Essay about Skyler Thought and Person

Essay about Skyler Thought and Person Essay about Skyler: Thought and Person You ever wonder why things go bad according to your mood your in or what your thoughts you are having? Well you should be care in what you think, because ;as a result, your thoughts can end up running your life and effecting what happens to your future. Watch out on what you think! Study shows over 90% of what you think will affect what you do. Bad things can happen or bad conclusions can be made. Like rumors. When someone starts saying things about another person that you don’t know that well, then it can be turned back to you and it could hurt you. If you think a rumor is true without checking with the person it is about ;furthermore, you could wind up thinking that it is true, and it could wind up effecting on what you think of a person and how you react to that individual. If you think that starting a bad habit (like drugs) is good then your wrong, because you could get into a lot of trouble (depending on what you have done). Find out the truth about something (whether its bad or good) before you do it or believe it. If you have something set in your mind that an event that is bad or good could happen, then it could wind up happening. Or most likely influence what's going to happen. Do not get your hopes up or down. If something good happens, for example: If you are going in to receive a job interview and you go in with good thoughts or hopes then you will most likely wind up doing good on your interview and will could get the job. If you do not study for a test that you have the next day, and you think that you are going to do a bad job on the test. Then the chances are that you will do bad are greater, because you have a negative towards the test. Watch out on what you think about something that you want to do or that is going to happen. If you think that your relationship or something in your relationship is going to turn our ar happen that is good or bad then it could wind up being either good or bad. If you start dating

Isomer Definition and Examples in Chemistry

Isomer Definition and Examples in Chemistry An isomer is a chemical species with the same number and types of atoms as another chemical species but with distinct properties because the atoms are arranged into different chemical structures. When atoms can assume different configurations, the phenomenon is termed isomerism. There are several categories of isomers, including structural isomers, geometric isomers, optical isomers, and stereoisomers. Isomerization can occur spontaneously or not, depending on whether the bond energy of the configurations is comparable. Types of Isomers The two broad categories of isomers are structural isomers (also called constitutional isomers) and stereoisomers (also called spatial isomers). Structural Isomers: In this type of isomerism, the atoms and functional groups are joined differently. Structural isomers have different IUPAC names. An example is the position change seen in 1-fluoropropane and 2-fluoropropane. Types of structural isomerism include chain isomerism, where hydrocarbon chains have different degrees of branching; functional group isomerism, where a functional group may split into different ones; and skeletal isomerism, where the main carbon chain varies. Tautomers are structural isomers that can spontaneously convert between forms. An example is keto/enol tautomerism, in which a proton moves between a carbon and oxygen atom. Stereoisomers: The bond structure between atoms and functional groups is the same in stereoisomerism, but the geometrical positioning can change. This class of isomers includes enantiomers (or optical isomers), which are nonsuperimposable mirror images of each other, like left and right hands. Enantiomers always contain chiral centers. Enantiomers often display similar physical properties and chemical reactivities, although the molecules may be distinguished by how they polarize light. In biochemical reactions, enzymes usually react with one enantiomer in preference to the other. An example of a pair of enantiomers is (S)-()-lactic acid and (R)-(-)-lactic acid. Alternatively, stereoisomers may be diastereomers, which arent mirror images of each other. Diastereomers may contain chiral centers, but there are isomers without chiral centers and those that arent even chiral. An example of a pair of diastereomers is D-threose and D-erythrose. Diastereomers typically have different physical properties and reactivities from each other. Conformational Isomers (conformers): Conformation may be used to classify isomers. Conformers may be enantiomers, diastereomers, or rotamers. There are different systems used to identify stereoisomers, including cis-trans and E/Z. Isomer Examples Pentane, 2-methylbutane, and 2,2-dimethylpropane are structural isomers of each other. Importance of Isomerism Isomers are especially important in nutrition and medicine because enzymes tend to work on one isomer over another. The substituted xanthines are a good example of an isomer found in food and drugs. Theobromine, caffeine, and theophylline are isomers, differing in the placement of methyl groups. Another example of isomerism occurs in phenethylamine drugs. Phentermine is a nonchiral compound that can be used as an appetite suppressant yet doesnt act as a stimulant. Rearranging the same atoms yields dextromethamphetamine, a stimulant stronger than amphetamine. Nuclear Isomers Usually the term isomer refers to different arrangements of atoms in molecules; however, there are also nuclear isomers. A nuclear isomer or metastable state is an atom that has the same atomic number and mass number as another atom of that element yet has a different excitation state within the atomic nucleus.

