Mentally Ill In Jail Essays - Mental Health,

Mentally ill in jail The articles inform that more mentally ill people are in jail than in hospitals. According to statistics 159,000 of mentally ill are presently incarcerated in jails and prisons, mostly of crimes committed because they were not being treated. Some of them become violent and may terrorize their families and neighborhoods. Tragically, most of those instances of incarceration are unnecessary. We know what to do, but for economic, legal and ideological reasons, we fail to do it. The deinstitutionalisation of the severely mentally ill in the 60ties qualifies a as one of the largest social experiments in American history. In 1995, there were 558,239 severely mentally ill patients in the nations public psychiatric hospitals. In 1995, the number has been reduced to 71,619. The deinstitutionalization created an mental illness crisis by discharging people from hospitals without ensuring that they receive medication and rehabilitation services in the community. Consequently, 2.2million severely mentally ill do not receive any psychiatric treatment. Mental patients were released from psychiatric hospital in the belief that permitting them to live in a freer environment was more humane and would improve their well-being. Instead, they turned up in prisons where they are virtually devoid of dignity and lack adequate treatment and understanding. Besides, even if they take medications and might get better in jail, there is no guarantee that they will continue with the treatment after they are released into the communities. And so the vicious circle goes on. The solution to the problem is to provide sufficient funding to the community-based mental health system so people could be helped before they become part of the prison system. Services like medication therapy and monitoring, residential services, rehabilitation services and support services are successful in bringing the severely mentally ill back to communities. As a rule, community services are also less expensive. Instead, we see mental health agencies being closed and stripped of their budgets. As a result the mentally ill have no place to go for treatment and support. According to the article When jails must treat and punish in the September 4, Plain Dealer The Director of Ohio Department of Mental Health, Mike Hogan does not think that the county has a problem with the mentally ill. He believes most of them have been successfully integrated in society, and disagrees that many have been jailed. How very convenient for Mr. Hogan. Needless to say, such wishful thinking does not help the thousands who in addition to suffering from mental illness suffer from the unjust social system as well. Senator Mike DeWine (R) and Democrat Ted Strickland are working on promoting federal legislation that would fund a pilot court program to direct mentally ill prisoners to treatment facilities instead of jail. They need all our support.

In Order To or So That in Spanish

In Order To or So That in Spanish Phrases such as in order to, so that, and with the aim of are known as subordinators of purpose - and there are several ways to get across those ideas in Spanish.   Using Para and Para Que for In Order To The most common Spanish subordinator of purpose is the conjunction para or the phrase para que, as in the following examples: Come para vivir, no vive para comer. (Eat in order to live, do not live in order to eat.)Para perder peso, tiene que reducir la cantidad de calorà ­as en su dieta. (In order to lose weight, you have to reduce the number of calories in your diet.)Haga click en la foto para conocer los à ºltimos trabajos de este artista. (Click on the picture in order to learn more about the final works of this artist.)Voy a hacer una lista para que no olvides mis cosas. (Im going to make a list so (or so that) you dont forget my things.)Para que comprenda lo que quiero decir, primero permà ­tame advertirle. (In order to understand what I want to say, first let me tell you.)Tambià ©n se le debe ofrecer agua para que beba. (You can also offer him water so (or so that) he can  to drink.)Hay muchos trucos para que cocinar sea ms fcil. (There are many tricks so that  cooking is easier.) Note that in most cases you the same Spanish translation works for either in order to or so (that). As in the above examples, para que is followed by a verb in the subjunctive mood, while para standing alone is followed by an infinitive. Also, you may notice that when the para infinitive construction is used, the person performing both actions is the same, while when para que subjunctive is used, the persons are different. See the difference in these simple examples: Trabajo para comer. (I work so that I eat.)Trabajo para que comas. (I work so that you eat.) This rule isnt always strictly followed. It is possible under some circumstances to use para by itself when there is a shift of doer, or (more often) to use para que when theres not. But the method given here is the most common and also the easiest for foreigners to use if they wish to keep from making grammatical blunders. Other Spanish Subordinators of Purpose Here are some examples of other Spanish subordinators of purpose (in boldface): Salieron a cazar por el dà ­a. (They left in order to hunt for the day.)Llegan a comer mariscos. (They came in order to eat seafood.)Llame al oficina a defin hablar confidencialmente con un asesor. (Call the office in order to speak confidentially with an advisor.)A fin de que su aplicacià ³n sea à ºtil, las correlaciones encontradas deben ser tan poco obvias que parezcan ilà ³gicas. (In order for your application to be useful, the correlations found ought to be so inobvious that they seem illogical.)Fueron a las ruinas con el fin de aprender ms. (They went to the ruins with the goal of  learning more.)Con el fin de que el turismo pueda ser una actividad sostenible, es fundamental que se adopten cà ³digos de conducta. (In order for tourism to be a sustainable activity, it is vital that codes of conduct be adopted.)Con objeto de controlar la produccià ³n agraria, se prevà ©n sistemas de cuotas. (In order to control farm production, quota systems are being planned.)Con objeto de que los grupos sean lo ms homogà ©neos posibles, rogamos que no participen los desempleados. (So that the groups are as homogenous as possible, we ask that unemployed persons not participate.) As you might have guessed, the differences between a fin de and a fin de que, and between con objeto de and con objeto de que, are similar to the differences between para and para que. Phrases such as con el fin de and con objeto de are more common in Spanish and less stuffy-sounding than English equivalents such as with the purpose of.

