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Crime Scene Report

Western Maryland Regional Crime Laboratory

Hagerstown Police Department

50 N. Burhans Blvd., Hagerstown, MD 21740

Crime Scene Report

Agency: Hagerstown Police DepartmentPage # 1 of 2

Case #: 98-108597Report Date: 08/01/07

Laboratory # CS-04-04

Ref: Suspicious Death, 123 West Main Street.

On entering the crime scene, there was male body lying on its side on a bed located at the center of the room. The bed was covered by a satin blue sheet which had some blood stains on it. There was a night stand positioned on the west wing of the room on the left side of the bed, on top of the night stand, there was a lamp, phone and a time clock. As per the clock, it was thirty minutes past nine. A rifle which was slightly covered by a pillow could be easily seen on the floor next to the bed and the night stand. On the east side of the room, there was a television set placed on top of another night stand. Under the television set, lied a written piece of paper. Next to the television set, a dust bin with crumpled pieces of paper in it could also be seen. On the northern side of the room, there was an empty box on the floor. Next to the empty box, there stood a night stand with a radio set, bottle of an alcoholic drink and empty drinking glass. Three pens, a pencil and a lamp were also placed on top of the night stand.

In order to get a general feel of the crime scene, I walked through the room. This was just to find out whether anyone had tampered with anything before my arrival. This also vital I n the creation of original theories based on the visual assessment. During the walk through, nothing was touched. The main idea of the walk through was just to get the general picture of what might have occurred. Potential evidences were duly noted at this stage. A second walk through was conducted where the scene was documented. This was done through taking of pictures and the drawing of sketches. During this stage, nothing was tampered with. After the second walk through, potential evidences were collected and stored safely according to the law. This was done so as to preserve the evidence. A thorough search commenced immediately after the second walk through. A zonal search was employed in order to thoroughly search the crime scene. The scene was divided in to four sectors. These sectors were namely the west, east, north and southern wing. The collection of physical evidence was carried during this stage. All evidences collected were immediately preserved, tagged and logged in properly recorded. The following evidences were collected.

Evidence

Exhibit # Evidence Where located

1 Stained blue bed sheets Bed

2 Cell phone Night stand

3 Pen one Hairdresser

4 Clear drinking glass Dresser

5 Liquor bottle Dresser

6 Paper with hand writing TV table

7 Crumpled paper Waste basket

8 Fire arm( rifle) Floor

9 Finger print Jaen

10 Pencil Dresser

11 Pen 3 Dresser

12 Pen 2 Dresser

13 Witness GSR Jaen

14 Decorative pillow Floor

15 Pillow 2 Floor

16 Waste basket Floor

17 Blood sample Jaen

18 Witness fiber Jaen

Laboratory Report

Bed sheet: stained blue sheets

Test #1: results of analysis:

The stain present on the bed sheet tested positive for the presence of human blood. DNA was extracted from the pillow under head and compared with the known DNA sample of Robert Allen Jones. To a reasonable degree of scientific certainty, It was determined that the source of the DNA on this exhibit originated from Robert Allen Jones.

Trace Evidence Analysis

Seven hairs were recovered from the sheets. These hairs were determined to be of human origin. Five of the hairs are consistent in microscopic characteristics with hair exemplars of Robert. Two of the hairs are consistent in microscopic characteristics with red-hair exemplars of miss Daugh.

Gunshot residue analysis

The test was performed on the samples recovered near where the pillow was located. Numerous particles unique

Cell phone

Cell phone analysis

No voice mail messages were found. The account of this phone is the name of Robert Allen Jones. An attempt is being made to obtain the telephone records for the phone.

Glass

Finger print analysis

Three partial latent prints containing sufficient friction ridge skin patterns to be of value for comparison/ identification purposes were identified on the submitted water glass. Latent prints were identified as originating from right thumb, right index, and right ring finger or Robert.

Forensic biology

Swab samples from the rim of the submitted water glass yielded positive results for presence of saliva. DNA was extracted from this exhibit and compared to known DNA samples of Robert Allen. To a reasonable degree of scientific certainty, it was determined that the DNA on this exhibit originated from Robert Allen Jones

Toxicology for drugs and alcohol

No positive results yielded

Liquor bottle

Finger print analysis

Three partial latent prints containing sufficient friction ridge skin patterns to be of value

For comparisons purposes were identified. The finger prints belonged to Robert.

Forensic Biology

Swab samples from the mouth of the submitted liquor yielded positive results for presence of saliva. The DNA matched that of Robert.

Note

Finger print analysis

The finger print found on the note matched that of Robert.

Fire arm

Forensic biology

Stain present on the riffle yielded positive results for presence of human blood. The DNA sample matched that one of Robert.

Trace evidence analysis

Two hairs were recovered from the rifle. The hairs were determined to of human origin. They were consistent with head-hair exemplars from Robert.

Gunshot residue analysis

Numerous particles unique to the Gunshot residue were identified on the rifle. This indicated that the rifle had not been cleaned after being fired last.

Firearm examination

The firearm was tested. The rifle is operational and no safety defects were detected, the submitted projectile from the deceased at autopsy compared to the projectile that was test fired, it was determined that the projectile recovered from the deceased was fired from the riffle.

Witness fiber

Trace evidence

No fibers matching Jaen were discovered within the crime scene

Gunshot residue analysis

This test yielded no useful result

Witness fingerprints

Fingerprint analysis

No finger print matching jaen were discovered within the crime scene.

Witness GSR

Forensic Biology

The test yielded no result.

Reconstruction

Due to lack of evidence that pointed towards the direction of Jaen having committed the crime, only one conclusion was arrived at. All evidence pointed that this was suicide because all the DNA samples collected belonged to Robert

cc: HPD Central Records

Prof. S. Blankenship

HPD Lab case file

Report Submitted By:

Your Name Here

Forensic Student Reviewed By:

Crime Victims’ Needs and VOCA-Funded Services

Lisa C. Newmark

Crime Victims’ Needs and VOCA-Funded Services

Why is the author creditable (based on academic/research, credentials, experience with victim services, etc.)