Culture aspect on human organ donation Research Paper

Culture aspect on human organ donation - Research Paper Example While there are no legal hurdles during the process of organ donation, there is a lot of skepticism among the potential donors. In countries like India and China, the main religions talk about the concept of rebirth and reincarnations. Hence, religious followers have developed a fear about donating the body parts after death (Woo, 1992). According to Daar (2000), in Islamic countries, the religion prevents the separation of organs from the body after death. However, a deep dive into the cultural traditions of these nations indicates that religion and culture are not actually against organ donation (Ogbonmwan, 2010). This study aims to identify the reasons that prevent people from organ donation and will try to find out if culture is one of the dominant factors that go behind the decision. The study is based on review of literature as well as the research undertaken on the topic of impact of culture on organ donation. The study will highlight the various insights through the review of literature and research about the way in which culture plays a role in making an impact on organ donation. Organ Donation, Culture and Religion The cultural aspect of organ donation is deeply influenced by the way in which culture influences religion. Hence, in most cases, the religious practices or beliefs have transpired as cultural beliefs. Here is a brief summary of what some of the major religious practices talk about the concept of organ donation. Islam and Organ Donation According to Islam, violating the human body is a forbidden concept but, at the same time, the concept of altruism forms a basic tenet of Islam. Hence, helping in saving the life is regarded as a noble concept. Therefore, based on this principle, many Muslim Law bodes have passed religious rulings that organ transplantation is entirely approved in Islam, such as by the UK Muslim Law body (Golmakani, 2005). According to Golmakani, the Islamic Jurisprudence Council of the Government of Saudi Arabia had approve d both live as well as cadaver organ donation in 1988. Countries like Pakistan, Egypt and Iran had also passed similar rulings (Einollahi, 2008). As per the research done by Einollahi in 2008, he felt that scholars approved of organ donation and even Islamic laws were passed in approval. However, even then many followers are not comfortable with the idea of organ donation, especially when it comes to the procedure of deceased organ donation. Einollahi’s research shows that among all the kidney donations carried out in Iran, only 13% were deceased donation. In Turkey, Kuwait and the Kingdom of Saudi Arabia, this figure was less than 25%. Hence, there is still some skepticism based on religion about organ donation. In addition, there is also some difference of opinion between the Indo-Asian Muslim scholars and the Arab scholars, where the Indo-Asian Muslim scholars are not much in favor of organ donation (Rady and Verheijde, 2009). Part of this concern could arrive from the nor ms for burial which states that the body should be buried within 24 hours, where as lengthy organ retrieval procedures may delay the norm (Gatrad, 1994). Therefore, while Islam as a religion does not have any prohibitions against Islam, followers are still apprehensive about the entire procedure. Christianity and Organ Donation Christianity as a religion endorses organ transplantation. The various branches of Christianity such as Anglican,

Vladimir Jabotinsky Term Paper Example | Topics and Well Written Essays - 3750 words

