Education Essay Example for Free

Education Essay The terms dreadful and dreary are fitting descriptions to partly describe the education I had back in Korea. As Rose would explain it, schools that do well, with teachers and facilities that really contribute to the real education of the mind do exist (Rose 1989). However, during his and my time, the settings were somehow similar. I had gone through subjects that were forced on me as if food that makes one to flip over. Korean education for me was a little bit like â€Å"blind leading the blind† idea. Being raised a South Korean I experienced the hell education is. Vocational school really meant to prepare us for the world of work as it is also projected to do for people here in the United States. Back then, the vocational section of our school actually meant schooling for the average and the below average; students who seemed to have no other future like in the university, but to get married and work in some kind of factory or behind an isolated desk. Like the banking concept of Freire which the author elaborated as the absence of dialogue and problem-posing set-up and replaced or dominated by control and depositing of the all too-knowledgeable teacher, my past experience exactly mimic Freire’s descriptions when I was under the tutelage of mentors who also just passed on the kind of ignorance they received from others before them (Freire 1993 ch 2). It was a mixture of hell and a hellish kind of experience. Rose’s apt depiction of his adventure in a jungle of misappropriation of learning may not be as exactly the same as mine, but the fact that I just somehow drifted then and passively went through schooling was a dismal failure to me. Failure because I had emerged with the same credulity and only a bit sophisticated with getting away with my increasing ignorance about many things. Fortunately, despite my parents’ lack of know how, their wise supervision over us children became very crucial and important as I emerged an adolescent and a young person. The time when we reached mainland USA had somehow spelled differently for me. Things like being introduced to a teacher much like Rose had in the person of Mr. MacFarland (Rose 1989), worlds of ideas and opportunities opened for me when I was tutored by this wonderful person who had the patience to point to me my inadequacies and strengths in a very non-threatening yet forceful manner, awakening me to rise to the challenge of emerging from being average to strike at what I do best. I just wanna be average† (Rose 1989) is well maybe a safe battle cry for most because it removes the guilt and even more so the pressure to become somebody who actually has a lot more insecurities than the truly â€Å"average† guy. Or so I thought. However, things are a bit a changing as the song goes. I have a passion within me that had started to burn deep within and refuse to go away. This is the passion to inquire, to absorb, to learn and to explore the many â€Å"whys† that had cropped up incessantly since a teacher started to lead us how to make inquiries. This is exactly what Freire would have wanted. Teachers become dominators when they truly believe that the students are just out there in front of them as willing audience to a â€Å"play† with which only one is the protagonist and antagonist and that is the teacher (Freire 1993). Unless the mentor thinks as a student as well, immersing himself again in the shoes of his â€Å"mentees† he will soon forget that these little people in front of him actually have minds of their own; that no matter what one teaches, those minds will leave the hall devoid of real encounters and real and practical materials that they ought to carry with them until college days are over. Conclusion and recommendation Indeed, being average has its place, but when the teachers start to label and judge a student or students as only that, the teacher ceases to understand the mindset that is still very much malleable, and capable of immense exploits. Several suggestions not very different from the proposed learning set-up by Freire are in my mind. The management of the classroom experiences are structured or planned such that the students or pupils will have sufficient time and space to develop their powers of inquiry. This is their entitlement to empowerment; i. e. he students start to have a sense of control and directions with their own learning. When this happens, the students feel committed and engaged and are â€Å"hooked† as what has happened to Mike Rose. What Mike Rose described in his accounts are telling of the general atmosphere in most traditionally run schools not just even in the United States. Elsewhere in countries who look up to Uncle Sam are institutions following our footsteps and producing the same sad, sad stories of students who are gripped by the powerful influence of teachers who do not teach but make their audience depositories of a different kind. The process of developing an inquiring mind is not very easy. It takes a lot of creativity and constant research and innovations from that of the teacher to produce materials or activities that encourage the students to make and generate questions pertaining to and not only confined to the lessons defined in the syllabus. This is the reason that Freire often referred to as the teacher playing and assuming the role as well as that of the student. This stance takes into the premise then, that students in whatever economic status in life they may spring from, are not dumb and altogether passive. They start to be that way because most teachers expect them to behave as such. Various theoretical perspectives in learning actually boil down to the realization that in order for real learning to happen, the students must craft their own ideas and concepts, and must take ownership of the kinds of lives they must eventually lead. This is accountability and responsibility.

