N 750 words, discuss and provide support for the evolutionary origins Essay

N 750 words, discuss and provide support for the evolutionary origins of the following organisms or disease HIV,and how or why it spread to humans - Essay Example evidence put forward by a new team of researchers suggests that the AIDS pandemic dates back to as early as 1884 and that the virus responsible for causing the disease began circulating among humans in the Sub-Saharan African regions between the years 1884 and 1924 (National Geographic, 2012). Also, studies indicate that the first instances of this disease were observed among African primates who were detected with a virus closely related to the HIV, known as SIV (Simian immunodeficiency virus). The SIVs are known to have been transferred to humans through hunting activities and the consumption of primate meat by the humans in the African region (Hahn et al., 2000). The study of molecular phylogenies indicates the various cross-species transmission of the virus to humans. The exact number of cross-species transfer of this virus is difficult to estimate, however studies have shown that the incidence of HIV among humans is likely to be caused by as many as three such transfers in case of HIV-1 whereas the sub groups M, N and O are likely to be of independent origin (Gao, 1999; Sharp, 2001). The Evolutionary Theory: In order for any virus transferred from an animal to affect the human, it is essential for it to adapt to the new host. This is a rarity, since mostly viruses transferred from animals to humans do not affect the latter. However, this theory posits that if the virus transmitted from the animals have had several opportunities to enter the human body, it is highly likely for the said virus to adapt to it and latch on to the receptors thus affecting the human cells in the process. The same has been observed in case of the SIV virus which is a virus originally found among animals but successfully adapted to the hosts thus mutating into HIV, thus converting itself into a human virus (Kirkland, 2010). The Hunter Theory: Some researchers believe that the HIV virus is a mutation of the SIV virus commonly found among primates and has been transferred to humans