Dr. Lisa C. Newmark is is a leading director in an undergraduate program at George Mason University. She is also an associate professor in the department of society, criminology and law at the same university. Before joining this prestigious university in 2007 she was a senior associate researcher in the center for urban institute Justice Policy. She has had a rich experience in evaluation, applied research, as well as policy and program development for direct services for a wide range of crime victims.

b. What does this article say regarding crimes, victims and/or victim services? (Brief article summary)

Her article Crime Victims’ Needs and VOCA-Funded Services asserts that many crime victims are not able to access formal service programs for victims. Only 45 of victims have had their cases being addressed by this group of service providers. These findings indicate that there is a dire need for the expansion of this service to victims who are rapidly getting underserved. This is because a considerable number of victims still do not get served by alternative services. However findings indicate that victims are happy with VOCA services.

c. How does this article compare with the other articles I have selected?

This article is different from other articles I have selected because it goes on to provide a summary of an empirical research carried out by the author. Apart from that it also gives out the findings .of other various researches carried out by other authentic institutions on the subject matter. It draws sound conclusions based on a wide research initiative by the author. She supports my initiative to carry out my own investigations by saying that the consequences of crime do not necessarily have to be reported for some victims can help themselves.

d. How will this article assist me in my efforts to develop a victim assistance program?

This article will assist me develop a victim assistance program through the following: Firstly the author already acknowledges that the results of crime do not necessarily generate the need to seek help from other people. In spite of whether it is formal or informal help. However, victims who are overwhelmed emotionally may need to seek alternative help. According to this report 20% of victims did not get satisfied with the justice system. The victims were dissatisfied because a number of offenders were not found guilty for their actions. The more reason why I need to develop a victim assistant program.

Jacqueline Corcoran

The Effects of a Police/Victim Assistance Crisis Team Approach to Domestic Violence

Why the author is creditable (based on academic/research, credentials, experience with victim services, etc.)

Jacqueline Corcoran who has a Doctor of Philosophy degree in law is a professor at the Virginia University in Alexandria. She heads the school of Social work..She has coauthored and also authored numerous books dealing with strengths based models and evidence. Part of her work also includes clinical applications of family interventions that are evidence based, Building of skills and strengths as well as Diagnosis and clinical Assessment in social work practices.

b. What does this article say regarding crimes, victims and/or victim services? (Brief article summary)

c. How does this article compare with the other articles I have selected?

This article in comparison to others I have selected in that it covers cases beginning from the early 90s. Apart from that it also covers statistics of murder between partners unlike the others I had selected. The expenses incurred from domestic violence in the US alone per year are also estimated in this article; where it is estimated that family violence in the US costs the tax payers about $5-10 billion. However, these costs raise to $164 billion if children’s effects are also incuded. Most of these costs are as a result of non productivity, medical treatments and court cases.

d. How will this article assist me in my efforts to develop a victim assistance program?

This article will assist me in my attempt to set up a victims assistance program through the following ways: It reports that law enforcement agencies are facing challenges when dealing with domestic violence stemming from the following reasons; In the first place the domestic violence calls tend to call for more time than other pressing police matters, the high number of dismissed cases and the low rate of prosecution when it comes to such matters makes police officers perceive it as a waste of time arresting perpetrators of domestic violence. This means there is a gap in the industry and i need to come in and feel it through starting a victims assistance program.

Skogan, W.G., Davis, R.C. & Lurigio, A.J. (1990). Victims’ needs and victim services. Final report of the Center for Urban Affairs, Northwestern University to the National Institute of Justice.

Why is the author creditable (based on academic/research, credentials, experience with victim services, etc.)

Wesley Skogan is an expert in policing and crime, in the lastbthree decades he has spearheaded numerous researches ta the institute for policy research which include victim response to crime, the fear of crime and victimization. From 1993 he was directing an assessment of the Chicago’s experimental city wide initiative. His recent project include: an assessment of the use of information technology by law enforcement agencies.,

b. What does this article say regarding crimes, victims and/or victim services? (Brief article summary)

The author conducted four crime assisting programs in where he made use of proactive outreach polices, He tried to vary the extend of conduct with people who reported crime to law enforcing agencies. He t5herefore made his team divide non conduct and conduct cases. People who had at least a telephone call with the research team were conduct cases. Non conduct cases were those whose cases were made to the team through a third party. After making conduct with the conduct cases and referring them to the police it was realized that it would take about 9 months for victims to be reattributed.

c. How does this article compare with the other articles I have selected?

This art goes in full fledged research unlike the other articles where the author makes actual conduct with the victims and carries out an empirical research to find out how long it would take for their cases to be heard and concluded. The author also is able to make a very important finding that has not been made in the other articles; not all cases reported by victims are entered into the police computers, consequently some cases are never heard or they take too long to be heard and concluded.

d. How will this article assist me in my efforts to develop a victim assistance program?

This article will assist me in my efforts to develop a victim assistance program through the following ways: I will get to a local police station where cases have been filed and make comparisons of cases that are in court, and those that have not yet been heard then find out which ones are missing from the computer data base. From her I will feel the gap of police complacency by taking on the cases to find out how I can assist the victims.

The Victim/Witness Assistance Program and JAG Corps 21

by Mr. Dennis E. Matthews, Jr.*Why is the author creditable (based on academic/research, credentials, experience with victim services, etc.)

Broadie is an expert in investigating homicides , in the last 40years he dealt with a number of volatile cases while teaching at Texas state university. He has written many books and articles. From 2007 he was leading the criminal justice department at the university of texas. His recent project dealt with assisting victims trace criminals without fearing that they would come back for them in Washngton.