Impact of 16 and Pregnant on Teen Pregnancy Rates

Impact of 16 and Pregnant on Teen Pregnancy Rates Teen pregnancy rates drop because of tv shows like MTVs 16 and Pregnant When tv shows such as MTVs 16 and Pregnant first began airing on tv most people believed that the show would encourage teenage pregnancy, but they were mistaken. The show actually made teen pregnancy rates drop instead. Shows such as this one has proven itself to actually proven to prevent teen pregnancy instead of encouraging it. Studies have shown that teen pregnancy rates have began to drop since the show has first begun airing on tv ,as well as more searches on how to receive birth control, and have also encouraged teenagers to start practicing safer sex. The show just might be the reason why teen pregnancy rates had dropped so dramatically ,coincidentally it occurred after the show actually began airing. To find out for sure scientists began a study to figure out what had been going on and they found that, the show and its spinoffs actually had an educational effect, cutting the teen birth rate by six per cent, or more than 20,000 births, in 2010 (Remote (birth) control). This proves 16 and Pregnant actually made a difference in peoples lives and let alone their futures. The teenagers who watched the show lives were changed, Neither the boys nor girls who watched the episodes wanted to imitate the teens in the episodes they watched. In fact, nearly all teens (93%) who watched the show agreed (53% strongly agreed) with the statement: I learned that teen parenthood is harder than I imagined from these episodes(Suellentrop et al) , also an interview was conducted from a few people on the show and they asked, are teens influenced by what they see on TV , and one of the interviewes replied with,what teenagers are watching can make a really big difference in what they think and, ultimately, how they behave and really important life decisions (Is 16 and Pregnant An Effective Form Of Birth Control?). The young women and men that watched the show and who were interviewed could have been just like the other teenagers on 16 and Pregnant but the shows presented them a better outlook on life and a safer one at that.This show alone has changed some peoples future and even dropped the teen pregnancy percentages. They helped the troubled young community make a difference in society and for the next generation to come. The show has also been proven to teach teenagers that safer sex such as using contraception like birth control or condoms may be necessary to prevent themselves from becoming teen moms or fathers besides abstinence altogether. By using these helpful devices they are automatically less likely to get pregnant or get another person pregnant by high percentages. Researchers found that, The show may actually encourage him or her to practice safer sex, according to a new study(Jacque Wilson). Practicing safer sex not only helps to prevent teen pregnancies, but also protects against sexually transmitted diseases (STDs) that could lead to tissue scarring and permanent damage. The shows continue to teach the teenagers important lessons and help to, create an opportunity to talk to teens about the risks of sex(Suellentrop et al). This evidence is continuing to prove the effectiveness and the extra chances that this show provides for young boys and girls that couldve possibly gone through a tou gher time.This helps teens and their parents to also help in the prevention in the pregnancy problem. As parents usually wanted to be involved especially when it has to do with their kids futures as well as someone elses. 16 and Pregnant also started conversations about the show and teen pregnancy , and all over made teen pregnancy a less commonplace as well as made more teenagers change their point of views on the topic from a typical okay ordeal to one frowned upon and a less likely matter.They even began to talk themselves out of the idea of being a pregnant teenager was easy, the difficulty level changed their mind.Things continued to change because, The more teens talked about the show, the less likely they were to think that teen pregnancy and teen parenthood are commonplace(Suellentrop et al).The quote proves the changes that are happening and contributing to the dramatic pregnancy rates dropping.The scientists even showed that the teenagers perceptions were changing and they learned , more about how watching and discussing episodes of the popular MTV documentary-style reality show 16 and Pregnant influences teens perceptions of getting pregnant and becoming a parent at a young age(Suellentrop et al). The scientists referred to how the teens changed their ideas about pregnancy because of the show .The show starts conversations that help to prevent and protect the mother of the teenagers getting pregnant at such a young age. Including maybe losing them altogether. When teenagers decide to turn on tv shows like 16 and Pregnant they decide to use safer sex, they also change their minds about teen pregnancy and its difficulty level, as well as contributing in other ways to help drop pregancy rates. The teenagers are now going to have a better life as well as lining up their futures kids to have better lives just by not getting pregnant as a teenager. Therefore concluding the research is proof that 16 and Pregnant does not glamorize pregnancy it shows real life situations that other teenagers can relate and connect to helping them protect themselves from mistakes, diseases, and other bad decisions that could have made along the way but now because of the show they are less likely to have to experience all those issues . References Is 16 and Pregnant An Effective Form Of Birth Control? All Things Considered, 13 Jan. 2014. Student Resources in Context, link.galegroup.com/apps/doc/A356696128/SUIC?u=j020902xid=f7739508. Accessed 6 Feb. 2017. Remote (birth) control. Macleans, 27 Jan. 2014, p. 8. Student Resources in Context, link.galegroup.com/apps/doc/A356454110/SUIC?u=j020902xid=ab051b7b. Accessed 6 Feb. 2017. Suellentrop, Katherine, et al. Reality Television Shows Reveal the Risks of Teen Pregnancy. Teen Dating, edited by Louise I. Gerdes, Greenhaven Press, 2013. Opposing Viewpoints. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/EJ3010862223/OVIC?u=j020902xid=ffc0af4b. Accessed 3 Feb. 2017. Originally published as Evaluating the Impact of MTVs 16 and Pregnant on Teen Viewers Attitudes About Teen Pregnancy, Science Says, Oct. 2010. Wilson, Jacque. Study: MTVs 16 and Pregnant Led to Fewer Teen Births. Health and Wellness Resource Center. CNN Newsource Sales, Inc., 13 Jan. 2014. Web. 9 Feb. 2017.

