Sentence Structure Chart All 13 English Tenses

Learning English verb tenses can be challenging for non-native speakers because there are so many rules to remember. By using a chart, you can simplify the task of learning all 13 tenses by breaking them down into different sentence structures. The following tips will also help you improve your English skills as you practice tenses. Change Auxiliary Verbs Remember that each tense changes in the auxiliary verb, rather than the main verb. The main verb is either in its simple form (do/did, play/played, make/made), the  present participle  (going, playing, watching, eating) or the past participle (had, done, thought, etc.). I am watching TV right now.You are watching TV right now.He is watching TV right now. Be Careful with Present Simple and Past Simple Positive The only tenses that do not take an  auxiliary verb  are the present simple and past simple. She teaches Russian on Tuesdays.They played soccer yesterday. Use Time Expressions In order to choose the correct tense, make sure to check the time expressions used before you conjugate. You need to know when something happens before you can decide which tense to use.  In this first example, right  now implies the  present continuous tense. Were learning English right now. ​ In the second example, the phrase for three years indicates duration of time in  the present perfect tense. He has lived in New York for three years. Keep Verbs Together Keep the auxiliary and main verb  together in positive and negative sentences. The only word that should ever come between the auxiliary and main verb is in a question (the subject) and adverbs of frequency. She has worked her for a long time.Peter didnt understand the question. Exceptions: What were they doing at 7 p.m.?He hasnt often traveled abroad.   Differences Between Action and Stative Verbs Only action verbs are used in continuous and perfect continuous tenses. Stative verbs, verbs that state how something is or appears, are not used in the continuous and perfect continuous tenses. In the first example, the verb playing indicates action. They are playing tennis at the moment. In this second example, want implies a state of being (not wanting). They want to play tennis at the moment.   Learn Tense Types There are four types of tenses: simple, continuous, perfect, and perfect continuous. Its helpful to learn groups of tenses together based on the principal function of each type. Heres an overview: Simple tenses focus on complete events.Continuous tenses focus on action at a specific moment in time and cannot be used with stative verbs.Perfect tenses focus on what has been completed from one time to another.Perfect continuous tenses focus on how long something has been happening from one time to another.   Check Your Understanding   Decide whether the following statements about tenses in English are true or false.   Each English tense  has an  auxiliary verb.Positive, negative, and questions always include an auxiliary verb.Continuous tenses focus on completed events.Its possible to place an adverb of frequency such as usually between the auxiliary and main verb.Perfect tenses focus on an action or a state that begins at  one point in time and continues to the next.Perfect continuous tenses focus on how long an action or continues from one point to the next. Answers True: All tenses in English have an auxiliary verb. However, auxiliary verbs are dropped in the positive form of the present simple and past simple.False: Drop auxiliary verbs in present simple and past simple positive sentences.False: Continuous tenses focus on actions happening at a specific moment in time.True: Its possible to place adverbs of frequency between the auxiliary and main verb.True: Perfect tenses focus on events and states over periods of time.False: Stative verbs are not used in continuous forms.  Ã‚   Tense Tables Need more review? These tables outline the positive,  negative, and question forms of the 13 verb tenses. Positive Forms Tense Subject Helping Verb Main Verb (String) Objects / Time / Place Present Simple I - eat breakfast at 8 in the morning. You - eat breakfast at 8 in the morning. He - eats breakfast at 8 in the morning. She - eats breakfast at 8 in the morning. It - eats breakfast at 8 in the morning. We - eat breakfast at 8 in the morning. You - eat breakfast at 8 in the morning. They - eat breakfast at 8 in the morning. Present Continuous I am learning English online right now. You are learning English online right now. He is learning English online right now. She is learning English online right now. It is learning English online right now. We are learning English online right now. You are learning English online right now. They are learning English online right now. Past Simple I - went to the store yesterday. You - went to the store yesterday. He - went to the store yesterday. She - went to the store yesterday. It - went to the store yesterday. We - went to the store yesterday. You - went to the store yesterday. They - went to the store yesterday. Past Continuous I was cooking dinner when you came home yesterday. You were cooking dinner when you came home yesterday. He was cooking dinner when you came home yesterday. She was cooking dinner when you came home yesterday. It was cooking dinner when you came home yesterday. We were cooking dinner when you came home yesterday. You were cooking dinner when you came home yesterday. They were cooking dinner when you came home yesterday. Future with Will I will come to class tomorrow You will come to class tomorrow He will come to class tomorrow She will come to class