Tuition Fees In England

Tuition Fees In England English universities are well-known throughout the world for their excellence. Yet, in less than twenty years, Higher Education was reformed. Before 1988, Local Education Authorities was in charge of Higher Education, its funding, its functioning, and of students grants of its area. The adoption of the 1988 Education Act under Margaret Thatchers government marked the beginning of long series of reforms. The last to date made the headline news because of the students manifestations which followed from the bill. Indeed from 1998 to nowadays, the issue deals with the tuition fees a fee paid for instruction its legitimacy and its price. This issue is largely controversial even within the Labour party. Why such shift for prestigious Higher Education system? How the Higher Education was reformed? Why did students manifestations follow from the bill? To figure it out, we are going to focus at first on the creation of a new system in order to then analyse the rising of tuitions fees and the students protest and finally we are going to analyse the new students hardships. The creation of a new system a cost sharing system 1998 : Turning point 1998 marked a turning point in the history of English education the Local Education Authorities no longer covered the student scholar fees (ten years before, in 1988) and the students were then involved in the payment of fees for their study. Indeed, in 1996 the government commissioned a report on the funding of the Higher Education that is to say, how Higher Education should develop to meet the needs of the UK over the next 20 years. The National Committee of Inquiry into Higher Education was chaired by Sir Ronald Dearing Chancellor of the University of Nottingham. The report was published in 1997 and it stated that more than  £2 billion would be needed to adapt the Higher Education to the new demands (increasing numbers of students) and needs. The solution proposed was made up with a hundred recommendations. The most important one was the participation of the student on the payment of their own study. The report praised the introduction of the means-tested tuition fees based on familys income. The 1998 Teaching and Higher Education Act was the governmental response to this report. It was enacted under Tony Blairs government. It introduced the means tested tuition fees as follows: Student whose family income was inferior to  £23,000 per year would not pay tuition fees. Student whose family income was situated between  £23,000 and  £35,000 would pay a percentage fees in function of their means. The tuition fees would be  £1,000 per academic year. By setting this mean testing system, 1/3 of students would not have to pay tuition fees. Yet, the maintenance grants (grants to help students with the living costs) would be replaced by maintenance loans. Students would begin to pay off their loans when they would work and earn at least  £10,000 per year. It met little active opposition from students. But this act created debate within the Labour party itself, some members of the party were strict opponent to the end of the Free Higher Education. Reason of introduction of tuition fees But why did the government need to implement such a system? The major reason was the lack of funding in Higher Education. In less than 20 years the Higher Education shifted from an elite system to a mass system. Indeed, the number of students going to university rose from 6% to around 33% between 1962 and 1996. So, universities have to adapt their infrastructures, equipment, and by consequence they needed money. Moreover, the aim of the government was to make it more accessible for all students from all backgrounds with the introduction of mean testing tuition fees. Creation of top up fees In 2004 another measure would be adopted by the Labour Party. Despite the former act which created the tuition fees up to  £1,000, Tony Blairs government concluded that the funding of Higher Education was not enough. In this sense, the Labour Party proposed another act in 2004, The Higher Education Act. It enabled universities to set their own tuition fees depending on their own needs of funding: it was called top up fees. It could go up to  £3,000 per academic year. These tuition fees could be pay at the end of the degree, it would take the form of a loan student would pay off this loan when he would have a job and earn more than  £15,000 per year. The debt would be written off after 25 years. Another feature was the reintroduction of the maintenance grants in order to help the poorest students (yet students could win private bursaries through the universities competitive). The main objections of the opponents were the expensive fees which created pressure upon students, and they estimated the variable fees as the form of privatisation of Higher Education. Those measures were a first step to higher education reform. The government was going to take further measures in the forthcoming years. Tuition fees rising and students protest The investigation By November 2009, Gordon Browns government launched a new investigation on Higher Education; it would be a review on fees and university funding. It was chaired by Lord Browne of Madingley and composed of some Vice-Chancellor of Universities such as David Eastwood and Julia King. The Independent Review of The Higher Education Funding and Finance was published on October 2010. It established few principles such as more investment for Higher Education, fair access to all, affordable payments, same treatment for part-time students as full-time students, and underlined that no one should have to pay loans until they start to work. In order to respect those principles, the major proposals were the following ones: Universities could charge any fees it seemed necessary, there would be no cap the up-front fees were removed and replaced by tuition fees loans No means testing maintenance loans and additional financial support for poorest families (under  £60,000) which would be paid back only when the graduate would have an income of at least  £21,000 per year. If the graduates work stops whatever the reason the repayment stops. The debts would be written off after 30 years. The government proposal Meanwhile, the government passed from a labour government to a coalition one with the election of David Cameron as Prime Minister and Nick Clegg as Deputy Prime Minister in May 2010. The government proposal to the Browne Report responded on November 2010 and it included several features. The main one was the rejection of the Brownes proposal to remove the tuition fees cap, and government proposed to cap the tuition fees to  £9,000 per year. As for loans, government aligned itself with the Browne recommendations by declaring that students would begin to pay off once they would earn between  £15,000 and  £21,000. The MPs had to vote if they agreed or not on this proposal by December. The new elected Liberal Democrat had been pledged to the National Union of Students to not increase the tuition fees before being elected. Once the report was