Countries, Nationalities and Languages in English

Countries, Nationalities and Languages in English Sometimes people say, She speaks France. or I am from French. This is an easy mistake to make as countries, nationalities, and languages are very similar.  The chart below shows the Country, Language and Nationality of many major countries from around the world. You will also find sound files to help with correct pronunciation.   Countries and Languages are both nouns. Example - Countries Tom lives in England.Mary travelled to Japan last year.Id love to visit Turkey. Example - Languages English is spoken around the world.Mark speaks fluent Russian.I wonder if she speaks Portuguese. Important Note:  All countries and languages are always capitalized in English.   Nationalities are adjectives used to describe where a person, type of food, etc. is from. Example - Nationalities He drives a German car.We went to our favorite Japanese restaurant last week.The Swedish prime minister is coming next week. Click on the link below to hear the correct pronunciation of each group of nationalities. Each group of words are repeated twice. Important Note: Unlike other adjectives, all nationalities used as adjectives are capitalized in English. Important Notes All country names are unique. They are not similar to language or nationality names.Language and nationality names are often, but not always similar. For example: French - the language, and French the nationality are the same in the case of France.. However, English - the language, and American - the nationality are not the same in the case of The United States.All countries, languages and nationalities are always capitalized in English. This is because country, language and nationality names are proper names of countries, languages and nationalities. Pronunciation Files for the Chart Its important to learn the correct pronunciation of countries, languages and nationalities. People need to know where you are from! For help with pronunciation, click on the links below for different groupings of countries, nationalities and languages.   One SyllableEnds in ishEnds in ishEnds in ian or ean Pronunciation Chart Pronunciation File Country Language Nationality One syllable France French French Greece Greek Greek ends in -ish Britain English British Denmark Danish Danish Finland Finnish Finnish Poland Polish Polish Spain Spanish Spanish Sweden Swedish Swedish Turkey Turkish Turkish ends in -an Germany German German Mexico Spanish Mexican The United States English American ends in -ian or -ean Australia English Australian Brazil Portuguese Brazilian Egypt Arabic Egyptian Italy Italian Italian Hungary Hungarian Hungarian Korea Korean Korean Russia Russian Russian ends in -ese China Chinese Chinese Japan Japanese Japanese Portugal Portuguese Portuguese Common Mistakes People speak Dutch, but live in Holland or BelgiumPeople live in Austria, but speak German. A book written in Vienna is Austrian, but written in German.People live in Egypt, but speak Arabic.People in Rio have Brazilian customs, but speak Portuguese.  People in Quebec are Canadian, but they speak French.