tomorrow It will come to class tomorrow We will come to class tomorrow You will come to class tomorrow They will come to class tomorrow Future with Going to I am going to fly to New York next week. You are going to fly to New York next week. He is going to fly to New York next week. She is going to fly to New York next week. It is going to fly to New York next week. We are going to fly to New York next week. You are going to fly to New York next week. They are going to fly to New York next week. Future Continuous I will be working at 5 pm tomorrow evening. You will be working at 5 pm tomorrow evening. He will be working at 5 pm tomorrow evening. She will be working at 5 pm tomorrow evening. It will be working at 5 pm tomorrow evening. We will be working at 5 pm tomorrow evening. You will be working at 5 pm tomorrow evening. They will be working at 5 pm tomorrow evening. Present Perfect I have taught English for many years. You have taught English for many years. He has taught English for many years. She has taught English for many years. It has taught English for many years. We have taught English for many years. You have taught English for many years. They have taught English for many years. Present Perfect Continuous I have been watching TV for three hours. You have been watching TV for three hours. He has been watching TV for three hours. She has been watching TV for three hours. It has been watching TV for three hours. We have been watching TV for three hours. You have been watching TV for three hours. They have been watching TV for three hours. Past Perfect I had eaten lunch before you came home yesterday. You had eaten lunch before you came home yesterday. He had eaten lunch before you came home yesterday. She had eaten lunch before you came home yesterday. It had eaten lunch before you came home yesterday. We had eaten lunch before you came home yesterday. You had eaten lunch before you came home yesterday. They had eaten lunch before you came home yesterday. Past Perfect Continuous I had been working for three hours before he arrived. You had been working for three hours before he arrived. He had been working for three hours before he arrived. She had been working for three hours before he arrived. It had been working for three hours before he arrived. We had been working for three hours before he arrived. You had been working for three hours before he arrived. They had been working for three hours before he arrived. Future Perfect I will have finished the report by three o'clock tomorrow afternoon. You will have finished the report by three o'clock tomorrow afternoon. He will have finished the report by three o'clock tomorrow afternoon. She will have finished the report by three o'clock tomorrow afternoon. It will have finished the report by three o'clock tomorrow afternoon. We will have finished the report by three o'clock tomorrow afternoon. You will have finished the report by three o'clock tomorrow afternoon. They will have finished the report by three o'clock tomorrow afternoon. Future Perfect Continuous I will have been studying English for five hours by four o'clock this afternoon. You will have been studying English for five hours by four o'clock this afternoon. He will have been studying English for five hours by four o'clock this afternoon. She will have been studying English for five hours by four o'clock this afternoon. It will have been studying English for five hours by four o'clock this afternoon. We will have been studying English for five hours by four o'clock this afternoon. You will have been studying English for five hours by four o'clock this afternoon. They will have been studying English for five hours by four o'clock this afternoon. Negative Forms Tense Subject Helping Verb + Not Main Verb (String) Objects / Time / Place Present Simple I don't visit my friends every day. You don't visit my friends every day. He doesn't visit my friends every day. She doesn't visit my friends every day. It doesn't visit my friends every day. We don't visit my friends every day. You don't visit my friends every day. They don't visit my friends every day. Present Continuous I am not studying math at the moment. You aren't studying math at the moment. He isn't studying math at the moment. She isn't studying math at the moment. It isn't studying math at the moment. We aren't studying math at the moment. You aren't studying math at the moment. They aren't studying math at the moment. Past Simple I didn't play soccer last week. You didn't play soccer last week. He didn't play soccer last week. She didn't play soccer last week. It didn't play soccer last week. We didn't play soccer last week. You didn't play soccer last week. They didn't play soccer last week. Future with Will I won't cook dinner tomorrow. You won't cook dinner tomorrow. He won't cook dinner tomorrow. She won't cook dinner tomorrow. It won't cook dinner tomorrow. We won't cook dinner tomorrow. You won't cook dinner tomorrow. They won't cook dinner tomorrow. Future with Going to I am not going to fly to Chicago next week. You aren't going to fly to Chicago next week. He isn't going to fly to Chicago next week. She isn't going to fly to Chicago next week. It isn't going to fly to Chicago next week. We aren't going to fly to Chicago next week. You aren't going to fly to Chicago next week. They aren't going to fly to Chicago next week. Future Continuous I won't be sitting at a computer next week at this time. You won't be sitting at a computer next week at this time. He won't be sitting at a computer next week at this time. She won't be sitting at a computer next week at this