the tools needed to analyze ones beliefs, and thus to be able to achieve a harmony that exists when ones beliefs are consistent with each other. Well see how that holds up as I go through the course. 9.12: Neurobiology Lab Classes like 9.12 are some of the most powerful reminders of why Im here. Im one of the only people in my lab section that has no hands-on experience with molecular biology methods in the lab; even so, that wont be a disadvantage. In fact, on the first day, the 9.12 professor explicitly said that its all about what you learn, the effort that you put in, and the willingness to grow as a scientist that you exhibit. To someone uninitiated in neurobio lab methods like me, thats a relief. How often is it that you can say that you were in a place where it was okay to take risks, even with things that appear esoteric at first glance? To make things even better, we started out with a low-key lab on the first day. In a virtual walkthrough of what our wet lab assignment will be next week, we conducted some cDNA and genomic blasting of some digital sequences, as well as some sequence identification and translation of mRNAs. Should I end up pursuing any additional molecular neurobio research, Ill be benefiting from the work of a ton of other scientists that helped assemble the databases we used that day. Hell, its a pretty good time to do neuroscience research in general I read recently that the state of Massachusetts is pouring a lot of money and a handful of partnerships into it. Will that shake my aspirations to be a practitioner instead of a researcher? I cant say yet, but the ethos of this class means that 9.12 could be the most convincing argument in favor of a life of research. If nothing else, itll certainly be the most eye-opening one. 21A.302 / WGS.271: Dilemmas in Biomedical Ethics This is probably the class Im looking forward to the most, and also the only one for which I havent yet attended any lecture, as none have come up yet. Its also another course that Ill have somewhat of an edge in, as I took 24.231 (Ethics) last fall. However, this class seems like less of an academic exercise and an analysis of the fundamental concepts, and more of a broad investigation of the not-so-philosophical concepts that come into play in tough medical decisions. As a doctor-to-be, its a class that I think I cant go without. A detail that too easily gets lost in the rigor of premedical academics is that, at the end of the day, youre treating human patients that come from a variety of backgrounds. Showing sensitivity and deferring to their beliefs and perspectives is only to their benefit and, as you pursue the best interests of your patients, to your own benefit, as well. Ill admit, though, that upholding this ideal might not be as easy as it sounds. Hopefully, this class should give me a better sense of what forces come into play in both affirming a patients beliefs and the principles of effective care. ^ Theres also a bunch of non-class stuff, but as I write down all of that other stuff and how it connects to the work Ive done this summer its sadly getting long enough to constitute its own blog post, and I have some work to finish before Monday. Ill have more ready at the end of next week, though!