The Rights Of The Accused And Their History Essay

The Rights Of The Accused And Their History - Essay Example According to the 6th Amendment to the Constitution, everyone is entitled to a speedy trial and they have a right to counsel. However, there are circumstances that would seem that the person is not entitled to a trial because the crime they committed was so heinous that they do not deserve one. In these cases, the public has a tendency to want to fall back on the older laws where the individual should receive a judgment right away because they are guilty of the crime. In America, the individual is not guilty until they have been proven guilty by the jury. When thinking about the issues that were presented in this assignment, it would seem that the law of the land (that which most people would think was right) and the official law of the Constitution are in conflict. Some people would expect that in order to have justice, the individual who was found guilty by the public, would not stand trial, and would be taken quickly to a conviction. The challenge with this way of thinking is that just because a person was found to be guilty by the public, does not mean that they are the guilty party. If we were to adhere to this type of law, we would find that we were convicting some innocent people. This is the reason why a trial is important to anyone's life. If they are given a trial and there is enough evidence to convict the individual, it can then be said that the law withheld the judgment. When thinking about whether these laws can stand the test of time, we have to say that they can. They are there to protect not only the person accused, but also to protect the public. Although the crimes today seem to be larger and more outrageous than those in the 18th Century by our standards, they are still in need of an impartial jury. The problem is, that many people who sit on a jury are already biased by the crime that was committed.

Mutagenesis and mapping of a mouse gene, clock essential for circadian Article

Mutagenesis and mapping of a mouse gene, clock essential for circadian behavior - Article Example There is no information in existence that shows molecular elements of clock systems found in mammals. Reports are made on the mouse isolation of mutations that alter two significant circadian rhythms properties: the rhythmicity persistence and the intrinsic period length. When brought together, the given results describe a gene referred to as a clock which is important for normal circadian behavior (Lowrey, 5). Due to the isolation of many clock mutants in different organisms been semi-dominant, the heterozygotes found in the mouse were screened. Due to B6 mice exhibiting robust circadian rhythms, this assay was used in screening circadian mutants. The activity rhythms were observed during light dark cycle exposure. This was to access the entrainment or synchronization behavior. Additionally, in total darkness, it was used in determining the locomotor activity rhythm circulation period (Lowrey, 7). Laboratory mouse was found to have circadian periods that were less than twenty four hours and the B6 mice were found to have periods averaging between 23.3 to 23.8 hours (Lowrey, 8). After testing the G1 which was ENU-treated male offsprings, period length distribution of the activity rhythms of these G1 mice were found to be normal. G1-25 showed circadian periods. They progressively lengthened over the first thirty

Cultural and Racial Inequality in Hemingways Indian Camp Essay

Cultural and Racial Inequality in Hemingway's Indian Camp Hemingway's "Indian Camp" concerns Nick Adams' journey into the unknown to ultimately experience and witness the full cycle of birth and death. Although Nick's experience is a major theme in the story, cultural inequality also is an issue that adds to the the story's narrative range. Throughout this short story, there are many examples of racial domination between Nick's family and the Indians. Dr. Adams' and Uncle George's racist behavior toward the Native Americans are based on the history of competition between Caucasians and America's indigenous peoples. "Indian Camp" begins at the shore where Nick, his father, and Uncle George are picked up by Indians in rowboats. When Nick and the men get into the rowboat, the Indians row them to the Indian Camp, with no help from the doctor or Uncle George. This evidence is the first example of cultural domination in the story. Once across the lake, Uncle George gives the Indians cigars. Uncle George's action could be a gift or a congratulatory gesture for the baby about to be b...