Vladimir Jabotinsky - Term Paper Example His reason for moving was to study law. While he was staying in these countries, he became a correspondent of several popular Russian newspapers. This can be said to be the commencement of his vocation as a journalist. The reports he wrote were widely read across the entire Russian country. This led to him becoming a very popular and recognizable figure among the elite class of Russian journalists. He even acquired a pseudonym which he used to sign his entire article. The name he used was ‘Altalena’(Nakhimovsky, 2). He was a critique of systems from a very tender age. At one point in his early life he wrote an article criticizing the grading system. He also went on to publish the article in a newspaper while he was only fourteen years of age Early in the twentieth century, there was occurred a pogrom against the Jews of Kishinev. The Jews in this region were massacred in a horrific episode by the Russian authorities in 1903. This made Jabotinsky to begin Zionist activiti es in this region (Schechtman, 22). He organized and mobilized self defense units. These units were aiming at fighting for the rights of the Jewish minority in Russia. They wanted to ensure that the Jewish community was treated as other citizens in Russia. This fight for rights earned Jabotinsky election to the Zionist congress as a delegate. The leader of this movement is said to have immensely impressed Jabotinsky with his fluency of the Hebrew language. This led to him seeking to further master the Hebrew language. This mastery later enhanced his translation skills as he spoke six other languages and several Slavic dialects. While at the congress he engaged in the duties of spreading the Jewish language into the wider areas of Russia. He wanted to ensure that all the Jews living in Russia at the time were in a position to speak their native language. His main target was the young generation of Jews comprising mainly of youths. In 1914, the First World War broke out. As a result o f the war he left Russia as a newspaper correspondent. His journey took him to Egypt. While he was in Egypt, he met another Jewish man called Joseph Trumpeldor. Together they fought and helped form the Jewish Legion. They believed that through the participation of the Jews in the war for the liberation of Israel, they would be in a position to demand something having been parties to the course. The British government did not support the idea but they pressed on and they were later allowed to participate. When this organization of volunteer fighters was formed, Jabotinsky served in it as lieutenant. They were involved in fighting for Israel to be freed from Turkish rule. The many activities which they engaged in during this time did not impress the British mandatory Government. This government handed a sentence of 15 years of hard labour. Jabotinsky, however, did not stay long in the British prison. There was a public outcry concerning the sentence among the Jewish community. He was given amnesty and therefore released from prison immediately. From 1921 he became a member of the Zionist executive but his ideas were different from those of the other members. After several disagreements about the direction of the movement Jabotinsky quit to go and establish the union of Zionist revisionists. The goal of this new movement was to fight for the creation of an independent Jewish state. He is regarded as the founder of the revisionists and held in high esteems as a Zionist