Junior Year The First Week

Junior Year The First Week In comparing the beginnings of each of my academic years, Ive noticed that my outlook on things has changed dramatically. It can be summarized thusly: Freshman year: Woohooooo MIT is gonna be so cool! Just four years of this and Im gonna run the w-OH MY GOD WHAT IS HAPPENING THINGS ARE HARD Sophomore year: What? Classes start tomorrow  and theres already a reading assigned for 5.13? This is nonsense. This year is going to be nonsense. Junior year: Ha! A few days before classes started, I made sure there wasnt a single thing on Stellar* that I didnt know about. I even read the first chapter of each textbook. Bring it, junior year. BRING IT. Where did all of that energy come from? Id say it came from the many things I have to look forward to. For starters, Ive slogged through the majority of my GIRs and my premed requirements and while all of them were intriguing in their own way, only a few were classes that fall into my major (Brain and Cognitive Sciences) or proposed concentration (Philosophy, which could easily become a minor with some work). Dont get me wrong: Im fascinated by aspects of all of the sciences with which Ive been acquainted, but now, Im starting to take the classes that I had my heart set on. There isnt quite an experience that could ever replace that. Its mind-expanding, and something completely new and appealing. Its likewatching Breaking Bad for the first time (which, incidentally, I started doing a couple weeks ago thanks to Netflix and Amazon Video. Im now completely caught up and am awaiting the sixth and final season.) It also helps that Ive got an enviable class schedule. Just take a look! Since fall classes always begin on the Wednesday after Labor Day, Ive only had something from 3 out of 4 of my classes. Even so, I already have something to look forward to for all four of them. Let me run down the classes and whats happened so far. 24.900: Introduction to Linguistics A very long time ago, I told you guys about my linguistics research with QRLG. That particular stint lasted close to a year, and actually got to some pretty exciting highs including writing an abstract and drafting a longer paper, two mock presentations, and so on before some things that came up in my life made it too difficult to keep hammering out research. (Incidentally, the blogging also got pretty sparse around that time.) Though that story didnt have a picture perfect ending, Im still quite familiar with several concepts in phonology and phonotactics, research methods in linguistics, and some other stuff. Consequently, I have an edge in this class that I wouldnt otherwise enjoy. Even so, 24.900 will allow me to get some provisional answers as to why, even as someone who scarcely knows a word of Afrikaans, one of the languages that my parents speak fluently, I am able to get the gist of their conversation. Context clues and some close cognates probably, but I get the sneaking suspicion that some other things are helping, too. For one, I think the syntax (the proper formation of sentences) of Afrikaans is comparable to that of English. One major arc of assignments in 24.900 concerns the study of a language that you dont speak which will be documented in p-sets and even a report or two so Ill be able to use a few experiments to confirm or deny my hypotheses about Afrikaans. And then for once! Ill be able to say to them that I actually know something about the language that they speak. 24.241: Logic I In my logic professors own words, after taking Logic I, Youll come to see why people reason so badly. However, this class isnt meant to be an overview of logical fallacies. For 24.241, its a much more academic that started out by learning the language of sentential logic, how certain functions used in sentential logic are symbolized (as connectives, or words like and, or, not, and ifthen), and the form and features of arguments. Logic is one of those interesting disciplines that attracts students from a variety of majors. For the first time ever, I found a couple of pure philosophy majors in a class; joining them were math majors, computer science majors, and a few others who didnt fit in any of the above categories. I have no doubts that everyone there has something they want to take out of it, since principles of logic crop up pretty much everywhere. In my person-whos-concentrating-in-philosophy point of view, one of the implied, overarching goals of the course is to acquire the tools needed to analyze ones beliefs, and thus to be able to achieve a harmony that exists when ones beliefs are consistent with each other. Well see how that holds up as I go through the course. 9.12: Neurobiology Lab Classes like 9.12 are some of the most powerful reminders of why Im here. Im one of the only people in my lab section that has no hands-on experience with molecular biology methods in the lab; even so, that wont be a disadvantage. In fact, on the first day, the 9.12 professor explicitly said that its all about what you learn, the effort that you put in, and the willingness to grow as a scientist that you exhibit. To someone uninitiated in neurobio lab methods like me, thats a relief. How often is it that you can say that you were in a place where it was okay to take risks, even with things that appear esoteric at first glance? To make things even better, we started out with a low-key lab on the first day. In a virtual walkthrough of what our wet lab assignment will be next week, we conducted some cDNA and genomic blasting of some digital sequences, as well as some sequence identification and translation of mRNAs. Should I end up pursuing any additional molecular neurobio research, Ill be benefiting from the work of a ton of other scientists that helped assemble the databases we used that day. Hell, its a pretty good time to do neuroscience research in general I read recently that the state of Massachusetts is pouring a lot of money and a handful of partnerships into it. Will that shake my aspirations to be a practitioner instead of a researcher? I cant say yet, but the ethos of this class means that 9.12 could be the most convincing argument in favor of a life of research. If nothing else, itll certainly be the most eye-opening one. 21A.302 / WGS.271: Dilemmas in Biomedical Ethics This is probably the class Im looking forward to the most, and also the only one for which I havent yet attended any lecture, as none have come up yet. Its also another course that Ill have somewhat of an edge in, as I took 24.231 (Ethics) last fall. However, this class seems like less of an academic exercise and an analysis of the fundamental concepts, and more of a broad investigation of the not-so-philosophical concepts that come into play in tough medical decisions. As a doctor-to-be, its a class that I think I cant go without. A detail that too easily gets lost in the rigor of premedical academics is that, at the end of the day, youre treating human patients that come from a variety of backgrounds. Showing sensitivity and deferring to their beliefs and perspectives is only to their benefit and, as you pursue the best interests of your patients, to your own benefit, as well. Ill admit, though, that upholding this ideal might not be as easy as it sounds. Hopefully, this class should give me a better sense of what forces come into play in both affirming a patients beliefs and the principles of effective care. ^ Theres also a bunch of non-class stuff, but as I write down all of that other stuff and how it connects to the work Ive done this summer its sadly getting long enough to constitute its own blog post, and I have some work to finish before Monday. Ill have more ready at the end of next week, though!

