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

The Purdue Owl Online Writing Lab free essay sample

Paraphrased and quoted content is required to be cited by the PAP research guidelines. In-text citation, the authors last name and the year of publication for the source should appear in the text. Then a complete bibliography should appear at the end of the paper, where the reader can easily find the cited source. The whole point of a research paper is for the author to take a stance, make a point, or offer up a new way of thinking to an existing idea.We use citations ND quotes to back up own original ideas, not to replace our own thoughts. If our papers are filled with others quotes, then our content is lacking original thought and disables clarifying the authors opinion. Had to learn how to change this bad habit while studying for my undergrad. My history professor when writing our senior thesis, worked very hard with me to use my own thoughts as the main thread through my paper. We will write a custom essay sample on The Purdue Owl Online Writing Lab or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then using my citations for backing up my opinions.

Free Essays on Romantic Dialectics

Schlegel summarizes the terms of his new aesthetic in a now famous passage: Romantic poetry is a progressive, universal poetry. Its aim isn’t merely to reunite all the separate species of poetry and put poetry in touch with philosophy and rhetoric. It tries to and should mix and fuse poetry and prose, inspiration and criticism, the poetry of art and the poetry of nature; and make poetry lively and sociable, and life and society poetical...It alone can become, like the epic, a mirror of the whole circumambient world, an image of the age. And it can also more than any other form hover at the midpoint between the portrayed and the portrayer, free of all real and ideal self-interest, on the wings of poetic reflection, and can raise that reflection again and again to a higher power, can multiply it in an endless succession of mirrors. It is capable of the highest and most variegated refinement, not only from within outwards, but also from without inwards; capable in that it organizes for everything that seeks a wholeness in its effects the parts al ong similar lines, so that it opens up a perspective upon an infinitely increasing classicism... Other kinds of poetry are finished and are now capable of being fully analyzed. The romantic kind of poetry is still in the state of becoming; that, in fact, is its real essence: that it should forever be becoming and never be perfected. It can be exhausted by no theory and only a divinatory criticism would dare try to characterize its idea... This passage is striking for its emphasis on various forms of synthesis. This is a key theme in his characterization of modern literature; the modern age is, after all, a chemical age, and Schlegel links this with synthesis as much as with analysis. Schlegel lists a number of synthetic possibilities (or projects): mixing poetry with prose, poetry with society, art with nature. Other fragments suggest the blending of philosophy and grammar... Free Essays on Romantic Dialectics Free Essays on Romantic Dialectics Schlegel summarizes the terms of his new aesthetic in a now famous passage: Romantic poetry is a progressive, universal poetry. Its aim isn’t merely to reunite all the separate species of poetry and put poetry in touch with philosophy and rhetoric. It tries to and should mix and fuse poetry and prose, inspiration and criticism, the poetry of art and the poetry of nature; and make poetry lively and sociable, and life and society poetical...It alone can become, like the epic, a mirror of the whole circumambient world, an image of the age. And it can also more than any other form hover at the midpoint between the portrayed and the portrayer, free of all real and ideal self-interest, on the wings of poetic reflection, and can raise that reflection again and again to a higher power, can multiply it in an endless succession of mirrors. It is capable of the highest and most variegated refinement, not only from within outwards, but also from without inwards; capable in that it organizes for everything that seeks a wholeness in its effects the parts al ong similar lines, so that it opens up a perspective upon an infinitely increasing classicism... Other kinds of poetry are finished and are now capable of being fully analyzed. The romantic kind of poetry is still in the state of becoming; that, in fact, is its real essence: that it should forever be becoming and never be perfected. It can be exhausted by no theory and only a divinatory criticism would dare try to characterize its idea... This passage is striking for its emphasis on various forms of synthesis. This is a key theme in his characterization of modern literature; the modern age is, after all, a chemical age, and Schlegel links this with synthesis as much as with analysis. Schlegel lists a number of synthetic possibilities (or projects): mixing poetry with prose, poetry with society, art with nature. Other fragments suggest the blending of philosophy and grammar...