Practice Requirements for Children with Disabilities

Practice Requirements for Children with Disabilities Formal Assessment One OUTLINE the legal and regulatory requirements in place for children with disabilities or specific requirements. Following the Equality Act 2010 and the Special Educational Needs (SEN) Code of Practice (2001)all establishments including those delivering education have a statutory duty to promote practice that values the individual needs of children and promotes equality and inclusion. This means that where possible children with SEN should be taught in mainstream schools or early education settings. All children with SEN needs must be treated where possible the same as other children. Educational establishments have to ensure they have clear SEN policies in place and these need to be reviewed regularly. Children with SEN need to be offered full access to a broad, balanced and appropriate curriculum at all stages. The governing body or management group are responsible for establishing appropriate staffing levels and funding arrangements to ensure there are enough resources both human and physical to be able to adhere to the policy. All staff need to be aware of the individual needs of pupils and systems need to be set up to ensure the passing of information from one school phase to another. They should be involved in the development of policies and be aware of procedures for identifying, assessing and making provision for children with SEN. The Code of practice recognises the importance of the role of parents and the child and both need to be included in the discussions for any support that is necessary and the development of targets for learning. It is a requirement that Individual Education Plans (IEP) are drawn up to help guide the delivery of special education support and services and to identify additional or different interventions necessary from the existing curriculum to enable the child to progress. Suitable learning challenges should always be set so that children don’t become disillusioned and opt out of education. Where possible the targets should be in the child’s own words or symbols. IEP’s need to be reviewed at least twice a year preferably termly and adaptations made in light of the child’s progress. The parents and child must always be included and present at reviews and Annual reviews should include all appropriate staff and support agencies including the next educational provider when a child is moving from one educational stage to another. Children need to be listened to and their views valued. They need to be able to express their feelings, participate in discussions and indicate their choices including when changing schools. To assist schools external support services should be used to support the school, family and individual child. Schools need to work in partnership with LEA and the providers of their services as children with SEN are more likely to have health issues including mental health problems. Consultation is necessary as health issues maybe contributing to difficulties in school and with their ability to learn. Many schools have put in place a SENCO who is responsible for monitoring the use of the policies in place and for coordinating the provision for children with SEN. They are responsible for the various action plans such as School Action and School Action Plus EXPLAIN why it is important to work inclusively with children with disabilities or specific requirements The implementation of inclusion promotes positive awareness and greater social understanding of all children and staff in an educational setting. It also provides opportunities for friendships between all children and develops comfortable interaction with those with disabilities. In a middle school I taught in there was a centre for children with disabilities. However for many lessons, breaks, lunchtimes and school trips all children were together. This enabled children to support each other and assist those with disabilities to join in the wider curriculum and to feel accepted in the school community. Inclusion helps avoid the segregation of children with SEN and encourages children to respect each other and learn to understand those with diverse characteristics. It also encourages respect for children of all background and abilities. Being educated together builds confidence and enables those with SEN to become more positive and assertive as well as develops communication skills. ‘Inclusion does not simply mean the placement of students with disabilities in general education classes’ (Inclusive Schools Network page 1) It is necessary for the school to make fundamental changes in the way the school community supports and addresses the individual needs of all children. This will benefit all children and enable them to flourish. Following the United Nations Convention on the Rights of Persons with Disabilities means that educational establishments must encourage respect for children with SEN. They must also permit equal access to the curriculum and adapt school for children with disabilities. This is from the physical side such as providing access for wheelchairs and children with other physical disabilities, as well as providing extra support including writers, readers, use of sign language to help with their learning and assessments. Teachers and staff need to be able to adapt lessons to accommodate the wide range of learning styles in their classes e.g. visual, auditory and kinaesthetic. Use of computers, braille, different colour papers, various size fonts will assist the different needs of children. This will help all children to access the curriculum and encourage a positive and exciting learning environment. As a teacher I have spent many hours planning differentiated lessons that take into account the class’s varying needs. I have put work on different colour paper according to what has been identified for a child, for example yellow or green. I have made use of the interactive white board to allow children to hear and see as well as come up and use the interactive pen to enhance their understanding of a concept. Individual learning mats are also helpful as the child has the information at their desk and does not need to keep putting up their hand or feel embarrassed to ask questions. Inclusive education creates a supportive environment for all, from providing academic support to behavioural support. There is a need for consistency throughout the school community. If the children with SEN feel part of the school they and their families will feel valued for who they are. By developing inclusion in education, hopefully children will grow up to respect those with different needs and stop prejudices and stereotypes in wider society. Children are being prepared for their future adult life in the community, it is important to remember that â€Å"today’s classmates are tomorrow’s employers†. (Heartland Equity and Inclusion Project {n.d.