The Role Guilt Plays in Franz Kafkas The Trial Essay -- European Lite

What is guilt? Is Josef K. guilty? What is he guilty of? All of these questions come to mind when you read The Trial by Franz Kafka, but they are not easily answered. The question of guilt is a theme that runs through the entire novel, and it serves to enlighten the reader as to what, I believe, Kafka is trying to say. So what is Kafka trying to say? If one looks at the opening sentence, in the light of the rest of the novel, I believe that it helps to clue us into Kafka's message. The fact that K. believes he has not done "anything truly wrong" (3) harkens back to the question of guilt. So because K. feels he is not fully guilty of anything, why is he hounded by the law? This is where the main theme of the book comes into play in my opinion. Kafka wants us to recognize, with the help of the opening sentence, that K. has done something wrong: he has lived an unexamined life dominated by routine, normalcy, and other people. This is what K. is guilty of. Is living an unexamined life "truly wrong?" I think that Kafka is arguing that it is wrong because by leading that type of life one is merely walking through life blind and not reaching our full potential. The first inkling of the fact that K. lives his life with blinders on, focused merely on the day to day, is his lack of recognition about a number of things. He does not know if he might have committed some minor infraction for which he is now being arrested. He does not realize that the guards are men that work at the bank with him. Later on his way to the court for the first time he makes the realization that he noticed something he normally would not have. All these things point to the fact that K. just goes about his business and day to day affairs with out care for his su... ...comes quite evident. Kafka is calling for all of humanity to stand up and take control of their own lives. Through self-examination, Kafka believes, that we can come to terms with some personal truth that gives this life meaning. For years people have looked to worldly and spiritual vehicles to find meaning, Kafka is urging that we instead turn inside to within and find something in our own humanity that gives this life meaning. Much like Goethe, Kafka believes our free will is what makes us human, and the exercise of free will is what makes or lives truly meaningful. So, do not rely on the whims of the governing or even the church; make your own decisions. Kafka urges to decide every day how you are going to live your life and then do it because you never know when the Day of Judgment may come. Works Cited Kafka, Franz. The Trial. New York: Schocken Books, 1998.

Free Essays - The Imperfect Oedipus of Oedipus the King (Oedipus Rex) :: Oedipus the King Oedipus Rex

The Imperfect Oedipus of Oedipus The King When the play Oedipus The King is mentioned, what do you think of? I think of a very ignorant man that tries to escape his fate-- a man that had so much confidence in himself that he would put false accusations on people and defy his gods just because he thinks he is right. During the play, Oedipus realizes his own flaws while he investigates who the "true killer" of Laius is. The first character flaw that comes out in the play Oedipus is Oedipus' bad temper and irritability. When Oedipus first heard his prophecy from the Delphi oracle, he made an exodus out of Corinth as soon as he could. While on his journey to Thebes, a caravan cut him off. Enraged, Oedipus killed all the men except one. Only later did Oedipus know that one of the men he killed was his father Laius. If Oedipus had thought out his actions first, then maybe the first part of his fate wouldn't have been fulfilled. Other character flaws coming out during the investigation was that he is impulsive and he falsely accuses people. When Oedipus was talking to Teirasias, Teirasias proposed that he was the killer of Laius. But again Oedipus' quick temper occurs and he accuses Tieresius of helping Creon overtake his throne. Another example of Oedipus being impulsive was when he demanded information from the messenger from Corinth. When the messenger told Oedipus that King Polybus was not his real father Oedipus was intrigued and wanted to know the truth. On the other hand, Iocasta wanted him to stop his search because she already knew the horrible truth. Oedipus impetuously wanted to know the truth; and Iocasta, horrified, rushed away and killed herself. The last character trait is one that both of the other flaws fall in, and that is Oedipus having hubris or overconfidence. Because of the absence of Laius, the city of Thebes was under a plague. To stop this plague Oedipus must find the killer of Laios. In this instance Oedipus was very confident that he would find the murderer. Again to the Teirasias scene: Teiresias was trying to tell Oedipus that he was the killer and as he said, "I say that you have been living in un-guessed shame with your nearest kin, and do not to see what woe you have come.