time. It won't be sitting at a computer next week at this time. We won't be sitting at a computer next week at this time. You won't be sitting at a computer next week at this time. They won't be sitting at a computer next week at this time. Present Perfect I haven't seen Tom since 2008. You haven't seen Tom since 2008. He hasn't seen Tom since 2008. She hasn't seen Tom since 2008. It hasn't seen Tom since 2008. We haven't seen Tom since 2008. You haven't seen Tom since 2008. They haven't seen Tom since 2008. Present Perfect Continuous I haven't been studying for very long. You haven't been studying for very long. He hasn't been studying for very long. She hasn't been studying for very long. It hasn't been studying for very long. We haven't been studying for very long. You haven't been studying for very long. They haven't been studying for very long. Past Perfect I hadn't eaten lunch before I arrived. You hadn't eaten lunch before I arrived. He hadn't eaten lunch before I arrived. She hadn't eaten lunch before I arrived. It hadn't eaten lunch before I arrived. We hadn't eaten lunch before I arrived. You hadn't eaten lunch before I arrived. They hadn't eaten lunch before I arrived. Past Perfect Continuous I hadn't been sleeping very long when I woke him. You hadn't been sleeping very long when I woke him. He hadn't been sleeping very long when I woke him. She hadn't been sleeping very long when I woke him. It hadn't been sleeping very long when I woke him. We hadn't been sleeping very long when I woke him. You hadn't been sleeping very long when I woke him. They hadn't been sleeping very long when I woke him. Future Perfect I won't have prepared the report by Friday. You won't have prepared the report by Friday. He won't have prepared the report by Friday. She won't have prepared the report by Friday. It won't have prepared the report by Friday. We won't have prepared the report by Friday. You won't have prepared the report by Friday. They won't have prepared the report by Friday. Future Perfect Continuous I won't have been driving for very long this time tomorrow. You won't have been driving for very long this time tomorrow. He won't have been driving for very long this time tomorrow. She won't have been driving for very long this time tomorrow. It won't have been driving for very long this time tomorrow. We won't have been driving for very long this time tomorrow. You won't have been driving for very long this time tomorrow. They won't have been driving for very long this time tomorrow. Question Forms Tense Question Word Helping Verb Subject Main Verb (String) Objects / Time / Place? Present Simple How often do I eat dinner in a restaurant? How often do you eat dinner in a restaurant? How often does he eat dinner in a restaurant? How often does she eat dinner in a restaurant? How often does it eat dinner in a restaurant? How often do we eat dinner in a restaurant? How often do you eat dinner in a restaurant? How often do they eat dinner in a restaurant? Present Continuous What am I doing right now? What are you doing right now? What is he doing right now? What is she doing right now? What is it doing right now? What are we doing right now? What are you doing right now? What are they doing right now? Past Simple Where did I go last week? Where did you go last week? Where did he go last week? Where did she go last week? Where did it go last week? Where did we go last week? Where did you go last week? Where did they go last week? Future with Will When will I help me with my homework tomorrow? When will you help me with my homework tomorrow? When will he help me with my homework tomorrow? When will she help me with my homework tomorrow? When will it help me with my homework tomorrow? When will we help me with my homework tomorrow? When will you help me with my homework tomorrow? When will they help me with my homework tomorrow? Future with Going to Where am I going to stay in New York next week? Where are you going to stay in New York next week? Where is he going to stay in New York next week? Where is she going to stay in New York next week? Where is it going to stay in New York next week? Where are we going to stay in New York next week? Where are you going to stay in New York next week? Where are they going to stay in New York next week? Future Continuous Where will I be staying tomorrow night? Where will you be staying tomorrow night? Where will he be staying tomorrow night? Where will she be staying tomorrow night? Where will it be staying tomorrow night? Where will we be staying tomorrow night? Where will you be staying tomorrow night? Where will they be staying tomorrow night? Present Perfect How long have I lived in your current house? How long have you lived in your current house? How long has he lived in your current house? How long has she lived in your current house? How long has it lived in your current house? How long have we lived in your current house? How long have you lived in your current house? How long have they lived in your current house? Present Perfect Continuous How long have I been studying today? How long have you been studying today? How long has he been studying today? How long has she been studying today? How long has it been studying today? How long have we been studying today? How long have you been studying today? How long have they been studying today? Past Perfect Where had I eaten lunch before I arrived this afternoon? Where had you eaten lunch before I arrived this afternoon? Where had he eaten lunch before I arrived this afternoon? Where had she eaten lunch before I arrived this afternoon? Where had it eaten