SAT Historical Percentiles for 2015, 2014, 2013, 2012, and 2011

SAT Historical Percentiles for 2015, 2014, 2013, 2012, and 2011 SAT / ACT Prep Online Guides and Tips If you took the SAT from 2011-2015, you may be wondering what your percentile score is on the SAT. Is a 1500 on the SAT in 2011 the same percentile score as a 1500 in 2015? Do percentile scores change over time? In this article, I will explain SAT percentile scores, how they change, and I'll provide the percentile scores for SAT combined scores and section scores for 2015, 2014, 2013, 2012, and 2011. Note: Go to this article instead if you're looking for historical percentiles for the new SAT (tests taken March 2016 and later). What Are Percentile Scores? Percentile scores reveal how well you did in relation to other people. If you scored in the 99th percentile, then you did better than 99% of the people who took the test. If you scored in the 50th percentile, then you scored higher than 50% of the people who took the test. The College Board determines its percentile scores annually from the scores of college-bound high school seniors who took the SAT. The higher your percentile score, the better you did relative to other high school seniors. Do Percentile Scores Change? Generally, percentile scores for equivalent SAT scores stay the same from year to year. For example, a combined SAT score of 2180 was the 98th percentile in2011, 2012, 2013, 2014, and 2015. However, percentile scores for the same combined and section scores can change very slightly. A combined score of 1990 was the 92nd percentile for 2014, but it was the 93rd percentile in 2011-2013 and 2015. Similarly, a score of 630 on Critical Reading was the 86th percentile in 2011, 2013, 2014, and 2015, but it was the 87th percentile in 2012. The SAT does try to utilize its scoring system so that equivalent SAT scores are indicative of the same percentile scores and skill level, regardless of when the test was taken. The purpose of the SAT is to provide a valid way to compare students. A score of 1600 from March 2015 is supposed to be equivalent to a 1600 from April 2015 or April 2007. How Should You Use This Data and Why Is It Important? Your percentile score is the most straightforward way to determine if you got a good or badSAT score. If you scored higher than the majority of test-takers, then you did well. However, when you apply to a specific college, you're being compared to the other students who apply to that school. Most colleges publicize their 25th and 75th percentile SAT scores. If you want to be competitive for admission at a certain college, then your target score should be aroundthe school's 75th percentile score. Also, percentile scores help put your scores in context. There may not seem to be much difference between a 680 on the Critical Reading section and a 600 on Math, but the Critical Reading score is the 94th percentile while the Math score is the 75th (according to 2015 SAT percentiles). Raising each section score by 100 points would raise the Critical Reading percentile ranking by 5 points but the Math by 18. If you're considering retaking the SAT, your percentile scores can help you determine how you should prioritize your time. Similarly, a small composite score increase can have a huge impact on your percentile score if you