20th Century Liberalisms Philosophies are False :: essays research papers

During the 20th Century, liberalistic philosophers created countless numbers of false philosophies that many people practice today. Among those wrong ideologies are existentialism, secularism, pragmatism, and Freudianism. The first false ideology, existentialism, claims that there is no truth and believes that all man can do is take a ?leap of faith.? This ideology claims to ?resolve? all man?s problems and worries because ?nothing is true.? Because there is no truth, therefore, there would be no God and, therefore, there is no wrong in the world. This philosophy by Soren Kierkegaard, surely, brings disastrous results by believing there is no sin. The second false idea very popular in this world today is secularism, which believes that morality should be based upon the well being of mankind. At first, this ideology might seem reasonable. However, for example, if a robber steals money from a bank but contributes to the well being of mankind by giving the money to the poor, stealing would be considered moral because it benefited people right? Of course not! Just like existentialism, secularism gives people the right to do wrong by involving others. The third deceptive philosophy, by William James, is pragmatism. A pragmatist believes that only the results of an idea or action judge whether the action is moral or not. One can decipher that this ideology is wrong by thinking of an example. For example, if a student can only have a vacation if he receives A?s, according to this philosophy, he can cheat on tests and quizzes in order to receive an A to take a vacation. The last false ideology is Freudianism, better known as psychoanalysis. Psychoanalysis claims that subconscious physical drives or irrational fears determine a man?s actions. It also believes that if someone?

Altruism & prosocial behaviour Essay

Altruism, a form of prosocial behaviour had been one of many enduring questions social psychologists have investigated. Psychologists have attempted to explain altruism in terms of a person’s willingness to help at a cost. It has been defined by Walster and Piliavin (1972) as ‘ helping behaviour that is voluntary, costly to the altruist and motivated by something other than the expectation of material and social reward. This essay will look at research surrounding or reasons for altruistic behaviour. Much debate surrounds this topic as it s often unclear whether behaviour is truly altruistic or egoistic (seeking personal reward). Cardwell 1966 suggested that the primary motivation for helping someone is seen as a desire to improve the welfare of another person rather than the anticipation of some reward. One explanation of altruistic behaviour was attempted by Weiner 1986 who analysed the cause in terms of attribution of responsibility. These attributions create emotional responses, which motivates action or inaction. Attribution to uncontrollable causes such as illness or disability tends to produce sympathy, which results in helping. Attribution to controllable causes such as drunkenness produces anger, which inhibits helping behaviour. This was demonstrated in Piliavin study of ‘subway Samaritan 1969’. Weiner theory is one of many that tried to explain altruism. Batson empathy altruism hypothesis explains altruistic behaviour in terms of empathy. Witnessing another person in distress creates empathic concern, which motivates helpers to try to relieve their persons distress. Again the reason for helping could be egoistic ‘I should help him to make me feel better’ or altruistic ‘I have got to help him so that he feels better’. In Batson et al’s study of the empathic condition 1981, he found that the female students in the high empathy condition were much more likely to help the confederate even when they are in a position to escape from this responsibility. As shown by Batson and his colleagues people help for reasons other than for their own self interest. But it is possible that people who help in such situations do so to avoid punishment such as social disapproval. It is also possible that people help simply to avoid feeling bad about themselves. However, this does not appear to explain why empathic concern motivating helping (Fultz et al 1986). Studies such Batson et al 1988 cast doubt on these claims. This view of altruistic behaviour is very important, not only does it contradict the assumption that all motivation is directed towards the egoistic goal of increasing our own welfare but contradicts the notion that human nature is self serving. Another model of altruism is a negative relief model (Cialdini et al 1987) which suggest that when we are experiencing negative states we are motivated to alleviate this condition by helping others. This is personally rewarding and eliminates the negative state. Therefore the motivation for helping is egoistic. This model states that the primary objective of helping behaviour is the enhancement of our mood. Cialdini 1987 carried out an experiment similar to Batson study on ’empathic condition’. This time, just before requesting for help was made, the researcher either offers a bonus or heaps of prayers. The bonus made no difference however, those who received praise were still motivated to help. This demonstrated that under some conditions experiencing a mood lifting event may lessen our motivation to relieve our own negative state by helping others. Cialidini research although showing some evidence of helping for egoistic reasons does also seem to support Batsons more optimistic view of human nature. Smith et al 1989 developed a model empathy joy hypothesis that assumes we enjoy other people’s relief at being helped and so we help others because we are rewarding by their happiness. In Smith’s et al’s study on feedback Smith used a phrase ‘helpers high’ claiming that people get satisfaction when they see that the people they have helped feel better. It has been predicted that if we get feedback it encourages helping behaviour. Batson 1991 argues that another factor that determines altruistic behaviour is the similarity to the person who needs help. We are more likely to feel emphatic concern when we a close attachment with the person in need. As the studies were lab experiments, there was the problem of experimental validity, did the participants believe the situation is real. The experiment was conducted in an artificial environment, which makes it difficult to generalise to real situation and therefore the result shave low ecological validity. Also there were the limitations of experimenter – participant relationship, demand characteristics and the outcome could have been due to the participants knowing that they were being observed. Even though the studies have their limitations they have made a radical contribution to psychological research. The results also vary across cultures and so will also depend on the era pf that culture. It can be seen therefore that research into altruism has emphasised the complexity of the motivations and factors involved when deciding to help someone or not. These studies have clarified causes why some people help and why some do not.