lunch before I arrived this afternoon? Where had we eaten lunch before I arrived this afternoon? Where had you eaten lunch before I arrived this afternoon? Where had they eaten lunch before I arrived this afternoon? Past Perfect Continuous How long had I been working before Tom telephoned yesterday? How long had you been working before Tom telephoned yesterday? How long had he been working before Tom telephoned yesterday? How long had she been working before Tom telephoned yesterday? How long had it been working before Tom telephoned yesterday? How long had we been working before Tom telephoned yesterday? How long had you been working before Tom telephoned yesterday? How long had they been working before Tom telephoned yesterday? Future Perfect How many books will I have finished by the end of next year? How many books will you have finished by the end of next year? How many books will he have finished by the end of next year? How many books will she have finished by the end of next year? How many books will it have finished by the end of next year? How many books will we have finished by the end of next year? How many books will you have finished by the end of next year? How many books will they have finished by the end of next year? Future Perfect Continuous How long will I have been working by the end of the day? How long will you have been working by the end of the day? How long will he have been working by the end of the day? How long will she have been working by the end of the day? How long will it have been working by the end of the day? How long will we have been working by the end of the day? How long will you have been working by the end of the day? How long will they have been working by the end of the day?

How Was The Holocaust Happen - 1082 Words

How was the Holocaust aloud to happen? World War 2 was fought between the Axis Powers (Germany, Italy, Japan) and the Allied Powers (Britain, United States, Soviet Union, France). Most of the countries in the world were involved in some way. It was the deadliest war in all of human history with around 70 million people killed. World War 2 started in 1939 when Germany invaded Poland. Great Britain and France responded by declaring war on Germany. The war in Europe ended with Germany s surrender on May 7, 1945. The war in the Pacific ended when Japan surrendered on September 2, 1945. But how was the Holocaust aloud to happen? Jewish people were impacted immensely during World War 2. Jews were dismissed from employment, especially those in†¦show more content†¦They measured skull size and nose length and recorded features to determine whether students belonged to the true Aryan race. During history lessons whilst the class was taught about World War 1, Jews would be branded and ridiculed as traitors in front of their classmates. In concentration camps they were forced to stand completely still, often for hours at a time, exposed to the elements in the cold, rain, or snow and to the terror of sudden violence by SS men or guards. The camp routine was composed of a long list of orders and instructions, usually given to all but sometimes aimed at individual prisoners, the majority of which were familiar yet some came unexpected. All of one’s strength had to be enlisted to overcome the daily routine: an early wake up, arranging the bed’s straw, the line-up, marching to labour, forced labo ur, the waiting period for the meager daily meal, usually consisting of a watery vegetable soup and half a piece of bread which was insufficient for people working at hard labour, the return to the camp, and another line-up, before retiring to the barracks. But from all of these bad things that have happened to Jewish people what led people to believe Jewish people were so bad? People thought the solution to all these problems was to banish the Jews from society. With this political message and the promise

Punishment vs Rehabilitation Free Essays

The expectations that our society has for the criminal justice system is to punish and rehabilitate individuals who commit crime. Punishment and rehabilitation are also two of the four acknowledged objectives of the criminal justice system, with deterrence and incapacitation being the others. We will write a custom essay sample on Punishment vs Rehabilitation or any similar topic only for you Order Now In the United States, punishment has always been the primary goal to achieve when dealing with individuals who commit acts of crime. Many theorists throughout history have argued which is more effective, punishment or rehabilitation. Deterrence is one of the primary goals in the criminal justice system and it is described as special or specific deterrence and general deterrence. The purpose of special/specific deterrence is to instill fear in the offender so that they will not commit future crime. General deterrence is based on punishing offenders to instill fear in society, otherwise known as teaching society a lesson and showing the consequences of committing a crime. Punishment has always been imposed based on the idea that it will deter individuals from committing crime or repeating criminal acts. Incapacitation has been the most common form of punishment; however research demonstrates that recidivism amongst convicted felons following release from prison is as high and that most prison inmates had arrest records and convictions prior to their current offense. Punishment through incarceration is a temporary fix to crime while the offender is confined. The maximum sentence of life in prison and the death penalty has even been debated on whether they are actually deterrence