} ) EVALUATE the benefits of working in partnership with parents and other professionals It is vital to work with parents as they have day to day knowledge of their child and over the years will have found ways of dealing with their needs. Parents see the child with their own needs and characteristics. Sometimes this may be forgotten in an educational setting where there are many other children to be looked after and educated. There is also an emotional attachment between parents and their child and this needs to be respected by staff particularly if there is conflict in opinions and what is deemed to be best for the child. Some parents may have different viewpoints and opinions to that of practitioners. These will need to be discussed professionally and hopefully get an agreement. When I have discussed issues with parents they are normally very supportive particularly if you can explain how it will benefit their child. I have normally managed to come up with suggestions that promote a positive outcome. Parents often just need guidance particularly if they are worried about how their child is progressing in the classroom. With modern technology it is often easy to show parents new apps or websites that can help them support their child at home. At one parents evening I had my IPad and was able to show a parent maths activities to help develop basic maths skills. The parent was delighted as they had not thought of using the IPad in that way. Depending on the disability of the child will also influence what support might be needed by parents. I was involved in planning a year 7 school trip to York. All pupils were going. There was one pupil who was in a wheelchair. They were able to come with because I asked the mother if she would like to join us. She said she would and then I was able to plan the best thing for the pupil. It necessitated her being in different accommodation as the hostel couldn’t cope with her sleeping arrangements. But the rest of the trip was fine. She had a great time and all children helped support her during the trip and whilst visiting the different sites. It must also be remembered when working with parents that they may have their own disabilities. They need to be respected and help from external agencies may be necessary to help parents attend meetings and other school events. Depending on a child’s needs may determine what outside agencies are needed to provide support for the child and the school. For example speech and language therapists, health visitors and social workers or GP’s and paediatricians. The child can only learn if all their needs are taken into account. Schools and other educational setting may not have the expertise needed therefore outside agencies must be used as a support for the school as well as the child and their family. Educational settings are there primarily to provide learning and knowledge and the better use of outside expertise the easier it will be for the child to access learning whilst coping with their problems. In one school I taught in a Chinese child joined. He was not able to speak or understand any English. The school provided a translator who came into classes and helped support him for a term. By the end of the academic year he was able to communicate with staff and pupils and had made very good progress academically. DESCRIBE how practitioners can adapt their existing practice to support children with disabilities or specific requirements. There are many different areas where adaptation needs to be made to existing practice. This is why there needs to be a whole school approach. Firstly the learning environment to allow the child to move around safely. From putting in ramps and stair lifts to repositioning furniture in classrooms to cope with the disability of the child. The timetable of a class may need to be altered so that the lessons are in a downstairs room rather than upstairs. The teaching resources and materials will also need to be adapted according to the needs of the individual. Worksheets may need to be changed or provided for those with learning disabilities like dyslexia. Pictures and diagrams may need to be used rather than just the written word. Vocabulary sheets can also be provided to assist with understanding. I taught one group of pupils with very low ability in maths and I printed off large posters with pictures to help them understand and for them to be able to see the information all the time. For example months of the year, times of the day. This also helped them to learn to spell important words. I have also taught a pupil with very poor eye sight in PE. I had a ball that had a bell in it to allow her to hear it and other children helped her in small game situations. I also used larger and colourful balls when teaching throwing and catching skills. When teaching deaf children it is necessary to consider where to position the child and the teacher throughout the lesson. I have worn an audio box to allow the child to pick up what I am saying. Providing extra support is important as well as adapting activities. A child may need help with personal care for example getting changed for PE or swimming. Depending on the lesson will determine what support or adaptation is needed. I have included lots of group work to help children who have no confidence in maths to support each other. The children then don’t feel that they are stupid. I have taught a pupil with dyscalculia and he needed more one-to-one support that group work. I have also taught a child who needed support in maths only when I was doing work that needed graphs drawing or the use of compasses and protractors. The rest of the time he was fine and near the top of the class. He also needed support when it was assessment time as he lacked confidence in himself. Many children with disabilities are the same. The emotional needs of a child is also important so it may be necessary to adapt how to deal with behavioural issues that come up. The child may just need some time out or somewhere to go if they can’t cope in the classroom setting. Adapting existing practice is challenging and the advantage of inclusion is that when all children are taught together differentiation often helps all children. Those with disabilities or specific learning requirements become part of the group and with extra support in the classroom are easier to help. Reference List Inclusive Schools Network, Together We Learn Better: Inclusive Schools Benefit All Children.  www.inclusiveschools.org Sponsored by Stetson and Associates, Inc. Houston, TX (n.d)  (accessed 04 June 2014) Heartland Equity and Inclusion Project, Why Is Inclusion Important? Heartland Community College (N.D.) www.heartland.edu/help/inclusion/importance.jsp  (accessed 03 June 2014) Special Educational Needs Code of Practice November 2001  Ref: DfES/581/2001 http://media.education.gov.uk/assets/files/pdf/s/special%20educational20needs%20code%20of20practice.pdf United Nations Convention on the Rights of Persons with Disabilities 2006 http://www.un.org/disabilities/convention/conventionfull.shtml Cox, P.R. Dykes, M.K. ‘Effective Classroom Adaptations for Students with Visual Impairments’, in Teaching Exceptional Children July/August 2001 www.pathstoliteracy.org  (accessed 30 May 2014)