What does this article say regarding crimes, victims and/or victim services? (Brief article summary)

The author believes that in the Victims assistance program was doing well in 1982 when it started. It was committed because it stemmed from earlier studies on crime. Itbvwas instituted by bPresident Reegan after receiving reports from a committee on how to safeguard the rights of victims by protecting them from criminals who wanted to avenge if they testified against them. The entire study was about re-victimization and how victims could be placed on an equal footing with the accused. The office that deals with victims of crime was eventually placed in the ministry of justice. However after many years these policies no longer work and there is a need to feel this gap through private practice.

c. How does this article compare with the other articles I have selected?

This article is somehow different from the other articles I have selected since it deals with the military and also refers to the history of the victims assisting program and how it was started in the USA. The articles deals with how this victimization program worked for the military personnel spouses who became victims of domestic violence. The author asserts that there can not be a substute for an experi3enced VWAP professional that can reallybchampion

d. How will this article assist me in my efforts to develop a victim assistance program?

Skogan, W.G., Davis, R.C. & Lurigio, A.J. (1990). Victims’ needs and victim services. Final report of the Center for Urban Affairs, Northwestern University to the National Institute of Justice.

Why is the author creditable (based on academic/research, credentials, experience with victim services, etc.)

b. What does this article say regarding crimes, victims and/or victim services? (Brief article summary)

c. How does this article compare with the other articles I have selected?

Article will assist me in my efforts to develop a victim assistance program through the following ways: I will get to a local police station where cases have been filed and make comparisons of cases that are in court, and those that have not yet been heard then find out which ones are missing from the computer data base. From her I will feel the gap of police complacency by taking on the cases to find out h

d. How will this article assist me in my efforts to develop a victim assistance program?

Crimes of the Heart

Author

Institution

Introduction

The description of a theater event as “good” usually comes off as a safe way for being noncommittal about a piece of work. However, there are instances where one would describe a theater event as nice or good or even awesome and mean it. This is the case for the play “Crimes of the Heart” which I attended at a local theater recently. Indeed, this comes as one of the best descriptions for the production, as well as the play.

The play revolves around the Magrath sisters namely Lenny, Meg and Babe, who have reunited at the family home located in Mississippi. This is after Babe shoots her abusive husband. Lenny can be characterized as a wallflower who laments her shriveled ovary, while the egocentric Meg has had her Hollywood career abruptly terminated after she had a nervous breakdown. Babe, on the other hand, is the impulsive and unruly sister who provides her sisters with shocking details pertaining to her affair with a black boy in his teenage years. The play involves the bubbling of past resentments to the surface as the three sisters are forced to deal, not only with their assorted relatives or even the previous relationships, but also the latest incident where Babe has murdered her abusive husband, which comes as a disruption to their dysfunctional lives.

Of course, this is not a stable family as each of them is running from something or tackling a fundamental issue in her life. On the same note, they all have baggage as they are grappling with the death of their mother who took the family cat with her. The issues with which the three sisters are grappling are a recipe for a dysfunctional drama rather than a humorous comedy, if delicate direction is not inculcated. Nevertheless, the direction of the play does not focus on the negative aspects in the lives of the sisters but their relationships with each other. The play seems to incorporate an unobtrusive approach to material, which costs the play some humor although it works pretty well. On the same note, the characters had to play in an extremely natural way, which resulted in the loss of their eccentricities, with some outrageous moments taking on a somber feel rather than being quirky.

I particularly liked the Lenny character who makes the transition from being the mopey and sad sister to being a truly caring person who essentially assumes the mother role over her two sisters. Indeed, this is an extremely effective performance that inculcates stability in the play, as well as the character. However, I particularly did not like the Babe character as she was portrayed as a bored adolescent and not as a detached 24 year old woman who strives to protect or defend her sanity through becoming withdrawn from life. As much as the Babe character has the capacity to connect immensely with the two other sisters in a number of the scenes, her largely recitative delivery often makes her seem too isolated in a large part of the play. Nevertheless, one would thoroughly enjoy the depiction of Barnette, who doubles up as Babe’s determined lawyer who is having a crush on his client, thereby introducing some vitality to the play. Chick, who is a nasty control freak cousin, doubles up as properly annoying. Indeed, the entire cast plays out into a terrific play.

Creation in the book of Genesis

The Lord God created heaven and earth in six days. However, he took rest on the seventh day blessing, sanctifying and admiring everything he had created and appreciated it. In both the bible and Michelangelo’s interpretation, we see that God creates by using commands (‘Let there be…’). In contrast the bible identifies God’s personal name as Yahweh, Michelangelo does not refer to Him anywhere by that name. In either case, God did create man in his own image and likeness. Much as the bible mentions man was moulded from clay/dust, Michelangelo’s interpretation does not mention this form of moulding. Much as the bible and its tradition attributes the Genesis story as the birth to Moses, scholars especially the likes of Michelangelo consider it a composite work, a product of many hands and periods brought and added up together. The genesis story consists of eight acts of creation over six days, framed by an introduction and a conclusion in both cases. There is an act of division: day one divides light from darkness, day two the “waters below” from the “waters above”, whereas day three land from sea. Day four populates darkness and light with sun, moon and stars; day five populates seas and skies with fish and fowl and finally land-based creatures and mankind populate the land.

