The Contributors And Their Contributions To Modern Security Essays

The Contributors And Their Contributions To Modern Security The Contributors and their Contributions to Modern Security The need for security has been around since the beginning of recorded time. Many came together in an effort to protect themselves and their belongings, from such threats as animals, weather and other humans. This grouping also made it easier to find food and satisfy their need for socialization. They donned weapons, erected walls, built barriers, and made laws, in an attempt to shield themselves from danger and fear. Humans evolved, as did their types of security, weaponry and barriers. Often, rulers selected individuals to aid in the enforcement of laws, as well as provide security for the ruler himself. Many of those individuals were men chosen from the military, which were often ruthless, and dangerous. The Romans relied upon the military force of the legions. To place the military on a stable foundation and disperse the power that the legions held, Augustus, the Emperor of Rome, created The Praetorian Guard, a type of bodyguard police, The Urban Cohorts, which were comprised of soldiers with police and military duties. Also, The Vigiles, large groups of firefighter police. During the Middle Ages, the Serfs, working for Noblemen, who answered to the King, worked the land, provided arms and fought in the Kings wars. In exchange, the Serfs received food and security from the noblemen. Anglo-Saxons brought the idea of mutual responsibility for protection of individuals. Tithings, a Grouping of ten families, collectively assumed responsibility for maintaining law and order. The tithing system was later replaced with the Frankpledge system after the Norman Conquest. The Frankpledge system demanded that all free Englishman swear to keep the peace. The Magna Charta, challenged the feudal system during King Johns reign as his lords revolted and forced him to sign, giving all Englishmen due process of law. The Magna Charta is the basis for modern justice. The Statute of Westminster formalized the practice in criminal justice and apprehension of criminals. The watch and ward system required townsmen to patrol the cities during the night, while the constables patrolled during the day. Those who did not serve were placed in the stocks. The hue and cry system served as alarm for the citizens of the town or city. When a criminal resisted the watchman cried out and the people of the town came to his aid. Enforcement of the hue and cry was brought about by the assize of arms, which required every male between fifteen and sixty years of age to keep a weapon in the home as a harness to keep the peace. Many merchants were not satisfied with the quality of the protection provided them, therefore they hired private police. These private police guarded their businesses, investigated crimes, and recovered stolen property. Oliver Cromwell attempted to use his army as a police force as a means of crime prevention. There was no effective police mechanism between the people and his army. Therefore, the people resisted and the watch and ward system remained the primary crime control procedure until the industrial revolution. The Industrial Revolution of England brought about many changes. Famine hit the rural community, forcing many into the cities to find jobs at mills and factories. Crime intensified within the cities brought on by the countless poverty stricken people trying to survive. Furthermore, Political extremists triggered angry mobs, which caused riots. Because there was no organized police to handle riots, a magistrate ordered the Riot Act and called in the military. In London, 1748 Henry Fielding was made the Chief Magistrate of Bow Street. During this period of time there was no police force. He was known for his leniency in dealing with petty theft. He also wrote and published pamphlets about the poverty in London, and the causes of the rising crime. Fielding envisioned an idea that the people may join forces, go out into the streets, and stop crime before it had a chance to cause ruin. Fielding chose six men to form a volunteer force. These men swept clean the Bow Street area. Many were arrested, and the rest fled from the neighborhood. Even after Henry Fieldings death, his brother John carried on his ideas. The Bow Street volunteers