published, Nick Clegg, leader of Liberal Democrats, claimed that the Browne Report could be fair and sustainable. While the coalition government allowed the Liberal Democrats to abstain the vote on this issue, Nick Clegg wrote to his MPs I am painfully aware of the pledge we all made to voters on tuition fees ahead of the general election. Departing from that pledge will be one of the most difficult decisions of my political career. He was going to break his pledge. This bill sparked off some waves of demonstrations throughout the entire country. Students riots On November, 10th, students began to demonstrate against the government bill, and showed their anger towards the expensive rate of fees. It was organized by the National Union of Students (NUS) and the University and College Union (UCU) prior to the government vote in order to convince MPs to not vote in favour of the bill. Those demonstrations took place in several cities such as Cambridge, Manchester, Liverpool, Leeds etcà ¢Ã¢â€š ¬Ã‚ ¦ but the most important one set up in London. The march in London was composed of more than 50,000 persons, but was overshadowed by violence. Indeed, the demonstration turned into a violent riot when some demonstrators began to attack the headquarters of the Conservative Party breaking some windows and burning some Nick Cleggs and David Camerons effigies on the roof of the building. David Cameron answered to the media that he would not change his mind on this bill and denounced the extreme violence of this riot. Another march was organized on November 2010, 24th by the National Campaign Against Fees and Cuts (NCAFC). Taking into consideration the event of November, 10th the Metropolitan Police deployed more than 1,000 policemen throughout London. This time, this protest turned into a violent clash between policemen and protesters. On December, 9th, date of the governmental vote, another protest happened in Trafalgar Square. More than clashes between policemen and rioters, this time some protestors attacked a Royal car transporting Prince Charles and the Duchess of Cornwall. The couple was not injured by the attack. To understand why this protest turned into a violent riot, one has to understand the impact of such a measure on students lifestyle. New students hardships Students indebted All those changes in less than 20 years largely impacted students lifestyle. The tuitions fees are extremely expensive, and could be a curb on students choice to go or not at university. Students have to choose between being in debt or to abandon the idea of studying. This is an important feature to take into account especially for the poorest students. According to The push universities guide (a British organisation which informs students on higher education), the average student debts could hit  £53,000 for the students starting their course in 2012. For those who started courses in 2011, it was estimated at  £26,100. The largest students indebted are the Londoners. It is easily understandable considering the expensive cost of living in the city. For example, a student who wants to pass a degree will have to pay  £27,000 just to have access to universities (if the university charges  £9,000), then will be in debt of more than  £28,000 (the inflation has to be taken into account). If the graduate begins to work and has an income of  £19,000, it is estimated that the student will pay off during 30 years before the debt would be written off. So, the student would have paid back around 67% of his debt. If the graduate has an income of  £25,000, he will pay off his debt during 18 years. The internal government figures reveal that only one quarter of students will be able to pay off their debt. Therefore, the majority of indebted student will never be able to pay off their loans. If the estimation turns to be accurate, it would underline a huge issue in the created system (millions of pounds would be lost) as well as the inefficiency of the measure taken. Several difficulties Students have to cope with others difficulties such as the need for a job. The number of full-time students with jobs rose by 54% in the last 10 years stated the Trades Union Congress in 2006. Most of students have to take part time jobs in order to survive because their families cannot afford the cost of the student life and because the maintenance loans do not offer enough money. 61 % of the students who have a part time job come from family with poor background. The average hours of a part time job for a student are 14 hours per week. Such an amount of hours have clearly an impact on their studies: they often miss classes, lectures, which lead to poorer attainments than the others students. Furthermore, those students have less leisure time, less social life than the other students. This phenomenon is not very different from France but the majority of students do not have the financial pressure of beginning their life with such an amount of loans. Moreover, by creating such a financial pressure, the students choice about his job would depend on this income (in order to be able to repay his debt and to afford a high standard of living). Some jobs might be abandoned by the graduates because of their salaries, and could create a new societal problem. Another feature is that students could not give up after a year to reorientate towards another course of study an academic year can cost up to  £9,000 to choose a wrong course of study can be very expensive. To sum up, Higher Education underwent some mains shifts by the last decades, and the end is not yet in sight. Tuitions fees are still a burning issue. Indeed the reforms come into force only this year, in September 2012, that is the reason why we cannot analyse yet the real impact on the society and also there are only estimations. But some shortcomings already appear such as the inefficiency of the Student Loan system, which could lead to another social problem: if the majority of students would not be able to pay off their debts, who would reimburse it? Moreover, after the breaking pledge of Nick Clegg on the rising of tuition fees he recognized and apologized publicly in the media only on September 2012 the deputy prime minister went down in the opinion polls. Sources http://www.timeshighereducation.co.uk/story.asp?storycode=409011 http://www.guardian.co.uk/education/2010/nov/10/student-protest-fees-violent http://en.wikipedia.org/wiki/Tuition_fees_in_the_United_Kingdom http://www.independent.co.uk/news/uk/politics/only-a-quarter-of-all-graduates-will-pay-off-loans-2158168.html http://news.bbc.co.uk/2/hi/uk_news/education/5302082.stm http://www.3s4.org.uk/drivers/changing-student-lifestyle http://www.guardian.co.uk/education/2004/jan/27/tuitionfees.students http://www.telegraph.co.uk/education/educationnews/8057871/Grants-loans-and-tuition-fees-a-timeline-of-how-university-funding-has-evolved.html http://www.ifs.org.uk/wps/wp1004.pdf http://www.bbc.co.uk/news/education-11954333 http://www.guardian.co.uk/education/2010/nov/24/student-school-pupils-protests-walkout http://www.bbc.co.uk/news/education-11877034