Man is given the dominion to rule over all living creatures on earth, given the order to go forth to multiply and fill the earth. Adam goes ahead to name all creatures and everything that exists on earth. Having created man (Adam and Eve), God places them in the Garden of Eden. However, God forbids them from eating of the tree of knowledge of evil and good. Satan goes ahead to hoodwink Eve who eats a fruit from the forbidden tree. She shares the same with Adam. Through this disobedience, God gets mad and casts them out from the Garden of Eden. In contrast, Michelangelo paints an artistic scene in which God appears twice. On one side, God creates the heavenly bodies. On the other side, back to the viewer, God exposes the dual moons of his own posterior that balance nicely with the celestial moon to the far right. Even though God’s posterior is integral to Michelangelo’s idea of the Divine, it is used as just one element in the interpretation of the narratives of Genesis story of creation. The bible show cases the fall of man when they disobey God and are cast out from the Garden of Eden, similarly Michelangelo’s artful representations are about the entry of sin through the fall of Adam, cleansing of humanity by Noah’s flood waters and persistence of sin after the flood. In contrast, the Christian understanding of the fall and the immediate removal from the Garden of Eden is evidence of man’s own sinfulness, instead of a celebration of one’s innermost emotional growth and a show of maturation. The Christian interpretation is captured by Michelangelo whereby the retaliatory angel thrusts the point of the sword into Adam’s jugular as the banished pair cringe in fear. Expressions of sheer dread and pain cover their faces. The busy, yet mute God has also been banished by the point of that sword having been thrust into the jugular of Adam, which in this case is the crown of God’s creation.

In yet another comparison, God punishes Adams generation by making a covenant with Noah to build an ark as He prepared to bring a flood to sweep away everything. In contrast, we find that through this cleansing by the flood waters, man does not however stop sinning.

Creative Abrasion, Creativity, Product and Process Innovation

Name:

Professor:

Institution:

Course:

Date:

This paper is going to give pertaining to creative abrasion, creativity, product and process innovation as related to organization’s manager. Results in a business organization depend on the intensity of work done by the workers of the business. The intensity of work performed by the workers depends on the management system in the company/business. The management of the business is planned, assessed and executed under the direction and controlled by the business or organization manager. For business result, the manager has to get information from different departments of the organization under their assessment and research carried out by the departmental managers on what are the factors that determine the organization result (Dhillon, Stahl, & Baskerville, 2009). The solution on how to improve the results of the organization would then be created depending on those factors. For better results to be produced by any given business, must be worked upon by all the organization’s employees. Unlike results which are determined by only intensity of employees’ work, creativity in an organization exists in three parts of an organization’s cultural existence. They include; product creativity, technology creativity and marketing creativity.

On the other hand, creativity in business is the generation of ne ideas based on the development in technology and converts these ideas into economic/production activities in the organization (Amidon, 2008). With creativity, it is encouraged and applied in organizations so as to enhance the future product production of the organization. At the same time, the things that are used to develop and encourage creativity in an organization are different from those used to enhance the results in an organization. As a manager, he/she plays a major role in developing the level of creativity in an organization. Things that enhance the level of creativity in an organization include;

(i) The skills and knowledge of the employees of an organization (Dhillon, Stahl, & Baskerville, 2009).

(ii) The level of competence that exists between the junior workers and the senior employees of the organization (Culture of commercialization).

(iii) The level of technology of the organization.

(iv) The management system of the organization and the means they use to enhance the creativity in the organization.

In a case where the employees are managed to execute a creativity project, the plan would have to be a long-term result aiming unlike in the case where the management aims at improving daily results of the organization. In the case of improving daily result the action has to be taken faster and this must be implemented simultaneously by the workers of the organization. On the other hand, creativity has to be implemented depending on the organization’s culture of commercialization which is majorly determined by the manager as a role model to others.

Creative abrasion in business is the creating of a culture where ideas are challenged and changed into new “intersections” and are constantly executed by all employees of an organization. The manager of an organization plays a major role in ensuring that the culture created in an organization really gives room for the creative abrasion. The only thing that a manager of a business organization can do to enhance creative abrasion is by team work and creates a friendly and competitive environment for other employees (Amidon, 2008). At the same time, a manager who wishes to give room for the creative abrasion within a company should avoid fear of any drawbacks that might affect the production of the organization. This is because it is from those drawbacks that the creative abrasion of an organization is developed from.

A manager who has thoughts of ensuring that the diverse team works well in his/her organization must employ simple techniques. The first and fore most technique is the development of the organization’s technology. The level of technology of the organization determines a lot the creative abrasion of the organization. The main reason is that most of the challenges that organizations face are competition and productivity and creative abrasion can only be developed by technology. The other technique that the manager should use to encourage team work is through fair rewards to hard working and creative teams in an organization. On the other hand, in the past, creative abrasion was achieved through strict monitoring of the employees in an organization to ensure they are creating a culture that gives rook for creative abrasion in the organization.

I do conquer with the argument that says product and process innovations have much smaller impacts on the bottom line than do management innovations. The fact is that the product and process innovation are dependant to each other. The process innovation determines the type, nature and quality of the product produced by an organization. On the other hand, product innovation would determine the process innovation that would be employed in an organization (Dhillon, Stahl, & Baskerville, 2009). These two innovations really have smaller and thin bottom line that the management innovation do. This is so because; management innovation which relies greatly on the organization’s manager determines the efficiency and effectiveness of the other innovation types to attain their intended roles in the organization. An example of management innovation that worked is the use of technology to improve the quality of an organization’s product. It worked out since the improvement of the organization’s product lead to the improvement of the product sales.

References:

Dhillon, G, Stahl, B, C & Baskerville, R (2009) Information Systems, Creativity and Innovation in Small and Medium-Sized Enterprises: IFIP WG 8. 2 International Conference, CreativeSME 2009, Guimaraes, Portugal, June 21-24, 2009, Proceedings, Volume 301 of IFIP International Federation for Information Processing, Volume 301 of IFIP Advances in Information and Communication Technology Series, International Federation for Information Processing, New York, Springer.

Amidon, D. (2008), The Innovation SuperHighway, Butterworth-Heinemann, New York.