Au Revoir Les Enfants Essay

Throughout the book â€Å"Au Revoir Les Enfants† Louis Malle highlights at several points the typical associations which the majority of people have when discussing the role of the Germans during the war. However Malle approaches the topic from a more complex angle thus forcing the reader to question the general stereotypes and examine the varying attitudes of both the French and Germans, by portraying them in certain situations in which they adopt a sometimes unexpected attitude. During a scene in the beginning of the book whilst the boys are out in the village they encounter a group of German soldiers, Malle exposes this situation in order to immediately draw attention to the general hostility and fear which is evoked by the Germans. â€Å"Quelques soldats allemands.. les à ©là ¨ves restent debout, intimidà ©s..† The pupils reaction to the soldiers demonstrates the stereotypes associated with them, feelings of fear and uncertainty. During the forest scene, where Julien and Jean become lost during a game the author uses the fall of night in order to pre-empt that something bad is going to happen. â€Å"La nuit commence à   tomber.† As Julien and Bonnet begin to panick, and try find their way home the appearance of two German soldiers envokes a sense of danger and terror. When the soldiers discover the two boys, it is the immediate assumption of both the reader and the personnas that they will be cruel and sinister characters. The way Malle describes the boys as being cornered by the two soldiers suggests that they are cold and unthoughtful before they have even acted. The presumption that the soldiers are callous characters is based purely on the stereotype of Germans during the war. â€Å"Julien et Bonnet sont coinces entre deux soldats..† However, as the scene unravels we discover a different side to the two German soldiers, when they take Julien and Bonnet in their car to return them to the school they cover them with a blanket which demonstrates compassion and warmth. â€Å"Ils partagent une couverture et grelottent.† Furthermore, when they arrive at the school the soldiers are presented as having a sense of humour which softens their characters and sharply contrasts to the usual stereotypes about German soldiers, as being cold and aggressive. â€Å"Est-ce que vous avez perdu des enfants?† At this point in the book, Malle has succesfully introduced to the reader a controversial theme which demands a lot of thought and consideration, as we are made aware that not all German soldiers had the same principles. Continuously, it must be taken into account that the attitudes of the French differed during the war also, and it would be unfair and blatantly wrong to assume that the Germans were simply â€Å"bad† and the French were â€Å"good†, which is a common misconception. The restaurant scene is essential in under lining the way in which Malle does not see the French and Germans as merely â€Å"black and white† but instead evaluates each of their characteristics and exploits them thoughout many scenes in order to highlight the common misjudgements made by many people. Whilst Julien, his older brother Franà §ois, Bonnet and Mmm. Quentin have lunch they witness the French police randomly persecute a quiet, well dressed man and at first, politely request to see his papers. â€Å"Vos papiers monsieur† However, quickly their tone changes and they become aggressive and rude as they realise that the man is a jew. â€Å"Dis donc toi, tu ne sais pas lire?† The way in which they begin reffering to the man as â€Å"tu† as opposed to â€Å"vous† conveys their blunt and unnecissary hostilities, treating the man with rudeness and disrespect. Malle makes it apparent to the readers at this point that it is not possible to form judgements of people based on things as simple as their occupations, nationality or beliefs. Typically we assume that the French police would have been generally sympathetic and â€Å"good†, whereas here Louis Malle provides a clear example of quite the opposite. When the situation in the restaurant becomes heated and it looks like the French police are going to become violent and aggressive, a German voice is heard and rather unexpectedly the German soldier takes control, and stands up for the jewish man demanding for the young French policemen to stand down and leave him alone. â€Å"Une voix allemande couvre la brouhaha. † The stark contrast in this situation between the German soldier and the French police, the typical sterotype is reversed and Malle clearly expresses the way in which the characteristics of both the French and Germans can differ, thus it is not acceptable to categorise people in groups according to their nationalities. Throughout â€Å"Au Revoir Les Enfants† Louis Malle clearly exposes the use of different situations in order to exploit the misconceptions made by a vast amount of people, and he captivates the readers by presenting the characters from a different angle, and not simply in â€Å"black and white.†