to crime. There are so many underlying factors within the criminal justice system that may contribute to why punishment has not been as effective as anticipated such as the appeal process in death penalty cases and the length of time that an offender can sit on death row. Rehabilitation is the most valuable ideological justification for imprisonment, for it alone promotes the notion that offenders can be saved and not simply punished. Retributive theory, on the other hand, sees punishment as an end in itself. This has no place in any enlightened society. The rehabilitative ideal does not ignore society and the victim. In fact it is because retribution places such great value on the prisoner’s rights that it tries so hard to change the offender and prevent his reoffending. By seeking to reduce reoffending and to reduce crime, it seeks constructively to promote the safety of the public, and to protect individuals from the victimization of crime Others argue that rehabilitation is a more permanent fix in deterring crime. Rehabilitation through community supervision can have a more lasting effect on individuals and deter them from committing future crime if they learn how to adapt in society by gaining academic or trade skills. These programs can help offenders find employment and secure an important role in the community and give them a sense of being. Therapy is another form of rehabilitation needed to help deter individuals from committing future crime. Some examples of therapy include drug therapy to those offenders addicted to drugs and psychological counseling to those offenders who grew up in an abusive household. Rehabilitation is based on creating a change in the criminal’s attitude or resources so that crime is neither a desired nor a necessary activity. When an individual is sentenced to probation, it gives them the opportunity to remain self-supporting within the community and not using the taxpayer or states money to house them in a correctional facility. Prisons should be places where confinement is not easy. Parole should be a period of intense supervision as well as rehabilitative programming, i. e. , educational and vocational training, and counseling. The more defined approach for each phase of the sentence increases the effectiveness of each and also increases the likelihood of successful post prison rehabilitative efforts. By separating punishment from rehabilitation, the effectiveness of rehabilitation is enhanced since punishment is contradictory to rehabilitative activities. In addition, a two-stage sentence system would include a more uniform sentencing structure and would reduce the issue of chance which is inherent in the present parole-granting process. With the expected functions of a prison limited to punishment and incapacitation, sentences for incarcerating felons can then be addressed within terms of deterrence values. Both punishment and rehabilitation are needed if the problem of crime is to be effectively addressed. However, it is not necessary that the prison provide both of these functions simultaneously. A more logical approach involves a two-stage sentence. The prison would provide the incarceration stage and punishment of criminals. After the punitive portion of the sentence, the offender would serve a post-prison sentence of intense supervision which would provide the offender with therapeutic and remedial programs. This separation of the punitive and rehabilitative obligations would allow each segment of a sentence to be more effective, would make shorter punitive sentences more palatable to the public, and, simultaneously, would maximize the use of available cell space and resources. . Victim Impact In many cases, victim rights tend to be overshadowed by the rights of the accused. The courts are obligated to give a defendant their Constitutional rights including the right to a speedy trial, the right to counsel, the right to confront witnesses, and due process under the law. Up until recently, victim’s rights were never recognized as an important role in the criminal justice system. In the past, ignored throughout trial proceedings and sometimes even forced to stay out of the courtroom as the proceedings went on. These issues have caused many victims to feel neglected and even re-victimized by the courts. On October 30th, 2004, The Crime Victims’ Rights Act was signed into law by President Bush to guarantee rights to victims of federal crime. These rights include, to be reasonably protected from the accused offender and to receive reasonable and timely notice of any public proceeding involving the crime or of any public proceeding (De Luca 1991). The majority of society, including victims of crime prefers swift punishment to rehabilitation through community supervision. Public opinion supports the increased use of prisons to give criminals just desserts. When a victim or the victims’ family feels that their offender does not receive the appropriate sentence, it causes emotional stress and also financial strain when restitution is not implemented. Community supervision can also benefit victims in certain ways. When an offender is sentenced to intense supervision through probation, they have the ability to pay restitution through employment. Offender Impact Punishment through incarceration has many effects on convicted criminals. Incarceration has many effects on the offender psychological well-being. When an offender is separated from their family, it causes severe depression. Supporters of rehabilitation versus punishment argue that sentencing offenders to incarceration hurt the family structure by