received a middle score. For example, in 2015, a 1500 was the 52nd percentile but a 1750 was the 78th. Raising your score 250 points can raise your score from average to among the top 1/4 of test-takers. Finally, seeing the percentile scores for multiple years shows how little variance there is between percentile scores for the same SAT composite or section score in different years. If you're worried about how an older SAT score stacks up with more recent scores, take a look at these charts to get an idea of how it compares. Composite Score Percentiles, 2015 - 2011 Score 2015 Percentile 2014 Percentile 2013 Percentile 2012 Percentile 2011 Percentile 2400 99+ 99+ 99+ 99+ 99+ 2390 99+ 99+ 99+ 99+ 99+ 2380 99+ 99+ 99+ 99+ 99+ 2370 99+ 99+ 99+ 99+ 99+ 2360 99+ 99+ 99+ 99+ 99+ 2350 99+ 99+ 99+ 99+ 99+ 2340 99+ 99+ 99+ 99+ 99+ 2330 99+ 99+ 99+ 99+ 99+ 2320 99+ 99+ 99+ 99+ 99+ 2310 99+ 99+ 99+ 99+ 99+ 2300 99 99 99+ 99 99+ 2290 99 99 99 99 99+ 2280 99 99 99 99 99 2270 99 99 99 99 99 2260 99 99 99 99 99 2250 99 99 99 99 99 2240 99 99 99 99 99 2230 99 99 99 99 99 2220 99 99 99 99 99 2210 98 98 98 99 99 2200 98 98 98 98 98 2190 98 98 98 98 98 2180 98 98 98 98 98 2170 98 98 98 98 98 2160 98 98 98 98 98 2150 97 97 97 97 98 2140 97 97 97 97 97 2130 97 97 97 97 97 2120 97 97 97 97 97 2110 97 96 97 97 97 2100 96 96 96 96 96 2090 96 96 96 96 96 2080 96 96 96 96 96 2070 95 95 95 96 96 2060 95 95 95 95 95 2050 95 95 95 95 95 2040 94 94 94 95 95 2030 94 94 94 94 94 2020 94 94 94 94 94 2010 93 93 93 93 93 2000 93 93 93 93 93 1990 93 92 93 93 93 1980 92 92 92 92 92 1970 92 92 92 92 92 1960 91 91 91 91 91 1950 91 91 91 91 91 1940 90 90 90 90 90 1930 90 90 90 90 90 1920 89 89 89 89 89 1910 89 89 89 89 89 1900 88 88 88 88 88 1890 88 87 88 88 88 1880 87 87 87 87 87 1870 87 86 86 87 86 1860 86 86 86 86 86 1850 85 85 85 85 85 1840 85 84 84 85 84 1830 84 84 84 84 84 1820 83 83 83 83 83 1810 83 82 82 82 82 1800 82 81 82 82 82 1790 81 81 81 81 81 1780 80 80 80 80 80 1770 80 79 79 79 79 1760 79 78 78 79 78 1750 78 77 78 78 78 1740 77 77 77 77 77 1730 76 76 76 76 76 1720 75 75 75 75 75 1710 74 74 74 74 74 1700 74 73 73 73 73 1690 73 72 72 72 72 1680 72 71 71 71 71 1670 71 70 70 70 70 1660 70 69 69 69 69 1650 69 68 68 68 68 1640 68 67 67 67 67 1630 67 66 66 66 66 1620 66 65 65 65 65 1610 65 64 64 64 64 1600 64 63 63 63 63 1590 62 62 62 62 62 1580 61 61 61 61 61 1570 60 60 60 60 59 1560 59 59 58 59 58 1550 58 57 57 57 57 1540 57 56 56 56 56 1530 56 55 55 55 55 1520 55 54 54 54 53 1510 53 53 52 53 52 1500 52 52 51 51 51 1490 51 50 50 50 50 1480 50 49 49 49 49 1470 49 48 48 48 47 1460 48 47 46 47 46 1450 46 46 45 45 45 1440 45 44 44 44 44 1430 44 43 43 43 42 1420 43 42 42 42 41 1410 42 41 40 40 40 1400 40 40 39 39 39 1390 39 38 38 38 38 1380 38 37 37 37 36 1370 37 36 36 36 35 1360 36 35 34 34 34 1350 34 34 33 33 33 1340 33 32 32 32 32 1330 32 31 31 31 30 1320 31 30 30 30 29 1310 30 29 29 29 28 1300 29 28 27 27 27 1290 28 27 26 26 26 1280 27 26 25 25 25 1270 26 25 24 24 24 1260 25 24 23 23 23 1250 24 23 22 22 22 1240 22 22 21 21 21 1230 22 21 20 20 20 1220 21 20 19 19 19 1210 20 19 18 18 18 1200 19 18 17 17 17 1190 18 17 17 16 16 1180 17 16 16 16 15 1170 16 15 15 15 14 1160 15 14 14 14 14 1150 14 14 13 13 13 1140 14 13 13 12 12 1130 13 12 12 11 11 1120 12 11 11 10 11 1110 12 11 11 10 10 1100 11 10 10 9 9 1090 