What Is SAT Reading Comprehension How to Practice

What Is SAT Reading Comprehension How to Practice SAT / ACT Prep Online Guides and Tips If you're readingthis guide, you may have heard the term SAT Reading Comprehension. It's an olderterm to describe a specific type of SAT Critical Reading question.While the term is outdated, SAT Reading Comprehension is still very important today. The questions fromReading Comprehension are used as apart of the new 2016 SAT Evidence-Based Reading and Writing section. If you hadn’t heard about the new 2016 SAT, read all about the changes to the SAT here before continuing to read this article. Reading Comprehension is a big part of the Evidence-Based Reading and Writing section. You need to understand what it is, what types of skills it tests, and how to practice it in order to succeed on the Evidence-Based Reading and Writing section. What Is SAT Reading Comprehension? SAT Reading Comprehension refers to a specific type of SAT question that was in the SAT Critical Reading section on the old SAT and will be in the new 2016 SAT Evidence-Based Reading and Writing section. This type of question is more commonly referred to aspassage-based readingbecausethat's the termthe College Board uses on SAT score reports. You can see an examplefrom a 2015 score report below: If you’re familiar with the old SAT, you know that the SAT Critical Reading section asked two types of questions: sentence-completion and passage-based reading questions.On the new SAT, the SAT Evidence-Based Reading and Writing section will no longer have sentence-completion questions but will still have passage-based reading questions. The new passage-based reading will be slightly different.The new passage-based reading will test all of the same skills covered on the old SAT plustwo new skills.I’ll cover the exact skills below. What Skills Are Tested The new SAT’s passage-based reading questions will ask you questions related to five passages: One passage dealing with US and World Literature Two passages dealing with History and Social Studies Two passages dealing with Science When answering questions about these passages, you’ll be asked 8 types of questions (each utilizing a different skill). The first 6 were also skills required for the old SAT. Skills 7 and 8 are new for the new SAT: #1:Identifying the Meaning of Vocabulary in Context This kind of reading comprehension SAT question asks you about what a specific word means in the context of the passage. Often, the word is relatively common (not like the old sentence completion words such as â€Å"aberration†). However, these common words are usually being used in an uncommon way. Sometimes they have multiple meanings, and the less common meaning is being tested. Example In line 23, "ran" most nearly means fled gathered traversed betrayed #2: Identifying the Big Picture / Main Point of the Passage For these questions, you’ll be askedwhatthe overall purpose of the passageis.Is it meant to inform, review, contradict, prove, parody, or hypothesize? Example The primary purpose of Passage 1 is to make a comparison argue a hypothesis justify a clarification highlight a concern #3: Identifying the Purpose of Small Details in the Passage These questions typically refer to a specific line or two and ask you about a specific detail. It might also ask what a phrase or paragraph is accomplishing in the context of the whole passage. Example Which best describes the function of the statement in lines 10-13 ("From...world")? It summarizes the points made in the first paragraph. It provides support for the argument made in the preceding statement. It introduces a contrasting opinion. It challenges recent scientific findings. #4: Interpreting the Meaning of a Line, Paragraph, or Whole Passage / Making an Inference For these questions, you need to interpret the meaning of a line, paragraph, or the whole passage. These won't be asking for subjective interpretations. There will always be only one correct answer. Example The author of the passage would probably agree with which of the following statements about the "Kafka" referred to in line 37? His books were too long. He was ahead of his time. He should be more widely taught. He was crazy. #5: Identifying the Function of a Phrase or Sentence in the Passage To answer these questions, you need to figure out what effect a phrase or sentence has in the passage. Example In lines 4-5, the author refers to her â€Å"flighty nature† primarily in order to imply that Ophelia has only a superficial feelings for Gerald. suggest that Ophelia is excessively concerned about appearances. illustrate some of the exaggerated claims made Ophelia’s uncle. emphasize Ophelia’s unpredictability. #6: Identifying the Author’s Tone, Style, Voice, Attitude, or Perspective Author Techniquequestions ask what the author's tone, style, voice, attitude, or perspective is. Example The author discusses Ethiopian culture from the perspective of a concerned spectator a shocked visitor a knowledgeable insider a well-read outsider #7: Interpreting Data This is one of the new skills. For these questions, you have to interpret graphs or charts and say which fact they best support or least support. You don't need to be a science or data expert to get these questions right, but you need to be able to read and interpret graphs and charts. #8: Providing Evidence Support This is the other new skill for the new SAT. These questions come in sets of two. The first asks a question about the passage, and the second question asks you where in the passage you got your evidence for the first question. Examples Via College Board's Test Specifications for the Redesigned SAT How to Practice First and foremost, you need to know the test format and strategies, so there are no surprises the day of the test.Learn more about each type of passage-based reading question, the best passage-based reading strategies, and the best way to study SAT vocabulary for the new SAT.This knowledge will help you shape your study plan. After learning this material, you need to incorporate SAT practice tests into your study routine.Check out the best SAT reading comprehension practice tests and questions. What’s Next? If you're taking the SAT, you should learn about the format of thenew SAT,and also, check out some general tips onhow to prepare for the SAT. Before you start studying for the SAT, figure out what’s a good score for your target college. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Bulling in the Public Schools and the Laws that Protect Students and Essay

Bulling in the Public Schools and the Laws that Protect Students and Teachers - Essay Example Still, the public has the right to be informed as much as possible. Two Case Studies of Bullying The following are stories of two victims of bullies: ("Case Studies," 2008) Case 1: MY name is Katelyn Weinert and earlier this year I was bitten on the arm by another student at high school.The school suggested I move away from my group of friends and find somewhere else to "hang out" to lessen the chances of this student and I coming into contact with each otherThis boy doesn't just contain his harassment to school either. My mum has witnessed him approaching me on a number of occasions in public harassing me. Case 2: MYfirst few years of high school were torture. If it wasn't bad enough being new to the school certain people went out of their way to make it worse. There were a few people who used to write nasty notes, follow us home and make prank calls. This one particular bully used to harass my younger sister who was 10 at the time. It only happened when I was not there. It wasn't long until she started with me These days I look back and wish I could have ignored the harassment, but during school that's when you're trying to find yourself, and it's little things like that that can affect us in adult life. The cases cited above should be an eye opener to legislators, educators, and students of education that bullying could victimize practically anyone. The frustrations expressed by the two victims should obligate authorities to tackle this problem seriously. But first things first, facts about bullying should be set straight. Myths about bullying must be deconstructed as shown in the next section. Myths about Bullying According to psychologist Dan Olweus, there are ten myths about bullying. To the degree that these are not addressed,... This essayb approves that regardless of the causes of bullying, the people in the receiving end of bullying had the right for protection, students and teachers alike. With this need in mind, there were several legislations passed against bullying although these by themselves are not enough. It is important for teachers and parents to consult lawyers and other legal experts about the technicalities involved with federal and state laws on bullying. For example, there is a prevailing 10-day myth on suspensions. According to this misconception, the maximum cumulative days that an offender must be suspended is 10 days. This is not entirely true. This is only true with students with disabilities under the Individuals with Disabilities Educational Act. But even if students have disabilities according to the definition provided by IDEA, if such students pose clear and present danger, the safety of other students must also be considered. Hence, the law does not preclude school administrators from disciplining such bullies beyond 10 days. This report makes a conclusion that anyone charged with a crime cannot make ignorance of laws as an excuse. Ignorantia legis neminem excusat or ignorance of the law excuses no one. Every person is presumed to know the provisions of the law. With this in mind, victims of bullies should not be afraid that the law will favor those offenders. On the part of school administrators and teachers, they ought to be informed of specific laws that will tackle and deal with problems of bullying. And they should utilize every provision of state and federal laws in favor of the victims, since bullying is an offense that should not be taken lightly.