evilmac Free Macbeth Essay - From Good to Evil in Shakespeares Macbeth :: GCSE Coursework Macbeth Essays

From Good to Evil in Macbeth A person could make a dramatic change of character when they go from a heart of good to a heart of evil. Macbeth is motivated to kill Duncan by Lady Macbeth, but Macbeth is then motivated by fate, and finally motivated by impulse to carry out his next succession of crimes. Macbeth had a hand, or was involved in 3 murders in the story. The first murder was of King Duncan at the beginning of the story with the aid and instructions of Lady Macbeth. The second murder was of Macbeth’s best friend Banquo, which Macbeth used the service of three murders to accomplish. It was fate for Macbeth to eliminate Banquo because Banquo was to be the father of kings while Macbeth would not. Finally, the third murder was of Macduff’s wife and children. One murderer does the job this time and Macbeth decides from this murder on to act on impulse and not think or feel remorse for any action he does from there on. All these murders indicate that Macbeth doesn’t know how to make things right after he has done something wrong, so he does the only thing he thinks is right, and that is to be more violent with each act he commits. When Macbeth is first introduced, the first impression that we have of him is that he was an incredible and worthy fighter and the King speaks very highly of him. An example of this is "O valiant cousin, worthy gentleman!" The phrase shows that Duncan is very proud of Macbeth, his soldier, and his cousin. In the witches prophecies, Macbeth was told he would be Thane of Glamis, Thane of Cawdor and then eventually become King. He was already Thane of Glamis and he becomes Thane of Cawdor shortly after the execution of the previous Thane, but one prophecy sticks in his mind. He is to become King. Macbeth had the thoughts of becoming King but there was no way he would ever think of murdering his King. He had neither the heart nor determination to do such a violent act. He expresses his discomfort with this in a soliloquy. "That tears shall down the wind. I have no spur to prick the sides of my intent, but only vaulting ambition, which o’erleaps itself, and falls on the other." Mac beth mentions he has no motive to do the deed.