Creative Expression Fosters Social Harmony

Introduction

In the recent years, the development of the global economy has played a crucial role in establishing trade and cultural relationships among countries and regions in the world. This has opened avenues through which attitudes and values are transferred among individuals, from one group to another, from one community to another, from one country to another and from one region to another. As a result, societies and communities in all corners of the world are faced with a huge challenge to interact effectively with new cultural groups and to embrace cultural diversity. As Eisner and Day (2004, p. 817) pointed out, increased flaws in social and cultural interactions in the recent years have lead to increased possibility for conflicts or disharmony. This has lead to increased need for creative use of communication and knowledge in order to educate individuals, groups and communities about the need for and role of social harmony. Otherwise, considerable misunderstanding, intolerance and hostility could arise. As such, authorities in some various nations have learned the need to enhance social harmony among citizens through implementation of creative expression programs and activities. The term ‘creative expression’ refers to the conveyance ideas or information by participating in a range of activities that allow creative and imaginative expression, such as art and music. As Eisner and Day (2004, p. 817) explained, creative expression programs fosters social harmony by promoting cultural exposure and appreciation to diversity and also improved emotional balance and character. In other words, creative expression activities such as art and music help in fostering social harmony in various ways as discussed below.

Discussion

As mentioned, one of the ways through which creative expression benefits a learner is to promote emotional balance and character. Individual character is very important because it determines the willingness to engage in conflicting situations or to engage in activities that lead to social disharmony (Eisner & Day 2004, p. 817). Fine arts, for instance, influences the manner in which individuals perceive or make sense of themselves and the world in which they live. It helps them to feel what they touch, to hear what they listen to and to see what they look at. In other words, fine arts enable students to stretch their minds beyond what is written in text or beyond the rules of what is provable. Consequently, it frees them from rigid certainty. Eventually, they learn to imagine the benefits of defining problems facing them in different ways and to develop multiple solutions upon which they choose the best. According to Eisner and Day (2004, p. 817), this helps them to learn how to be tolerant enough to cope with emerging uncertainties and ambiguities. In turn, this helps in improving individual emotional balance when dealing with social problems or issues. The response to problems and issues defines an individual’s character. The impact of fine arts on individual emotions and character is evident in various brain studies. A study conducted by the Educational Transformations Pty Ltd on the impact of The Song Room programs on government schools in relatively disadvantaged communities in South Wales (NSW) supports the view that creative expression helps to improve an individual’s character. In this study, student who actively participated in art programs showed improvements in the behavioural indicators of empathy, tolerance, cooperation, collaboration, and communication (Vaughan et al, 2011, p10). Fiskey (as cited in Robyn, 2010, p. 38) conducted a brain research in various academic institutions in United States on the academic and social effects of art studies on students. The findings of this study indicated that arts reached students in ways that are not normally used in the other subjects. This led to increased appreciation of the studies and lower dropout rate in schools. Additionally, this study found that art led students to connect with one another better. Consequently, they enjoyed from improved peer connections and increased understanding of diversity and hence, fewer fights. Additionally, the researcher found that arts helped to bridge socio-economic gap that existed among students. Burton (as cited in Robyn, 2010, p. 38) also conducted a study of more than 2000 students from different schools in US. The findings of these studies indicated that students in the fine arts curriculum were far superior in problem-solving, cooperation and self expression and were low tempered. In summary, the results of these the above studies indicate that studying of fine arts and music programs and activities lead to improved emotional balance and ability to handle interpersonal relationships and to avoid conflicts.

Secondly, creative expression promotes socio-cultural exposure and appreciation of diversity. Art and music, for instance, provide a common ground for social interaction among people from different social-cultural backgrounds. According to Eisner and Day (2004, p. 817), this provides an opportunity for individuals and groups to think with others in new, exiting ways and to adopt and to respect their deferent ways of thinking and practices. In other words, creative expression helps individuals, and communities to embrace and to respect the uniqueness of themselves and of others. They interact effectively with one another and take that opportunity to identify and to adopt the good practices exhibited by others. Improved acceptability leads to improved social relations among individuals and groups from different socio-cultural backgrounds, hence improved social harmony (Eisner & Day, 2004, p. 817). In UK, for example, the notion of status or cultural superiority has been rampant in the past and frequent conflicts have been occurring among individuals from different social status and racial backgrounds. Arts and cultural activities such as music festivals have been useful as tools for enhancing cohesion in this society (Bianchi, 2011, p. 279). The arts and heritage sector in UK has been responsible for developing initiatives that enable individuals, groups and communities to embrace their social or racial diversity by promoting initiatives programs that support one planet concept, human relationships, ethics, human right, cultural identity, morality and tolerance. This sector is also responsible for dealing with cultural or racial conflicts and to promote fair trading among people from different cultures or races through exhibitions and workshops (Bianchi, 2011, p282-283). The impact of these efforts in UK is visible with the improved relationships among people of different social, cultural or racial backgrounds. In response to the events of 11 September 2001, UNESCO demonstrated that Arts and culture can provide pivotal responses to global issues, exemplifying a non-sectarian agenda. By establishing the Universal Declaration on Cultural Diversity (2002) which enshrines the common human heritage and supports humanity’s potential for participating in an adaptive cultural experience with capacity for expression, creation and innovation. In this manner, UNESCO confirmed the centrality of culture in fostering development, economic stability, social cohesion and the human need for intellectual, emotional and spiritual fulfilment (Bianchi, 2011, p282). This evidence indicates that art and cultural events provides a formal opportunity for interaction between cultures and creates opportunities through exhibitions, workshops and multicultural events for citizens to increase their understanding of cultural diversity. This helps to improve relationships in the society and helps to achieve the goal of social harmony.

Conclusion

In conclusion, creative expression plays an important role in fostering social harmony. Activities such as art and music in the society help to improve interactions and relationships among individuals, groups and communities. Specifically, they enable individuals who study them to improve their emotional balance and overall behaviours. Additionally, they bring people from different social and cultural background and enable them to embrace each other’s uniqueness and to interact effectively. As demonstrated in this essay, there is sufficient evidence to support the fact that creative expression leads to social harmony.

References

Bianchi, J 2011, ‘Intercultural identities : addressing the global dimension though art education’,

International Journal of Art & Design Education, vol.30, no.2, pp. 279-292.