Capstone Essay

When we talk about different types of sentencing the most coming types are indeterminate and determinate. They both serve the same function but have different out comes. They are both build to serve as punishments but to also rehabilitate at the same time. The main difference between these two sentences is the fact that indeterminate sentences offer early release in the form of parole and determinate sentences do not. Indeterminate sentences are defined as a sentence that permits early release from a correctional institution after the offender has served a required minimum portion of his or her sentence (Siegel, 01/2013, p. 40). And determinate sentences are defined as sentences that give the defendant a fixed term of years, the maximum set in law by the legislature, which is to be served by the offender sentenced to prison for a particular crime (Siegel, 01/2013, p. 41). Each type of sentencing has its own strengths and weakness’. Each of which helps the judge determine which type of sentencing would be best for each situation, for not all situations should be punished equally. The biggest advantage to indeterminate sentencing is that indeterminate sentencing permits flexibility both in the type of sentences that are imposed and the length of time to be served (Siegel, 01/2003, p. 40). Some more advantages include early release from jail/prison on ground of good behavior, causing there to be less people in the facilities thus helping with the overcrowding issue, rehabilitating, and different people respond very differently to punishments (Portman). A disadvantage to indeterminate sentencing is that it may not deter individuals from committing crimes. If a criminal is only charged 1-5 years for a drug related crime, and get outs after only one year due to good behavior, they may feel that what they did was worth the time given and do it again because a year isn’t that long. If this were the case, indeterminate sentences could make the crime rates go back up because the criminals would not see a short sentences as a deterrent. Determinate sentences also have their advantages and disadvantages. Determinate sentencing can scare criminals into no longer committing crimes due to the length of the sentences and not being able to be released on good behavior. When serving a determinate sentence it is a general rule to serve at least 85% of the original sentence and if someone received good credits they may be released early (â€Å"Sentencing statutes and,† 2013), but not a substantial amount of time early. Because of this factor, determinate sentencing can reduce crime rates. If a criminal is sentenced to 25 years under determinate sentencing they must serve 25 years, unless they receive good credits, but still must serve at least 85% of the original sentence. It has already been stated that different people respond to different sentences differently. With this in mind, it is important to determine which type of sentencing, indeterminate or determinant, would be best for each type of individual. Since everyone if different there must me a reason why they are different and why different influences require different sentences. For this essay we were asked to discuss which type of sentencing we feel would be most effective at address crime from three separate criminological perspectives: trait (psychological/biological); social (structure/process); and deterrence (classical/choice). When you are dealing with psychological/biological reasons as to why and individual is a criminal you need to look into their family tree and they way they were raised. Some psychologists believe that some criminals commit crimes because that is just simply their personality. Anyone can become a criminal and commit a crime, but you see it more often in individuals that grew up around it. Their parents were and or are criminals. Their friends are criminals. Their peers are criminals. It is hard to live up to a life better then that when it is all that you know. Sigmund Freud had a theory about personalities. He said that there are three elements of the personality, the id, ego, and superego. The id is the part of the personality that you have at birth. It is the part that makes you desire for the most basic of things. The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension (Cherry, 2014). The next part of the ego that Mr. Freud discusses is the ego. The ego is the part of the moral part of the personality. The part that deems what is right and wrong within the eyes of society and yourself. If your ego is not fully developed then you will not be able to stop yourself from the impulses that come from your id. Meaning that if crime is ingrained into their minds then they will have impulses to commit crimes. If they do not fulfill these urges then the urge will build to the point where they end up committing a more serious crime then they would have in the first place. The underlying issue could be part of the reason our systems repeat offenders are repeat offenders. The sentence model that I feel would work best in addressing the psychological and biological criminological perspectives would