Bryan A. Stevenson - Free Essay Example

Sample details Pages: 2 Words: 579 Downloads: 5 Date added: 2018/12/19 Category Career Essay Type Assignment Level High school Tags: Hero Essay Inspiration Essay Did you like this example? A hero can be described as a person who is courageous enough to develop solutions, by demonstrating ingenuity and bravery when faced with challenges that at a time forces them to sacrifice their concerns for a greater cause. A hero helps other people and save them from danger, oppression, and/or misfortunes. It is during problems that heroism is manifested in individuals. Heroes are driven to act by something that is in them that push them even when they face challenges. My hero is Bryan A. Stevenson who is an American social justice activist and lawyer. He is based in Montgomery, Alabama and has helped various low-income families and minorities acquire justice. Bryan Stevenson is compassionate, courageous, knowledgeable, and creative. Bryan Stevenson is compassionate since he usually helps poor people and the minority in their times of trouble. Stevenson has defended many prisoners who faced the death penalty thus saving many lives. He was courageous enough to help in the achievement of court decisions that prohibit sentencing children to the death penalty. In 1994, the Congress eliminated funding for the defense of poor people who faced the death penalty. Lack of funding prevented the poor and especially people from the minority group from getting justice in their trials. Many people were sentenced to death due to lack of adequate defense. Bryan Stevenson formed the Equal Justice Initiative (EJI) and funded it solely. He assured every single person in Alabama of sufficient defense whenever they were faced with the death penalty. He formed the initiative amidst opposition from leaders from majority races. Bryan Stevenson is knowledgeable. He attended Cape Henlopen High School where he performed very well and was the students leader until 1977. He got straight As and won a scholarship to take law at the prestigious Harvard Law School. He earned a Masters degree at the John F. Kennedy School of Government. Due to his intelligent, he was appointed a s the leader of the Alabama Operation which was an organization that defends people facing death-penalty. He is the backbone of the Roper v. Simmons (2005) case which prohibited death penalty conviction to people under the age of 18. Bryan Stevenson is creative since he has developed various ideas that prevent wrongful convictions and protect the rights of the minority and poor. He established the museum known as From Enslavement to Mass Incarceration, which will show the relationship between post-Civil War and high rates of incarceration of the minority groups in the United States. Bryan has also written a book entitled Just Mercy: A Story of Justice and Redemption which advocated for social justice and transforms the justice system. He has also founded various social groups that unite the victims and the perpetrators hence enhancing tranquility and cohesion. Bryan Stevenson has inspired me to fight for social justice and help those in need. He used his professional skills to tr ansform the society. Thus, I am determined to use my skills and education to leave a legacy in the society. Bryan has helped people regardless of their racial background. Similarly, I am determined to unite people and serve them equally. I have strived to respect everyone, regardless of their social backgrounds, in the community. To emulate Bryan, I will transform the society by advocating for equality and even distribution of resources and opportunities. In the future, I am determined to become a hero in advocating for justice and equality. Bryan Stevenson will provide a clear guideline that I can follow to achieve my goal. Don’t waste time! Our writers will create an original "Bryan A. Stevenson" essay for you Create order

Donald Gaskin s Serial Killers - 2337 Words

Donald Gaskin may be one of America’s most notorious serial killers, possibly killing over fifty men, women, and children, but the courts only convicted him of eight murders. One might say how could he get away with so many murders? The answer is multifarious, and as Fox and Levin dictated in Extreme Killing â€Å"It is difficult to gauge the full extent of serial homicides. Because of complexities in linking murders committed by the same perpetrator but at different times and even places, no precise estimate of a serial killer is even possible† (Fox Levin, 2005). Forensic psychologists attempt to catch serial killers by profiling them based on the crime scene and the killer’s childhood, yet Gaskins was not a typical serial killer because his motives to kill altered from profit to sadistic thrills. Customers often paid him to kill their cheating spouse, enemy, or even parent, making it a full-time profession for Gaskins, but he often killed for the sadistic thri lls and power due to his terrible childhood. Gaskins childhood was far from perfect. He was born out of wedlock and never knew his biological father. He grew up in a small three-bedroom shack in Florence County, South Carolina. His mother rarely supervised him, and at the age of one, he drank a bottle of kerosene, causing him to have convulsions until the age of three. His mother married multiple men, and each of the men would randomly beat Gaskins, sometimes till he was unconscious. The brain damage he experienced asShow MoreRelatedJohnny Wee And The Murder Of His Parents809 Words   |  4 Pagessocket which caused the C4 to blow Tyner’s head off. The police were able to link Pee Wee to the murder from the recorded phone calls between him and Tony. Pee Wee was then sentenced to death and executed in 1991 . In the documentary â€Å"Serial Killer Donald Pee Wee Gaskins†, Professor Louis Schlesinger states that he believes Pee Wee has suffered from anti-social personality disorder since he was a child. He backs this up by reflecting back to the crimes he committed as a child all the way up to the final