Blacks in the Revolutionary War

Running Head: Blacks in the Revolutionary War1 Blacks in the Revolutionary War African American Studies Latasha Gating September 20, 2012 LaChanda K. Clemons Blacks in the Revolutionary War2 Looking back at the history of the United States, it is evident that the Revolutionary War impacted the country a great deal. It was the first war fought with slaves thanks to Lord Dunmore’s controversial proclamation. Historian Benjamin Quarles stated â€Å"The Negros role in the Revolutionary War can be best understood by realizing his major loyalty was not to a place nor to a people but to a principle. There were black loyalists, black sailors, black patriots and black regiments who fought and died in the name of Independence. It has been estimated that over 5,000 African Americans served as soldiers for the Continental army and more than 20,000 fought for the British cause. Slavery in Colonial America is noted to have begun in 1619 with the arrival of 20 African slaves on the Dutch sh ip named Man-of-war. The slaves made up over half the population in the colonies although they were seen more so as property instead of people. In 1776, there were about 500,000 African American men, women and children slaves.Everyone had a reason for taking part in the war. There were factors that motivated the blacks to take part in such a battle as well. The text mentions that when it came to fighting between the Patriots on one side and their Loyalist American allies on the other, African Americans joined the side that offered freedom. Having that choice of gaining freedom in exchange for serving in the military was indeed motivation. Other motives for blacks were the Blacks in the Revolutionary War3 desire for adventure, belief in the justice and the goals of the revolution and the possibility of receiving a bounty.The Continental navy and The Royal Navy signed blacks into the navy because of the manpower shortages at sea. Some blacks had been captured from the royal navy and u sed by the Patriots on their vessels. They also served as seamen on British vessel. Slaves and free slaves served as seaman. Because so many Patriot leaders resisted employing black troops, by mid-1775, the British had taken the initiative in recruiting African Americans. Revolutionary leaders feared using blacks in the arm forces. They were afraid that the slaves who were armed would uprise against them.In May 1775 the Massachusetts Committee of Safety put a stop to enlisting slaves in the armies of the colony. However, this did not apply to the blacks who were already serving in the army. 1775-1783 the navy recruits freed black slaves and runaway slaves. Lord Dunmore, born John Murray, was the last Royal Governor of Virginia. Because he was short of men, Dunmore issued a proclamation stating that all able bodied men to assist him in the defense of the colony, including the slaves of rebels. He promised freedom to the blacks who served. After doing so in a month he had 800 soldiers .The purpose of his Proclamation was to declare martial law and to encourage slaves of rebels in Virginia to leave their masters and support the loyalist cause â€Å"All indentured servants, Negroes, or others†¦free that are able Blacks in the Revolutionary War4 and willing to bear arms†¦Ã¢â‚¬  Such an act outrage Virginians. Those that took Dunmore up on his word range between 800 and 2,000. The Virginia Congress replied to his Proclamation with the Dunmore’s wasn’t as successful as his plan out, the number of his soldiers decreased due to smallpox outbreaks.Dunmore’s Proclamation was the first mass emancipation of slaves in American history. After the war ended, over 5,000 blacks left for Jamaica or St. Augustine because they were the property of loyalist that they would never gain their freedom from slavery. By 1786, many were back in bondage. There were those who were Patriots’ slaves but sided with the British were promised their freedom and was granted such. Many black patriots found that the post war military held no rewards for them. So many men served in the armed forces which meant that their wives were left behind and had to take on their husband roles.Their lives changed a great deal during the Revolutionary War. The women, who could, serve the Colonial military forces and interacted with the male soldiers in camp. They were usually the wives and daughters of the male soldiers. The cooked, did laundry and cared for those that were sick. There also some who fought in the military battles: Margaret Cochran Corbin and Captain Molly. Molloy’s husband had taught her how to load and fire cannons. Black women, many of whom were slaves, served both Americans and the British in the capacity of nurses, laundresses and cooks.Blacks in the Revolutionary War5 Many African American soldiers fought and died for the sake of the Revolutionary War. The war ended in 1783, slavery was dying in the North and declining in C hesapeake. What was truly the purpose of Blacks fighting if they did not attain freedom at the end of the war? Were the lives lost beneficially to the slaves or was it just a gimmick to get blacks to stand in stops where white soldiers have already died in. Blacks in the Revolutionary War6 Bibliography Georgii, Colette. May 30, 2007.Slavery in Colonial America. www. helium. com/items/365359-Colonial-Early- Gabriel, Brian. Women’s roles and lives in the revolutionary war. http://www. ehow. com/) (http://blackloyalist. com/canadiandigitalcollection/story/revolution/dunmore. htm) Halpern, Rick (2002). Slavery and Emancipation. Blackwell Publishing. Pp. 90-91 Harold, Stanley, Hine, W. C. , Hine, D. C. The African American Odyssey: Volume 1, 5th Edition. Prentice Hall. 2011. Pearson Education, Inc. . (Scribner, Robert L. (1983). Revolutionary Virginia, the Road to Independence.University of Virginia Press. Pp. xxiv. ) ——————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [ 2 ]. Scribner, Robert L. (1983). Revolutionary Virginia, the Road to Independence. University of Virginia Press. Pp. xxiv [ 3 ]. Halpern, Rick (2002). Slavery and Emancipation. Blackwell Publishing. Pp. 90-91 [ 4 ]. Harold, Stanley, Hine, W. C. , Hine, D. C. The African American Odyssey: Volume 1, 5th Edition. Prentice Hall. 2011. Pearson Education, Inc. [ 6 ]. Gabriel, Brian. Women’s roles and lives in the revolutionary war. http://www. ehow. com/)