be determinate sentencing. If an individual has the natural impulse to commit a crime and an underdeveloped ego to prevent them from committing the crime then there is no amount of time that will help them get better. There is a saying that you cannot teach old dogs new tricks. That saying goes with some criminals; there are some that you just cannot rehabilitate. So determinate sentencing would keep they away from them public and stop them from committing a crime for a longer period of time. Everyone has a stigma against people that come from the ‘ghetto’. They think that they are good for nothing poor people that cant get by so they resort to crime. And sometimes this is the case, sometimes its not. There is a reason that a stereotype is a stereotype. It has some underlying truth. It is true that some people are criminals because they really do feel that they cannot get by on a day-to-day basis with an honest job, and if they could they don’t think that they would qualify for one. So what do they do? They start to steal, sell drugs, and even sell their bodies or join a gang. But not everyone in the ‘ghetto’ is like that. Some work very hard to make a living, but it just isn’t enough to get them out of that environment. According to Shanali Inchaustegui: â€Å"When you look at the theory, the strains might not necessarily come from people’s frustrations with acquiring The American Dream, but rather a mixture in strains such as homelessness, abuse and neglect, subcultures, deviant values and frustrations about poverty. Meaning, there might be more than one factor in play when a person is â€Å"influenced† to commit a crime by interacting within an imposed economic class†. Many things within society, your social surroundings, can make someone commit a crime. People from this criminological perspective someone can recover and learn from their actions if given the opportunity. Because of this I feel that indeterminate sentencing would be best. With indeterminate sentencing someone can be released early due to good behavior. During that time the said individual would have had the opportunity to learn from their mistakes, acquire an education, and be given opportunities that will give them a new a better life. The last criminological perspective is classical/choice (deterrent). From this perspective criminals are individuals that commit a crime for no other reason then they choose to do it. They under stand the risks associated with the crime but choose to go through with it anyways. Classical and choice perspectives are very similar to one another. Choice is when individuals choose to commit a crime after looking at all the opportunities and decided if the crime is worth the punishment or not. Classic is almost identical to choice except after weighing the options they decided to commit the crime because it was advantageous to do so (Criminology, 2014). You need to be assertive when dealing with criminals that have decided to commit a crime knowing full well that it is wrong and that they have options or avenues other then committing a crime to get what they need and or want. If you are not assertive with them then they will think that its really not that big of a deal and that they will be able to get away with it time and time again. With choice and classical perspectives I feel that that determinant sentences would be the best option. It shows the criminals that the law is taking a zero tolerance stand against crime. Determinate sentences will make them think twice before they commit the crime because they will know that if they are convicted they are guaranteed a set amount of time behind bars. Both indeterminate and determinate sentences have their place in the legal system. Whether one is better then the other is hard to say. Indeterminate sentences allow for early release for good behavior where as determinate does not. Determinate sentencing, however, does allow for good credits to be applied to their sentence so they can be released early, but they must complete at least 85% of their sentence. So they both have that upside. A down side to indeterminate sentencing that two different people that commit the same crime can get two different sentences. For example one may just get a fine and community service while the other could get 5 years jail time. To me that isn’t fair, unless there is an underlining reason as to why someone getting a harsher sentence like being in trouble with the law before. Determinate sentences give the same amount of time regardless. This could also been seen as unfair because regardless of your past you are going  to get the same amount of time. I personally feel that determinate sentencing is the option that is most likely going to deter more crime. It makes the criminals know what their sentence is going to be if convicted. They ‘know’ that if they get caught, charged, and convicted they are going to have to serve that amount of time and or pay a certain amount of a fine. And with indeterminate sentences they have a chance at lesser punishment. I really think that determinate sentences would deter more crime then indeterminate sentences. References