contributing to single parenting. They also argue that punishment causes social disorientation, alienation, and also increases the risk of recidivism. When an offender is released from incarceration, they face social isolation, stigmatism, economic and employment challenges. Rehabilitation through community supervision eliminates many of these issues, such as the economic employment factor. Probation allows offenders to remain with their families, continue working or find employment under close supervision. Social Impact upon Society The social impact of punishment and rehabilitation varies from the increasing costs of correctional facilities to the disruption of families to the fear of criminals released into community. Society’s view plays a major role in the criminal justice system. Society’s belief’s in the â€Å"just desserts† theory has played a role in the courts. The push for mandatory sentencing has even entered political campaigns in response to the public. Getting tough on crime† was the basis behind different mandatory sentencing practices. The increase of correctional facilities is also related to society’s impact on punishment versus rehabilitation. Fiscal Impact The fiscal impact that punishment has on our country is phenomenal. It has been reported that it costs an average of $30,000 per year to house, feed, cloth e, and supervise a prisoner. This figure does not include the costs of construction and other factors. Many rehabilitation programs have been introduced to not only help deter crime, but also to reduce the rising cost of punishment. Privatization of corrections has been also looked at as an effort to reduce the costs of punishment. Many states have also instituted alternatives to incarceration such as â€Å"boot camps† or â€Å"shock camps†. These programs are proven to be less costly than incarceration. The cost of shock incarceration in New York State has been estimated to be $10,000 less per year per prisoner than the cost of traditional incarceration. The use of intensive parole programs has been estimated to save taxpayers an estimated ten to thirteen thousand dollars per year compared to the cost of incarceration (De Luca 1991). Conclusion Punishment and rehabilitation are a major part of the criminal justice system and will be effective in controlling crime if there is a way to incorporate the two factors to work together. Punishing and following up with rehabilitation through community supervision can be the source of helping deter crime. Punishment and community supervision should be based on the type of crime. If the appropriate sentence is issued upon an offender, it can help deter them from future criminal activity. How to cite Punishment vs Rehabilitation, Papers Punishment vs Rehabilitation Free Essays Punishment versus Rehabilitation Stephen Lafond AJS/502 July 22, 2012 Arnold Wicker, Sr. , C. P. We will write a custom essay sample on Punishment vs Rehabilitation or any similar topic only for you Order Now P. Punishment versus Rehabilitation Citizens living in a free society depend on a justice system and the rule of law to create a perception of security that allows for a dynamic and productive environment. Throughout history members of society that failed to comply with, or broke established laws of society have been penalized or punished. Methods of punishment became more sophisticated as the public embraced civilization. Time and the consistent influence of the political structure have complicated a system developed to ensure citizens security within conventional communities. Initial remedies preferred to combat law-breaking concentrated on punishment and retribution, or the justice of vengeance. Today a more educated and enlightened society contemplates the idea of rehabilitation. As the criminal element and the inmate population developed, it became evident that a strategy to identify and attack causation both inside correctional facilities and in the communities was necessary. The effects of the ideologies concerning punishment and rehabilitation, and the applied theories of these philosophies inside correctional facilities and within communities, and the subsequent effects on recidivism rates has become a solemn topic of discussion between politicians and communities. Legislators and citizens must contemplate the effects of these ideologies in regard to community safety and cost to the taxpayer. This research will discuss positive and negative effects of the punishment and rehabilitative philosophies in regard to the inmate population and the community, and subsequent effects on community safety, recidivism, and taxpayer cost. Punishment of those deemed law-breakers is the oldest practice of justice and is contended to remain the most effective. Social condemnation, isolation from the public, retribution, and incapacitation of law violators has been a principle of the justice system from its establishment. The fundamental theory of removing a law-breaker rom society and isolating groups of law-breakers in institutions that create environments conducive to suffering or existing held accountable for crimes committed has been the foremost strategy employed by countries around the world. The primary objective of the punishment theory is to restore the sense of security and justice to the victim and the community while establishing a technique of deterrence to prevent future offe nders. Diane Whiteley deliberates the consequentialist concepts that rationalize punishment based on communal advantage. The offender gets what he or she deserves, and the public is placated. She contends, however, that retributive