Canda At War Essay Example For Students

Canda At War Essay Assessment of InappropriateBehavioral DevelopmentIt is far easier to measure a childs physical growth and maturation than to assess the complexities of individual differences in childrens disruptive and antisocial development. Pediatricians can clearly record increases in a childs weight and height on growth charts and even provide percentile estimates indicating how a child compares to others at the same age. Measuring and interpreting acceptable versus unacceptable and normal versus abnormal behaviors among children and adolescents are far more complex. Children and adolescents often test the limits of appropriate conduct by crossing the boundaries set by caretakers. When a youth exhibits a particular problem behavior, it is important to consider not only if the behavior has previously occurred, but also if it is exhibited in multiple settings and with what frequency, duration, intensity, and provocation. For example, a 2-year-old who playfully nips a playmate is less off the mark of developmentally appropriate behavior than a 4-year-old who aggressively and frequently bites playmates to forcefully gain possession of desired toys. Among adolescents, a certain degree of misbehavior, experimentation, or independence seeking is common. In fact, the American Psychiatric Association (1994) indicates that New onset of oppositional behaviors in adolescence may be due to the process of normal individuation. On the other hand, youth who persistently and progressively engage in problem behaviors with significant impairment in personal development, social functioning, academic achievement, and vocational preparation are of great concern to caretakers. Also of concern is the broad category of antisocial behaviors that have an appreciable harmful effect on others, in terms of inflicting physical or mental harm on others or causing property loss or damage. The Semantics of Disruptive and Delinquent Behavior A mother finds parenting exhausting and describes her 7-year-old s on as extremely energetic, frequently switching from one play activity to another, often losing his things, and forgetting to do his chores. A second grade teacher notes that her student has a learning disability, as he is unruly, requires constant disciplinary attention, fidgets or squirms in his seat, fails to follow directions or complete assignments, refuses to wait his turn, and often disturbs his classmates. A child psychologist indicates a young boy lacks the ability for sustained mental effort, is easily distracted by extraneous stimuli, displays poor impulse control, and meets the criteria for Attention-Deficit/Hyperactivity Disorder (ADHD), as defined in Diagnostic and Statistical Manual of Mental Disorders: Fourth Edition (American Psychiatric Association, 1994). The mother, teacher, and psychologist could all be speaking about the same 7-year-old boy, each from his/her own perspective. Research indicates that young boys with ADHD are at increased risk for subsequent invo lvement in other disruptive and delinquent behaviors (Hinshaw, 1987). What is meant by disruptive behavior and delinquent behavior? According to parents, this may include disobedience, fighting with siblings, destroying or damaging property, stealing money from family members, demanding attention, threatening parents with violence, and keeping the household in an uproar. Teachers and school principals find students behavior unacceptable when it interrupts or disturbs classroom learning, violates the code of conduct in school, threatens the safety of faculty and students, and involves vandalism or theft. Students displaying such behaviors may be expelled, suspended, or placed in special, remedial, or alternative education programs. Many of these boys have been labeled emotionally disturbed, behaviorally disordered, learning disabled, handicapped, exceptional, or truant. The criteria for such labels vary across States and localities. Research has shown that students with learning disa bilities and behavioral disorders are more likely to come into contact with the juvenile justice system and are more likely to be incarcerated (Leone, Rutherford, and Nelson, 1991). Mental health practitioners consider a range of diagnostic labels as disruptive child behaviors, including hyperactivity/inattention; negativistic, oppositional, and defiant behavior; and conduct disorder that may involve aggression to people and animals, destruction of property, deceitfulness or theft, and serious violation of rules, such as those regarding curfews and school attendance (American Psychiatric Association, 1994). Among juvenile justice practitioners, the disruptive and delinquent behaviors of concern are legally defined as: ? Delinquent acts involving the destruction or stealing of property, commission of violent crimes against persons, possession or sale of alcohol or drugs, and illegal possession of weapons. ? Status offenses, which would not .ubc5d4eb8262aba38e58ee2cbea32a855 , .ubc5d4eb8262aba38e58ee2cbea32a855 .postImageUrl , .ubc5d4eb8262aba38e58ee2cbea32a855 .centered-text-area { min-height: 80px; position: relative; } .ubc5d4eb8262aba38e58ee2cbea32a855 , .ubc5d4eb8262aba38e58ee2cbea32a855:hover , .ubc5d4eb8262aba38e58ee2cbea32a855:visited , .ubc5d4eb8262aba38e58ee2cbea32a855:active { border:0!important; } .ubc5d4eb8262aba38e58ee2cbea32a855 .clearfix:after { content: ""; display: table; clear: both; } .ubc5d4eb8262aba38e58ee2cbea32a855 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ubc5d4eb8262aba38e58ee2cbea32a855:active , .ubc5d4eb8262aba38e58ee2cbea32a855:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ubc5d4eb8262aba38e58ee2cbea32a855 .centered-text-area { width: 100%; position: relative ; } .ubc5d4eb8262aba38e58ee2cbea32a855 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ubc5d4eb8262aba38e58ee2cbea32a855 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ubc5d4eb8262aba38e58ee2cbea32a855 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ubc5d4eb8262aba38e58ee2cbea32a855:hover .ctaButton { background-color: #34495E!important; } .ubc5d4eb8262aba38e58ee2cbea32a855 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ubc5d4eb8262aba38e58ee2cbea32a855 .ubc5d4eb8262aba38e58ee2cbea32a855-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ubc5d4eb8262aba38e58ee2cbea32a855:after { content: ""; display: block; clear: both; } READ: Special Program in the Arts and Basic Education Curriculum Essay