Non-Prosecution and Deferred Prosecution Agreements

Just like people, corporations have the capability of committing criminal acts. The Enron scandal in 2001; the Bernard Madoff ponzi-scheme of 2008-2009; both of these examples show that despite internal and external controls, regulations, and oversight, corporations still are a multi-faceted entity that have the propensity to partake in crime. That being true, that criminal entity must be punished and held responsible for their actions. One tool in the prosecutorial tool belt is the use of deferred prosecution and non-prosecution agreements. According to Lanny Breuer, the United States Department of Justice’s Criminal Division, â€Å"over the last decade, deferred prosecution agreements have become a mainstay of white collar criminal law†¦show more content†¦Mary Jo White, the chairwomen of the Securities Exchange Commission (SEC), explains that DPAs and NPAs can facilitate a middle ground between â€Å"punishment and practicality ((Debold et al, 2012). Since some corporations have a large impact on society as a whole, their punishment may end up punishing society as well. Ms. White describes this as the consequence of full criminal charges ((Debold et al, 2012). The resulting criminal indictment would be â€Å"considered negative† and would have â€Å"very undesirable collateral consequences to the public interest ((Debold et al, 2012). With that in mind, where would the appropriate justice be in this situation: prosecuting a corporation to fullest extent of the law, which may have untold consequences on society; or by utilizing NPAs and DPAs, and correcting the behavior through hefty fines, strict compliance rules, and prosecutorial oversight? I believe that the latter is the best appropriation of justice. An argument against NPAs and DPAs is the thought that it may â€Å"limit the punitive and deterrent value of the government’s law enforcement efforts† (Uhlmann, 2013). While the use of NPAs and DPAs allow corporatio ns to escape from criminal charges and punishments, it allows, like a first time offender, to rectify their wrongs and prove that they can follow the law. It may not be an ideal method of fixingShow MoreRelatedThe Convergex Group 2013 Deferred Prosecution Agreement1247 Words   |  5 PagesCase Study of the ConvergEx Group 2013 Deferred Prosecution Agreement (DPA) In December 2011, ConvergEx Group publicly disclosed parallel investigations by the United States Securities and Exchange Commission and the United States Department of Justice. 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Basel Committee on Banking Supervision (2005) defines compliance as an independent function that identifiesRead MoreEssay on Corporate Crime2732 Words   |  11 Pagesmethods of law enforcement are incredibly time consuming and costly, the current most effective punishments of committing a corporate crime are the use of; recalls, unilateral orders, consent agreements, decrees, injunctions and monetary penalties are most used. The use of deferred and non-prosecution agreements are currently by far the most popular option for corporations. In the Encyclopaedia of White-Collar Crime, co-authors Jurg Gerber and Eric. L Jensen define corporate crime as â€Å"violationsRead MoreChildren From Central America And Mexico2422 Words   |  10 Pagesare screened by Customs Border Protection (CBP) within 48 hours to determine whether they are from a contiguous country and also have been a victim of trafficking or prosecution. Even though they are able to be screened the number of Mexican children that enter into HHS-ORR custody is very small. This screening is not offered to non-contiguous countries unaccompanied children. Also, Border Patrol have become desensitized to the gravity of their situation, resulted in improper treatment of these childrenRead MoreThe association between corporate governance and financial reporting quality is a fundamental topic3400 Words   |  14 Pagespost to enhance regulators’ enforcement efforts. Firms can prevent crimes ex ante by monitoring their employees’ behavior, while ex p ost investigation and cooperation lead to the prompt discovery of misconduct and reduce the cost of regulatory prosecution (SEC, 2001; Arlen, 2011). I examine the monitoring mechanisms of FCPA firms before the violation period and again after the regulation period (see figure 1 for a timeline of the SEC enforcement action process). This study makes a contribution toRead MoreRecommendations For A Firm Wide Fcpa Compliance Program2193 Words   |  9 PagesProgram There is no one-size-fits-all compliance program, since no two companies are alike and no two companies’ face the same issues internally and externally. It is essential that each company designs its compliance program. However, most deferred prosecution agreements and settlements and decisions contain references and details of compliance programs, as do the US Sentencing Guidelines published by the Department of Justice (DOJ) and are ll worth examining . Corporate Policy I recommend that the companyRead MoreSouth Africa s Political System1819 Words   |  8 Pagesin 1948 was just the beginning of racial discrimination but definitely the opening needed for it to become common practice. Laws that affected race hit on several aspects of everyday life that included laws that strictly forbids the marriage between non-whites and whites as well as establishing an all-white agenda in the form of white-only sectors, mainly pertaining to jobs and land. By 1950, the Population Registration Act was enacted and required all South Africans be racially classified into one