Vaughan, T, Harris, J & Caldwell, B 2011, ‘Bridging the gap in school achievement through the

arts’, report sponsored by Macquarie Group Foundation, Educational Transformations Pty Ltd, pp. 1-36.

Eisner, E. W. & Day, M. D. 2004. Handbook of Research and Policy in Art Education, Taylor &

Francis, London

Robyn, E. 2010. “National Library of Australia Cataloguing-in-Publication entry.” Australian

seducation review ; Series No. 58. Pp. 3-56

CREATIVE PROBLEM SOLVING

Name:

Name of Instructor

Institution affiliation

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Many students make the decision of working a part-time job while in school. The process of balancing work/school lifestyle is tricky for the students especially if the student is involved in extracurricular activities. However, finding the time to work while maintaining the 80% average is possible by following these steps;

Having a schedule

Everyone should have their own strategy for success. In order to balance between work and school, the student should find out what works best for him or her and then schedule his/her time accordingly. For instance, the student can plan for a five hour shift, a finished assignment in a day. The student should plan the day and stick to all the schedules.

Avoid destructions

The process of studying with your roommates while some of your friends are playing in the background is good if the student has some hours to spare. Conversely, if the student does not have any hours to spare, the student should turn off the tube and concentrate on hitting the books. On this note….

Stay away from social media such as facebook

Most students can confirm to how quickly one losses hours in the library simply because of social media. For instance, when a student has a job to get to by 4 p.m., this will not work in the student’s favor. Therefore, students should take social media breaks even if this sounds silly.

Be realistic

Most students love the extra cash but the process of working around 40-hours in a week while at the same time attending classes every day is tiresome. Therefore, the student should discuss with his or her boss about the maximum number of hours he or she can work each week. The student should provide his or her employer with a copy of the class schedule for this to work. Notably, most students’ jobs are accommodating and this will encourage the student to prioritize on school.

Utilize the travel time

If it takes around 30 minutes to ride a bus from school to the work place or vice versa, the student should bring some reading material. Even though 30 minutes is not a long time, it creates less 30 minutes of reading which the student would have done latter.

Prioritize

The student should try to make a list of everything that he or she need to get done in the day in the order of importance. Through this way, the things that need to be finished will be. It is important to start with the jobs that require a lot of brainpower. After that, the student will ensure that during the day, he or she can coordinate between the simpler tasks. However, the student can try to mix up a bit the tasks.

In conclusion, students who are working as they study should ensure that they do not work during classes. Late submission of assignments and missing classes can affect the degree of the student. Notably, it takes a great deal of self-discipline to hold down a paid work while keeping on top of the studies. Additionally, the students should give enough time to academics since it is the main reason he or she is there. This means that the student should make academics his or her first priority.

Creative thinking in general

Creative thinking is the formation of possible solutions to a problem or possible explanation of a phenomenon. It is that that produces the material that critical thinking assesses. It entails coming up with concepts that did not exist before, either as a product, a process or a thought or working on the old with intentions of harmonizing it.

Creative people are usually dynamic, resourceful, independent and smart thinkers. These traits enable them to handle problems in unacceptable situations that challenge rational without having any seeming ready way out.

Theory

It is the evidential relation between premises and inferences. Reasoning moves from proposition (premise) and establishes a deduction.

Reasoning is of two kinds: deductive and inductive reasoning.

A deductive argument is valid when its premises, if true, deliver adequate grounds for its inference. The task of deductive logic is to elucidate the nature of the relation amid premises and conclusions in valid arguments and thus to enable us to discriminate valid or invalid arguments. An inductive argument, on the other hand, embroils the assertion, not that its premises gives definite grounds for the truth of its inference, but only that it affords some grounds for it.

Inductive reasoning, on the other hand, involves inferences merely in a degree of likelihood because they are not rationally certain by the premises or the evidence. To that extent, new knowledge is established on the basis of the premises of evidence, though such knowledge does not follow logical requisite but mere logical probability.

Methods used in creative thinking

Socratic Method

This model persistently prompts into the subject with questions. It is a safe assuasive method. It entails following up of answers with additional questions through selection of questions which advance the discussions. This enables a person to think in a disciplined logical manner, helping the person by posing facilitative questions

Rene Descartes Methodic Doubt

Descartes’ objective was to discover what, if anything is truly certain. Like his predecessors, he maintained that knowledge and certainty of truth go hand in hand. The principles of his methodic doubt state that no proposition should be held true. However there are exceptions to his rules: those that are so obvious and unambiguous that they cannot be suspected so long as a person is thinking attentively; those which certainty is to be achieved through making sure, as in mathematically proven that knowledge has the form of a deductively valid reasoning.

He describes the ideal technique through which we can obtain clear and distinct ideas: accepting nothing as true if it is not clear and definitely recognized as it is; divide up and evaluate the difficulties into as many simpler portions as necessary; progress from simple and easy knowledge to a more compound and related objects; assess the field thoroughly; revisit the exercise to ensure there is no omission.

John Stuart Mill – Liberty (Individuality)

He pursues to create the extent to which the societal or governmental intrusion into the life of an individual is vindicated. He established the Harm rule-the interest of the majority of the society is prioritized. The society or the government is only required to request the opinion of the majority in the society. J.S Mill holds that the sovereignty is vested in the people so as to check the oppression of the minority over the majority in the society. It is only in the circumstances where the view of the marginal would have a harm result on the majority is the government or society justified in interfering with their opinions and interests.

Truth can be held in two ways: rigidly with a closed mind ruling out any likelihood of change or with an open mind allowing opportunity of change. If held with an open mind, there will be a chance of criticism which permits us to identify the faults in the truth, thus aiding us perfect it in the identification of the definite truth.

Bertrand Russell – Appearance and Reality

This model is about sense insight and first impressions. First impressions can regularly be illusory, for instance, a rod when immersed in water appears to be bent due to refraction.