The 7 Most Important Eminent Domain Cases

Eminent domain is the act of taking private property for public use. Enumerated in the Fifth Amendment of the U.S. Constitution, it gives states and the federal government the right to seize property for public use in exchange for just compensation (based on fair market value for a piece of land). The concept of eminent domain is connected to the functionality of the government, because the government needs to acquire property for infrastructure and services like public schools, public utilities, parks, and transit operations. Seven key court cases throughout the 19th and 20th centuries allowed the judiciary to define eminent domain. Most eminent domain challenges focus on whether the lands were taken for a purpose that qualifies as â€Å"public use† and whether the compensation provided was â€Å"just. Kohl v. United States Kohl v. United States (1875) was the first U.S. Supreme Court case to assess the federal government’s eminent domain powers. The government seized a portion of the petitioner’s lands without compensation for the purpose of building a post office, customs office, and other government facilities in Cincinnati, Ohio. The petitioners alleged that the court did not have jurisdiction, the government could not acquire the land without proper legislation, and that the government should accept an independent assessment of the lands value before compensating. In a decision delivered by Justice Strong, the court ruled in favor of the government. According to the majority opinion, eminent domain is a core and essential power afforded to the government through the Constitution. The government may develop legislation to further define eminent domain, but the legislation is not required to make use of the power. In the majority opinion, Justice Strong wrote: â€Å"If the right of eminent domain exists in the federal government, it is a right which may be exercised within the states, so far as is necessary to the enjoyment of the powers conferred upon it by the Constitution.† United States v. Gettysburg Electric Railroad Company In United States v. Gettysburg Electric Railroad Company (1896), Congress used eminent domain to condemn the Gettysburg Battlefield in Pennsylvania. The Gettysburg Railroad Company, who owned land in the condemned area, sued the government, alleging that the condemnation violated their Fifth Amendment right. The majority ruled that as long as the railroad company was paid fair market value for the land, the condemnation was lawful. In terms of public use, Justice Peckham, on behalf of the majority wrote, â€Å"No narrow view of the character of this proposed use should be taken. Its national character and importance, we think, are plain.† Furthermore, the court held that the amount of land needed in any eminent domain seizure is for the legislature to determine, not the court. Chicago, Burlington Quincy Railroad Co. v. City of Chicago Chicago, Burlington Quincy Railroad Co. v. City of Chicago (1897) incorporated the Fifth Amendment takings clause using the Fourteenth Amendment. Prior to this case, states had used eminent domain powers unregulated by the Fifth Amendment. This means that states may have seized property for public use without just compensation. In the 1890s, the city of Chicago aimed to connect a stretch of road, even though it meant cutting through private property. The city condemned the land through a court petition and paid just compensation to the property owners. Quincy Railroad Corporation owned part of the condemned land and was awarded $1 for the taking, prompting the railroad to appeal the judgment. In a 7-1 decision delivered by Justice Harlan, the court ruled that the state could take land under eminent domain if the original owners were awarded just compensation. The taking of the Railroad Company’s land had not deprived the company of its use. The street only bisected the railroad tracts and did not cause the tracts to be removed. Therefore, $1 was just compensation. Berman v. Parker In 1945, Congress established the District of Columbia Redevelopment Land Agency to authorize the seizure of â€Å"blighted† housing districts for rebuilding. Berman owned a department store in the area slated for redevelopment and did not want his property to be seized along with the â€Å"blighted† area. In Berman v. Parker (1954), Berman sued on the basis that the District of Columbia Redevelopment Act  and its seizure of his land violated his right to due process. In a unanimous decision delivered by Justice Douglas, the court found that the seizure of Berman’s property was not a violation of his Fifth Amendment right. The Fifth Amendment does not specify what the land must be used for outside of â€Å"public use. Congress has the power to decide what this use might be and the goal of turning the land into housing, specifically low-income housing, fit the general definition of the takings clause. The majority opinion by Justice Douglas read: â€Å"Once the question of the public purpose has been decided, the amount and character of land to be taken for the project and the need for a particular tract to complete the integrated plan rests in the discretion of the legislative branch.