theories are ineffective in addressing the association of the victim to the exercise of punishment theory. The concern identified is that the benefit to society may outweigh the needs of the victim (Whiteley, 1998). Gray Cavender discusses the collapse of the rehabilitative theory in the 1970s because of increasing crime and recidivism rates, and the adoption of a model based more on sanctioning guidelines grounded in the administration of justice. Operational features of the program consist of determinate sentencing, mandated sentencing for certain crimes, stricter parole, and probation guidelines, and commissions to manage programming. The program is focused on retribution, deterrence, and incapacitation. The ideology is driven by the concept of individual citizen accountability. Citizens are accountable to self and community and when obligations to either are not met punishment is justified (Cavender, 1984). The premise to punishment is retribution, or the proposition of payback. The offender commits a crime and attempts to pay back a debt to society or a victim. Modern correctional facilities employ behavior modification techniques based on the premise of punishment daily. Inmates are afforded copies of facility directives and specific unit guidelines and are instructed on the contents of both while in processing into facilities. Facility directives and unit guidelines are the laws that govern behavioral expectations within a correctional institution. Inmates are made aware that deviation from these directives and guidelines will result in punitive measures. Punitive measures may include loss of privileges, such as social visiting, commissary, phone, and recreation. Punitive measures may also include movement to a restrictive housing status, depending on the severity of the deviation. The application of behavior modification through punishment or punitive technique provides a more secure and humane environment for correctional staff members and offenders while maintaining a secure facility for the community. Rehabilitation theories suggest the ability to modify or change behavior through programming or therapy to the extent that offenders would be given the opportunity to rejoin society and lead productive law-abiding lives. Correctional facilities traditionally â€Å"warehouse† inmates categorized by the offense that precipitated incarceration. Murderers, rapist, child molesters, psychopaths, substance abusers, narcotics dealers, traffickers, and domestic violence offenders are all accounted for within the walls of correctional facilities. J. Tyler Carpenter, PH. D. , and Graham Spruiell, M. D. deliberate correctional therapeutics based on detailed treatment plans identified by therapist to treat specific mental illnesses attributed to the crimes committed. The authors contend that correctional practice of providing treatment for mental illness is both civilized and sound public policy. The theory suggests that through therapeutic measures including programs and counselor sessions provided in conjunction with corresponding community development programs offenders would be afforded a better opportunity to return to the community as productive members of society. The authors insist that this combination of mental health treatment inside the correctional facility combined with the follow-up approach within the community through parole and probation services would significantly lower recidivism rates (Carpenter, Spruiell, 2011). Michelle Phelps discerns that the intense escalation in the prison population in the United States (over one point six million incarcerated in federal and state prisons) can be directly correlated to policy changes that increased sentencing through determinate sentencing, habitual offender laws, and the abolition of discretionary parole. The increase in â€Å"panic legislation† for certain crimes and the upsurge in the more punitive maximum security level facilities are also mentioned as products of more punitive policies. The theory contends that the prison system provides a last resort for a society in desperate need of social services in disadvantaged neighborhoods. Phelps suggests that the correctional model in the 1950s was created with the theory that professionally trained staff members could treat criminal behaviors along the same lines as doctors treat illness, and that once treated, inmates ould be reintegrated back into society as productive citizens. The author proposes that the theory was discarded by the early 1970s because there was no data to support rehabilitative theory as a means to lower recidivism rates, and partisan pressure poised politicians to adopt a â€Å"tough on crime† mantra while pursuing election. Phelps advises that although the media today provides the public with a muc h more educated perspective of crime and causation, scholars believe contemporary increases in prison programming will continue (Phelps, 2011). The MacDougall Walker correctional facility (MWCI) in Suffield, Connecticut, is currently the largest facility (over 2100 inmates) operating on the east coast of the United States. The inmate population at the facility is processed through an assessment program upon entry that identifies specific individual rehabilitative needs and initiates a treatment program specifically designed for the individual inmate. Once the assessment process has been completed inmates are transferred to facilities throughout the state that offer specific program requirements. MWCI is designated a level four/five maximum security facility designed to house inmates convicted of felonies that carry maximum sentences. Programs at the facility consist of Parenting programs, Anger Management, Alcoholics Anonymous, and Narcotics Anonymous. Mental health care professionals initiate specialized programs on a regular basis to assist the inmate population with any developing issues. MWCI provides vocational training and High school equivalency or GED programs as well as some college level educational courses. Inmates at the facility are required to attend and participate in all scheduled programming as directed by facility and unit regulations and individual treatment plans. The correctional model in the State of Connecticut follows the rehabilitative model in both theory and practical application. The United States currently maintains the highest statistical percentage of incarceration in the civilized world, and manages over 2. 