10 10 9 9 9 1080 10 9 9 9 8 1070 9 8 8 8 8 1060 9 8 8 7 7 1050 8 7 7 7 7 1040 7 7 7 7 6 1030 7 6 6 6 6 1020 7 6 6 6 5 1010 6 6 5 5 5 1000 6 5 5 5 5 990 5 5 5 5 4 980 5 5 4 4 4 970 5 4 4 4 4 960 4 4 4 4 3 950 4 4 3 3 3 940 4 3 3 3 3 930 3 3 3 3 3 920 3 3 3 3 2 910 3 3 3 2 2 900 3 2 2 2 2 890 2 2 2 2 2 880 2 2 2 2 2 870 2 2 2 2 2 860 2 2 2 1 1 850 2 2 1 1 1 840 2 1 1 1 1 830 1 1 1 1 1 820 1 1 1 1 1 810 1 1 1 1 1 800 1 1 1 1 1 790 1 1 1 1 1 780 1 1 1 1 1 770 1 1 1 1- 1- 760 1 1 1- 1- 1- 750 1 1 1- 1- 1- 740 1- 1- 1- 1- 1- 730 1- 1- 1- 1- 1- 720 1- 1- 1- 1- 1- 710 1- 1- 1- 1- 1- 700 1- 1- 1- 1- 1- 690 1- 1- 1- 1- 1- 680 1- 1- 1- 1- 1- 670 1- 1- 1- 1- 1- 660 1- 1- 1- 1- 1- 650 1- 1- 1- 1- 1- 640 1- 1- 1- 1- 1- 630 1- 1- 1- 1- 1- 620 1- 1- 1- 1- 1- 610 1- 1- 1- 1- 1- 600 Section Score Percentiles Critical Reading Score 2015 Percentile 2014 Percentile 2013 Percentile 2012 Percentile 2011 Percentile 800 99 99 99 99+ 99+ 790 99 99 99 99 99 780 99 99 99 99 99 770 99 99 99 99 99 760 99 99 99 99 99 750 98 98 98 98 98 740 98 98 98 98 98 730 97 97 97 97 97 720 96 97 97 97 97 710 96 96 96 96 96 700 96 95 95 95 95 690 95 94 94 94 94 680 94 93 94 93 93 670 92 92 92 92 92 660 91 91 91 91 91 650 90 90 90 90 90 640 89 88 88 88 88 630 86 86 86 87 86 620 84 84 84 84 84 610 82 82 82 83 82 600 80 80 80 81 80 590 78 77 77 78 78 580 75 75 75 76 75 570 73 72 73 73 73 560 70 70 70 71 70 550 67 66 67 67 67 540 64 64 64 64 64 530 61 60 61 61 60 520 57 57 57 58 58 510 54 54 54 55 54 500 51 50 51 51 51 490 48 47 48 48 47 480 44 44 44 44 44 470 41 40 41 41 40 460 37 37 37 37 37 450 35 34 34 34 34 440 31 31 31 31 30 430 28 27 27 27 27 420 25 25 24 25 24 410 22 21 21 21 21 400 19 19 18 19 18 390 17 16 16 16 16 380 15 14 14 14 14 370 13 12 12 12 11 360 11 10 10 10 10 350 9 9 8 9 8 340 8 7 7 7 7 330 7 6 6 6 6 320 5 5 5 5 5 310 5 4 4 4 4 300 4 4 4 3 3 290 3 3 3 3 3 280 3 3 3 2 2 270 2 2 2 2 2 260 2 2 2 2 2 250 2 2 2 1 1 240 1 1 1 1 1 230 1 1 1 1 1 220 1 1 1 1 1 210 1 1 1 1 1 200 Math Score 2015 Percentile 2014 Percentile 2013 Percentile 2012 Percentile 2011 Percentile 800 99 99 99 99 99 790 99 99 99 99 99 780 99 99 99 98 99 770 98 98 98 98 98 760 97 97 97 97 98 750 97 97 97 97 97 740 96 96 96 96 96 730 95 95 96 96 96 720 95 95 95 95 95 710 94 94 94 94 94 700 93 93 93 93 93 690 92 91 92 92 92 680 90 90 90 90 90 670 89 88 89 89 89 660 87 87 87 87 87 650 86 85 85 85 86 640 84 83 83 83 84 630 82 82 81 82 82 620 80 79 79 80 80 610 77 77 77 78 77 600 75 75 75 74 75 590 73 73 73 72 73 580 71 70 70 70 70 570 68 67 67 67 67 560 66 64 65 64 64 550 62 62 62 62 62 540 59 59 58 58 58 530 56 55 55 55 55 520 53 52 52 52 52 510 50 49 48 49 48 500 46 45 45 45 46 490 44 42 42 42 41 480 41 40 38 39 38 470 37 36 35 35 36 460 34 33 32 32 32 450 31 30 29 29 29 440 28 27 26 26 26 430 25 24 23 23 23 420 22 21 21 21 20 410 19 19 18 18 17 400 17 16 16 16 15 390 15 14 14 13 13 380 13 12 12 11 11 370 11 10 10 10 10 360 9 9 9 8 8 350 8 7 7 7 7 340 7 6 6 6 6 330 6 5 5 5 5 320 5 4 4 4 4 310 4 3 3 3 3 300 3 3 3 2 2 290 2 2 2 2 2 280 2 2 2 2 2 270 1 1 1 1 1 260 1 1 1 1 1 250 1 1 1 1 1 240 1 1 1 1 1 230 1 1 1 1 1 220 1- 1- 1- 1- 1- 210 1- 1- 1- 1- 1- 200 Writing Score 2015 Percentile 2014 Percentile 2013 Percentile 2012 Percentile 2011 Percentile 800 99+ 99+ 99+ 99+ 99+ 790 99 99 99 99 99 780 99 99 99 99 99 770 99 99 99 99 99 760 99 99 99 