Positive And Negative Effects Of Gaming

Video games are frowned upon by parents as time-wasters, and worse, some education experts think that these games corrupt the brain. Violent video games are easily blamed by the media and some experts as the reason why some young people become violent or commit extreme anti-social behavior. But many scientists and psychologists find that video games can actually have many benefits – the main one is making kids smart. Video games may actually teach kids high-level thinking skills that they will need in the future.Positive Effects of Video Games:†¢When you play video games, it gives the brain a real workout. In many video games, the skills required to win involve abstract and high level thinking. These skills are not even taught at school. Some of the mental skills enhanced by video games include: o Following instructionso Problem solving and logic o Hand-eye coordination, fine motor and spatial skills. o Planning, resource management and logistics. o Multitasking o Quick t hinking, making fast analysis and decisions. o Accuracyo Pattern recognition o Estimating skillso Memory . o Concentration o Improved ability to rapidly and accurately recognize visual information o Teamwork and cooperation when played with others o Management†¢Video games increase your self-confidence and self-esteem as you master the games. In many games, the levels of difficulty are adjustable.As a beginner, you begin at the easy level and by constant practicing and slowly  building skills, you become confident in handling more difficult challenges. Since the cost of failure is lower, you don’t fear making mistakes. You take more risks and explore more. You can transfer this attitude to the real life.Negative Effects of Video Games:†¢Most of the bad effects of video games are blamed on the violence they contain. Children who play more violent video games are more likely to have increased aggressive thoughts, feelings, and behaviors, and decreased prosocial help ing, according to a scientific study (Anderson & Bushman, 2001). The effect of video game violence in kids is worsened by the games’ interactive nature. In many games, kids are rewarded for being more violent. The act of violence is done repeatedly. The child is in control of the violence and experiences the violence in his own eyes (killings, kicking, stabbing and shooting).This active participation, repetition and reward are effective tools for learning behavior. Indeed, many studies seem to indicate that violent video games may be related to aggressive behavior (such as Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004). However, the evidence is not consistent and this issue is far from settled. Many experts including Henry Jenkins of Massachusetts Institute of Technology have noted that there is a decreased rate of juvenile crime whch coincides with the popularity of games such as Death Race, Mortal Kombat, Doom and Grand Theft auto.He concludes that teenage players are able to leave the emotional effects of the game behind when the game is over. Indeed there are cases of teenagers who commit violent crimes who also spend great amount of time playing video games such as those involved in the Columbine and Newport cases. It appears that there will always be violent people, and it just so happen that many of them also enjoy playing violent video games. †¢Too much video game playing makes your kid socially isolated. Also, he may spend less time in other activities such as doing homework, reading, sports, and interacting with the family and friends.†¢Some video games teach kids the wrong values. Violent behavior, vengeance and aggression are rewarded. Negotiating and other nonviolent solutions are often not options. Women are often portrayed as weaker characters that are helpless or  sexually provocative.†¢Games can confuse reality and fantasy.†¢Academic achievement may be negatively related to over-all time spent playing video g ames. Studies have shown that the more time a kid spends playing video games, the poorer is his performance in school. (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004). A study by Argosy University's Minnesota School on Professional Psychology found that video game addicts argue a lot with their teachers, fight a lot with their friends, and score lower grades than others who play video games less often. Other studies show that many game players routinely skip their homework to play games, and many students admitted that their video game habits are often responsible for poor school grades.†¢Although some studies suggest that playing video games enhances a child’s concentration, other studies, such as a 2012 paper published in Psychology of Popular Media Culture, have found that games can hurt and help children's attention issues — improving the ability to concentrate in short bursts but damaging long-term concentration. †¢Video games may also have bad eff ects on some children’s health, including obesity, video-induced seizures. and postural, muscular and skeletal disorders, such as tendonitis, nerve compression, carpal tunnel syndrome. †¢When playing online, your kid can pick up bad language and behavior from other people, and may make your kid vulnerable to online dangers.†¢A study by the Minneapolis-based National Institute for Media and the Family suggests that video games can be addictive for kids, and that the kids' addiction to video games increases their depression and anxiety levels. Addicted kids also exhibit social phobias. Not surprisingly, kids addicted to video games see their school performance suffer. †¢Kids spending too much time playing video games may exhibit impulsive behavior and have attention problems. This is according to a new study published in the February 2012 issue of the Journal of Psychology and Popular Media Culture. For the study, attention problems were defined as difficulty eng aging in or sustaining behavior to reach a goal.