4 million inmates incarcerated in federal, state, and community correctional facilities. The national average cost of incarceration per inmate is estimated between $23,000 and $50,000. Researchers believe that while incarcerated felons cannot commit crimes in society, the legislation promoting tougher imprisonment and sentencing has had little effect on crime statistics. The U. S. Bureau of Justice research concluded that two-thirds of the inmate population would commit crimes and be incarcerated again after being released. Research conducted by Joan Petersilia and Quarterly Wilson suggest that rehabilitative programs that focus on individual offenders issues such as, education, drug treatment, and vocational training, functioning in conjunction with professional community programs would enable inmates to be reintegrated into society and lower recidivism rates. The study proposes that focus-based treatment would demonstrate quantifiable cost saving measures through successful reintegration. The authors advise that the cost of incarceration in the future can be significantly reduced through the introduction of individual rehabilitative programs in the present (Petersilia, Wilson, 2011). The State of Connecticut is currently responsible for an inmate population of over 22,000. The Department of corrections missions’ statement incorporates the responsibility of the department to maintain a safe and humane environment for the inmate population and staff while ensuring security to the community. The department initiates an offender assessment process upon initial entry into the system that provides professional medical and mental health staff to develop individual treatment programs. Parole and Adult Probation officers work in conjunction with the department and numerous community Halfway Houses to assist in offender reintegration into society. Victim participation and accountability is encouraged throughout incarceration in appropriate situations. Over the past two decades the Connecticut Department of Corrections has incorporated focused rehabilitative programming in an attempt to reduce recidivism rates within the state. Punishment and rehabilitation models in corrections have provided divisive opinions from the public and lawmakers based on opposing views concerning retribution and pay back versus behavior modification and treatment. Offenders should be held accountable, and made to suffer versus the system’s ability to identify and treat the issues that were the causation of the offender’s choice to become a law-breaker. Society desires a legislature that confronts and deters criminal activity, and at the same time believes in the ability to change or rehabilitate. Legislators create laws responsible for generating the largest incarcerated population in the civilized world, and discover economic concerns based on the cost of operating institutions. The political structure in the United States has been at opposing ideological sides for decades exposing the citizens of the country to questionable leadership and ambiguous future economic confidence. Conventional wisdom would advocate that the solution to the political controversy would involve the Democrats and the Republicans find some common ground and meet in the middle. The ability of opposing ideologies to focus on functioning together will prove pivotal in recovering public trust. Correspondingly, the contrasting ideologies concerning punishment and rehabilitation should focus on functioning in aggregation. Punitive measures will be consistently incorporated in behavioral modification programs implemented in correctional settings, and reintegration through supervised community release after treatment programming statistically has demonstrated reduced recidivism rates. Execution of these ideologies independently has revealed modest accomplishment in reducing crime and recidivism rates. Implementation of punishment and rehabilitative theories functioning together will be fundamental in decreasing crime and recidivism rates. References Carpenter, J. T. , Spruiell, G. (2011, Summer). The Psychology of Correctional Therapeutics and Offender Rehabilitation: Approaching a Balanced Model of Inmate Treatment.. Journal of Psychiatry Law, 39(2), 365-382. Cavender, G. (1984, May). Justice, Sanctioning, and the Justice Model. Criminology, 22(2), 203-213. Petersilia, J. , Wilson, Q. (2011, Winter). Behond the Prison Bubble. Increasing Prison Population, 35(1), p50-55. Phelps, M. S. (2011, March). Rehabilitation in the Punitive Era: The Gap Between Rhetoric and Reality in U. S. Prison Programs. Law Society Review, 45(1), p33-68. Whiteley, D. (1998, fall). The Victim and the Justification of Punishment. Criminal Justice Ethics, 17(2), p42, 13p. How to cite Punishment vs Rehabilitation, Essay examples