† Penn Central Transportation v. New York City Penn Central Transportation v. New York City (1978) asked the court to decide whether a Landmark Preservation Law, which restricted Penn Station from building a 50-story building above it, was constitutional. Penn Station argued that preventing the construction of the building amounted to an illegal taking of the airspace by the City of New York, violating the Fifth Amendment. The court ruled in a 6-3 decision that the Landmarks Law was not a violation of the Fifth Amendment because restricting the construction of a 50-story building did not constitute a taking of the airspace. The Landmarks Law was more closely related to a zoning ordinance than eminent domain, and New York had a right to restrict construction in the public interest of protecting the â€Å"general welfare† of the surrounding area. Penn Central Transportation could not prove that New York had meaningfully â€Å"taken† the property simply because they had lowered the economic capacity and interfered with the property rights. Hawaii Housing Authority v. Midkiff Hawaii’s Land Reform Act of 1967 sought to tackle the issue of unequal land ownership on the island. Seventy-two private landowners possessed 47% of the land. Hawaii Housing Authority v. Midkiff (1984) asked the court to determine whether the state of Hawaii could enact a law that would use eminent domain to take lands from lessors (property owners) and redistribute them to lessees (property renters). In a 7-1 decision, the court ruled that the Land Reform Act was constitutional. Hawaii sought to use eminent domain to prevent a concentration of private ownership, a purpose generally associated with good democratic governance. Additionally, the state legislature has just as much power to make this determination as Congress. The fact that the property was transferred from one private party to another did not defeat the public nature of the exchange. Kelo v. City of New London In Kelo v. City of New London (2005), the plaintiff, Kelo, sued the city of New London, Connecticut for seizing her property under eminent domain and transferring it to New London Development Corporation. Susette Kelo and others in the area had refused to sell their private property, so the city condemned it to force them to accept compensation. Kelo alleged that the seizure of her property was a violation of the â€Å"public use† element of the Fifth Amendment takings clause because the land would be used for economic development, which is not solely public. Kelo’s property was not â€Å"blighted,† and it would be transferred to a private firm for economic development. In a 5-4 decision delivered by Justice Stevens, the court upheld aspects of its ruling in Berman v. Parker and Hawaii Housing Authority v. Midkiff. The court ruled that redistributing the land was part of a detailed economic plan that included public use. Even though the transfer of land was from one private party to another, the goal of that transfer–economic development–served a definitive public purpose. In this case, the court further defined â€Å"public use† by explaining that it was not confined to literal usage by the public. Rather, this term could also describe public benefit or general welfare. Sources Kohl v. United States, 91 U.S. 367 (1875).Kelo v. New London, 545 U.S. 469 (2005).United States v. Gettysburg Elec. Ry. Co., 160 U.S. 668 (1896).Penn Central Transportation Co. v. New York City, 438 U.S. 104 (1978).Hawaii Housing Auth. v. Midkiff, 467 U.S. 229 (1984).Berman v. Parker, 348 U.S. 26 (1954).Chicago, B. Q. R. Co. v. Chicago, 166 U.S. 226 (1897).Somin, Ilya. â€Å"The Story behind Kelo v. City of New London.†Ã‚  The Washington Post, 29 May 2015, www.washingtonpost.com/news/volokh-conspiracy/wp/2015/05/29/the-story-behind-the-kelo-case-how-an-obscure-takings-case-came-to-shock-the-conscience-of-the-nation/?utm_term.c6ecd7fb2fce.â€Å"History of the Federal Use of Eminent Domain.†Ã‚  The United States Department of Justice, 15 May 2015, www.justice.gov/enrd/history-federal-use-eminent-domain.â€Å"Constitutional Law. Federal Power of Eminent Domain.†Ã‚  The University of Chicago Law Review, vol. 7, no. 1, 1939, pp. 166–169.  JSTOR, JSTOR, www.j stor.org/stable/1596535.â€Å"Annotation 14 - Fifth Amendment.†Ã‚  Findlaw, constitution.findlaw.com/amendment5/annotation14.html#f170.

A Study On The Classroom - 903 Words

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Substance Abuse Counselor Career Essay - 919 Words

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