99 99 750 98 98 98 98 98 740 98 98 98 98 98 730 98 97 98 98 97 720 97 97 97 97 97 710 96 96 96 96 96 700 96 96 96 96 96 690 95 95 95 95 95 680 94 94 94 94 94 670 93 93 93 93 93 660 92 92 92 92 92 650 91 90 90 90 90 640 89 89 89 89 89 630 88 88 88 88 88 620 86 86 86 86 86 610 84 84 84 84 84 600 82 82 82 82 82 590 80 80 80 80 80 580 78 78 78 78 78 570 76 76 76 75 75 560 74 73 73 73 72 550 71 70 70 70 70 540 68 68 68 67 67 530 65 65 65 64 64 520 62 62 61 61 61 510 59 58 58 58 58 500 56 55 55 55 54 490 53 52 51 52 51 480 49 48 48 48 47 470 46 45 45 44 44 460 42 41 41 41 40 450 39 38 37 38 37 440 35 34 34 34 34 430 32 31 30 31 30 420 29 28 27 27 27 410 25 25 24 24 24 400 22 21 21 21 21 390 19 19 18 18 18 380 17 16 16 16 15 370 14 14 13 13 13 360 12 12 11 11 11 350 10 10 9 9 9 340 8 8 8 8 7 330 7 7 6 6 6 320 6 5 5 5 5 310 5 4 4 4 4 300 4 4 3 3 3 290 3 3 3 3 3 280 3 2 2 2 2 270 2 2 2 2 2 260 2 2 2 1 1 250 2 1 1 1 1 240 1 1 1 1 1 230 1 1 1 1 1 220 1 1 1 1 1 210 1 1 1 1 1- 200 What's Next? Check out these posts on what SAT scores measure and if you need SAT scores to transfer colleges. How do these compare to percentiles on the new SAT? Learn more about new SAT percentile ranks here. Finally, learn how to calculate your SAT score. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

ASSIGNMENT 2 CRIMINOLOGY REPORT Essay Example | Topics and Well Written Essays - 1500 words - 1

ASSIGNMENT 2 CRIMINOLOGY REPORT - Essay Example 22). Since then, crime rates have been lessened in England and Wales. According to the Crime in England and Wales 2003/2004 annual report, violent crimes comprised 23% of all BCS crimes and 19% of police-recorded crime (Dodd et al, 2004, p. 11). The British Crime Survey (BCS) estimated 2,708,000 violent incidents occurred against adults in England and Wales (Dodd et al 2004, p. 67), which, overall, is a decrease of 36% in crime since 1995 (p. 67). However, in 2004 BCS report also noted that violent crime has stabilized (p. 67)). The police recorded 1,109,017 violent incidents, which is a 12% increase since 2002/2003, partly attributed to the implementation of the NCRS (p. 67), increases in the reporting of crime by the general public, increases in police activity, and improvements in recording crime (p. 69) For more than a quarter of a century, from 1969 to 1996, burglary and theft accounted consistently for about half of all recordable offences in England and Wales. The peak was reached in 1992 when they made up 52 percent of recorded crime. By 2004-5 the four types of theft accounted collectively 30% of all crime, according to British Crime Survey report (Home Office 2007). During the time period under study, there was a steady increase in robberies with two peaks followed by sharp declines occurring in 1996 and 2001-02, the latter of which may be partly attributed to the implantation of the NCRS. Ninety percent of the robberies were of personal property, while the balance was robberies of businesses (Dodd et al., 2004, p. 79). The BCS also recorded increases in the robbery rates between 1981 and its 2003-04 interviews, with a peak in 1999. Following this peak, rates declined significantly (-32%). In the Crime in England and Wales 2003-04 report, the conclusion was that for this time period, robbery numbers were too low to provide reliable estimates, although