Concepts

Intellectual humility

The other party’s opinion ought to be considered. He/she should be preparedand willing to incorporate ideas from the other person after proper evaluation.

Intellectual empathy

This implies creatively putting one in the place of others to sincerely understand them, thus resisting the egocentric propensity to identify truth and reality entirely with one’s discernments and understanding.

Intellectual integrity

This is the consciousness of the need to be faithful to one’s own rational and honesty in acknowledging assistance from other sources.

Intellectual standards

These are the principles by which proper reasoning and understanding can be assessed such as clarity, accuracy, relevance, precision, depth, breadth significance, and consistency.

Rationality

This is the reasoning that empowers one to choose the alternative or decision that yields the utmost value.

Theoretical analysis of creative thinking

Epistemology

This is the theory of knowledge. It attempts to answer: The scope to which knowledge is possible; means by which knowledge is achieved; standard of knowledge / truth of knowledge. Some philosophers believed knowledge is relative whereas others believed it is certain. Forms of knowledge remain the same but differ in actualization, for example, mango and coconut trees are both trees. Others argued that certain knowledge can only be achieved through the realm of the mind; insight can be deceptive depending on one’s view.

There are three schools of thought:

Coherence theory

Coherence is used as a measure to determine truth. It is held as true if it is coherent. Coherence entails uniformity among the parts establishing it.

Correspondence theory

Correspondence affirms that what is in the mind must resemble to the reality.

Pragmatic theory

The truth is that which is functional.

Logic

This is the thought about thought.It is the science and art of reasoning. Logic targets to secure clearness in the definition and organization of our ideas and other mental images, constancy in our judgment and rationality in our process of interpretation. It is the study of the means and principles used to differentiate correct from incorrect rationalism.

Syllogism is two premised arguments in logic (all birds are reptiles; all reptiles are amphibians; all birds are amphibians) conclusion is justified by logic, i.e. the connection between premises hence assumption is accurate resulting in valid logical arguments

Metaphysics

It is the study of the first principles of reality, which also means being the study of reality beyond the physical metaphysics. It is the study of the essences past the physical entities. Metaphysics is linked with several philosophical matters: existence of God; personal identity; mind-body problem; the problem of free will.

Reference

Caloundra and Buderim U3A Creative Writing Groups. (1989). Creative writing. Caloundra, Qld: Caloundra & Buderim U3A Creative Writing Groups.

Mills, M., & Underhill, M. (1992). Creative writing. Dunstable, England: Folens.

Mueller, L., & Reynolds, J. D. (1990). Creative writing. Lincolnwood, Ill., USA: National Textbook Co.

Creative Writing Essay Assessment

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Creative Writing Essay Assessment

Reading and Writing Strategies: Demonstrate or articulate an understanding of reading or writing strategies and assumptions that guide effective reading or writing, and how to read actively, purposefully, and rhetorically

The writer has listed the strategies used in the essay in general and doesn’t display them in an organized manner. Indeed, reading through the essay, it is not easy for the audience to easily understand hat the intention of the writer without being critical. The essay is dependent on the school of thought of the other bloggers and this is used to make the audience believe on the opinion given about NSA. The writer has not contextualized and developed relevant information for the audience, and has not given any definition for the strategies used and subsequent implementation. Finally, the writer does not appear honest since the other counter opinions are not given in the essay. The writer is dishonest when stating that, “people in the U.S. should be afraid that someone is monitoring their every step while they are in the internet dimension” (p. 4). The statement is meant is meant to create fear among the audience without facts illustrated. The writer therefore does not meet expectations and can be given a score of 4.

Reflection: Demonstrate or articulate meaningful generalizations/reflections about reading and writing practices and processes

The write has listed a number of bloggers who support the school of thought advocated by the essay. However, the writer has focused on the surface issues and does not really give the audience an in-depth of why the issues are really of concern. For example, it is stated that, “The blogger uses an accusatory tone here to make the audiences’ mindset to be the same as the blogger on the issue” (p. 2). Indeed, the blogger is only interested on ensuring that their school of thought prevails without critically explaining to the audience the position taken. Moreover, the facts provided are underdeveloped and appear to be repetitive since the bloggers quoted appear to be reading from the same script. It is could have been useful to bring in other bloggers with dissent opinion for the audience to have a choice and information that could help in knowing where the truth lies. The score to this section will be 3.

Summary/Conversation: Demonstrate summarizing purposefully, Integrate “they say” into writing effectively or self-consciously, and appropriately incorporating quotes into text (punctuation, attributions, relevance).

The writer has employed a good number of sources for use in the essay and this is very significant. Indeed, as can be seen in pages two and three of the essay, the writer has quoted several other bloggers supporting the school of thought of the essay. However, it is significant to indicate that the writer has not adequately incorporated sources of the dissent opinion. Nonetheless, the writer has demonstrated a clear understanding of both in-text and works cited MLA citation style. This section will be given a score of 5.

Rhetoricality: Demonstrate reading and/or writing rhetorically, discussing or considering consciously audience, context, purposes, and/or structural and conceptual continuity (i.e. rhetorical patterns)

The writer has indicated the availability of ideas on the subject of discussion on NSA but the ideas are not organized and despite the recognition of the audience, the writer does not make it easier for the audience to understand the arguments. For example it is not clear to understand what the writer talks about in page 3, “Blogger Gillmor uses a whiny tone to report about if one of the internet companies whom made the NSA program can make a move against the system then our information can be ok.” The statement appears confusing given the opinion stipulated in the essay. Indeed, the analysis made points to a well intended purpose but are underdeveloped. In this section, the writer can be given a score of 3.

Language Coherence: Have developed, unified, and coherent paragraphs and sentences that have clarity and some variety.

This is the section where the writer has done poorly. The writer did not devote enough time in proof reading the work and the paragraphs appear underdeveloped with punctuations marks and spelling mistakes all over. For example, “…NSA program is claiming to do for society is not of what they claimed to use it for the first time” (p. 1), “Another blogger named Saletanuses same method of persuasion to grab his audience about whatthe President of the United States have to say on the issue” (p. 2), “….NSA from have so much power online.” These are just some of the mistakes that are in the essay, this section does not meet the expectations and the score that can be given is 1.

Credit card companies should not be allowed on campus marketing

Campus students should not be allowed to have credit cards, because it has adverse effects on them. It is difficult for a person who does not have a credit history, as well as who is not employed, to obtain a credit card, which is unsecured. College students offer a unique market to credit card companies as they have many advantages. Their market is untapped, thus offering a great opportunity for potential growth. Most campus students spend their money on many items, and expect their parents to help them out of debt (Frederick, 2007). Lastly, credit companies want to establish relationships with the students early enough. This will ensure that in the future, the credit card company benefits from brand loyalty, which is extremely strong. In turn, it makes it easy for the company to sell other credit related product. This means that credit card companies are only in business to benefit themselves.

This paper seeks to give an analysis on the reason why campus students should have credit cards. This is because they are bound to incur serious problems in the future.

Analysis of the disadvantages of campus students having access to credit cards

The approach being used by credit card companies to attract campus students is extremely enticing. The students are meant to believe that payments for purchased items can be made in the future, without any hustles. The students in turn, accumulate high amounts of debt and they will experience the repercussions when they seek employment, or after they have graduated (Frederick, 2007). The credit card companies should not market themselves to campus students, as this is a violation of the practices of underwriting. This is because they are meant to consider factors such as income, debt-to-income ratio, as well as credit history. Many young adults, who have graduated from college, are forced to file for bankruptcy. Others are forced to stop going to school, since they cannot be able to afford their college fees. It is difficult for the campus students to start life easily, when they are heavily indebted. Campus students, who have credit cards, usually have a low score on their credit, which is not attractive or beneficial.

Banks have gone to extreme levels to ensure that campus students obtain credit cards. They are becoming extremely creative and aggressive in their marketing efforts. Some have formed relations with alumni’s of different colleges, through partnerships, which are exclusive, making their business even easier than before. Other banks are sending their representatives to areas around where college campuses are located. This is a strategy meant to ensure that they target their market, without having to violate any campus rules. There is evidence to prove that the marketing strategies used are efficient. Tables within the vicinity of college campuses are responsible for marketing to students and the percentage is at 76%.The latter, is according to the Public Interest Research Group in the United States, after it conducted a study on this vital matter.

In order to ensure that the students are attracted to the stands and tables, free gifts are offered. It has been found out that the most common gifts are t-shirts. Other banks go to great levels to entice the campus students even more. Some of the prizes include iPods, pizza, and candy, among others. To add onto this, in order to be given these gifts, they just have to fill up an application to obtain a credit card. Some states have come up with laws that restrict the manner, which credit card companies, market to campus students. This is according to an article in USA TODAY in the year 2008. The restrictions have instead made the companies search for ways to become more aggressive in their marketing. Some of the strategies being used are going to locations, which are off campus, phone calls, as well as emails (Chu, 2008).

The extreme measure undergone by banks makes one to wander whether they are indeed ethical in their practices or not. The number of partnerships between colleges and banks offering credit cards has increased. The associations are with athletic and alumni groups and it includes the largest and best universities and colleges. The campuses are also benefiting as they earn millions of dollars, which benefits them in many ways. In return, the latter has to provide the banks with vital information regarding student information, which is normally not accessible to third parties. The banks are given access to exclusive campus events, where they can market their credit cards.

As a result of the partnerships between the banks and the colleges, the ID cards also have debit card functions. Many universities all over the United States are embracing this concept, according to USA TODAY and the figure is approximately two-thirds. Some of the biggest universities in America are embracing this change (Chu, 2008). Colleges are benefiting as they are obtaining state funding, which is beneficial to them. People are distressed about this matter because the students suffer in the long run, due to increased high debt. The interest rates charged on the credit cards are high, and the students who buy expensive items suffer the most.

The marketing done by the banks makes one to believe that the credit cards are heaven sent. The strategy used is that the earlier and more times the credit card is used, the more credit points the student will have. They are promised that in the future, they will be able to buy homes, cars, and other important items (Chu, 2008). There is a problem, which accrues as a result of having a credit card. It is easy to spend unwisely if one has a credit card, without having to worry about the repercussions in the future. Campus students may use their credit card for shopping trips, purchasing food at the cafeteria, among other things. After some time, the credit card limit ends and the student is left in debt, with no way to pay, as they do not have a job.

Research has found out that there are unprecedented levels of credit, which campus students are being offered. In the first week of college most freshmen are enticed with offers on credit cards, approximately eight of them. Every week, half the student population in the different campuses fills up applications for credit cards. Students become owners of credit cards when they are in campus and own many credit cards after they have graduated. This means that their debt is increasing at a high rate (Frederick, 2007).

Conclusion

In conclusion, students should be aware that companies dealing with credit cards only seek to benefit through the money they make. The companies benefit when the students are involved in excess debt, and thus make huge profits. It is a belief that by having a credit card, one can purchase as many items as they wish, but this is not true. Campus students should be wise enough to know the disadvantages of having credit cards, if one does not have an income. More should be done to ensure that credit card companies do not have access to students, who are in campus.

Reference

Chu, Kathy. (2008). Credit cards go after college students. USA TODAY. Retrieved from http://www.usatoday.com/money/perfi/college/2008-03-30-credit-cards-college_N.htm

Frederick, M. (2007). Should credit card companies be targeting college students? HELIUM: Where knowledge rules. Retrieved from http://www.helium.com/items/704832-should-credit-card-companies-be-targeting-college-students

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Credit card companies should not be allowed on campus marketing

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