Internship Argumentation

Faith Rivers Dr. Gul Celkan English 1101 October 22, 2012 Internship Argumentation Internships are opportunities that many students take before graduating from college. Whether paid or unpaid, they’re beneficial to students, nonetheless. They provide experience that can’t be learned elsewhere, and also gives them an edge in comparison to students that don’t take the opportunity. Of course, internships can have their downfalls in which they may not be taken as seriously as a ‘real world’ job but the pros that internships offer outweigh the cons.As I’m naturally a clumsy person, I would feel much more content knowing that when I go to the hospital, skilled physicians are treating me. I wouldn’t feel too safe if I knew that the doctor treating me was straight out of college, and had no experience under his belt. I would question the care that I’m under. Internships are another way for students to gain priceless experience rather tha n learning only from a textbook. These students are able to work in the job market, and put their skills to use. In good timing of course! They also have the chance to watch and learn from experienced personnel.Another advantage to internships is the contacts that they make while there. They’re able to branch out under these facilities, which provide them with a network of contacts to rely on. Having the note, ‘intern at ‘x’ company’ sticks out like a green checkmark on their resume as companies appreciate this when looking at a graduates resume. It immediately makes them more competitive in the job market, and has more significance to a company. Companies know that these graduates have had similar work, and experience that they can put to good use in the company’s facility as well.Graduates are also generally prepared for the work force. These earlier interns know what they’re getting into when they’re applying for these jobs an d they’re prepared. This is useful for the organizations that they’re applying to because the companies can be assured that they’ve had some sort of training in the field before. Confidence is key! This is a popular saying and needs to be applied in this scenario. Internships provide a safety net for graduates in multiple ways. The graduates can rest assured that they have an understanding of what they’re doing, and how to apply that knowledge in the job market.It’s common that most companies hire back their interns, which is beneficial to both sides of the party. It’s beneficial to the companies because the employees have had the chance to meet the intern and work alongside them. In the same way, it’s favorable to the graduate because they’ve been able to put their knowledge to use, and have had the opportunity to work in that respected facility and get an idea of what it’s like. Despite all of the advantages that inter nships offer, the downside is that if a student takes an unpaid internship, then the student won’t find any motivation towards it.In most jobs, people work hard to keep their jobs in order to receive the reward: their paycheck. With an internship, students will just look at it as a volunteer activity and not fully appreciate it or the knowledge that it provides. The internship would just be another thing to check off of the list. Also, interns won’t receive the regular training in that job. Since companies know that the student is only interning for a select amount of time, companies won’t train as thoroughly.Additionally, the students won’t get the same work as that of a regular employee. The companies will figure that since the students are still in school and only interning, then the students won’t grasp the process of everything or won’t do it correctly. There are many opinions on the advantages and disadvantages of internships, but look ing at the facts, it’s evident that internships are extremely beneficial to students. Companies realize this as well when looking at graduates’ resumes, because these past interns are eye-catching to companies.Internships also show companies that these grads have potential working in their facility. The past interns know what they’re getting into and are knowledgeable and prepared. Comparing a student’s resume with one that did an internship compared to that of one that didn’t, the company would have more interest in the student that was an intern before. Internships provide students experience that can’t be learned from a textbook or elsewhere! Dent, Ashley. â€Å"Internship Argumentation Essay. â€Å" Macon State College. Warner Robins, GA. 2012

Assassination of Robert Kennedy

Assassination of Robert Kennedy Shortly after midnight on June 5, 1968, presidential candidate, Robert F. Kennedy was shot three times after giving a speech at the Ambassador Hotel in Los Angeles, California. Robert Kennedy died of his wounds 26 hours later. Robert Kennedys assassination later led to Secret Service protection for all future major presidential candidates. The Assassination On June 4, 1968, popular Democratic Party presidential candidate Robert F. Kennedy waited all day for the election results to come in from the Democratic primary in California. At 11:30 p.m., Kennedy, his wife Ethel, and the rest of his entourage left the Royal Suite of the Ambassador Hotel and headed downstairs to the ballroom, where approximately 1,800 supporters waited for him to give his victory speech. After giving his speech and ending with, Now on to Chicago, and lets win there! Kennedy turned and exited the ballroom through a side door that led to a kitchen pantry. Kennedy was using this pantry as a shortcut to reach the Colonial Room, where the press was waiting for him. As Kennedy traveled down this pantry corridor, which was filled with people trying to catch a glimpse of the potential future president, 24-year-old, Palestinian-born Sirhan Sirhan stepped up to Robert Kennedy and opened fire with his .22 pistol. While Sirhan was still firing, bodyguards and others tried to contain the gunman; however, Sirhan managed to fire all eight bullets before being subdued. Six people were hit. Robert Kennedy fell to the floor bleeding. Speechwriter Paul Shrade had been hit in the forehead. Seventeen-year-old Irwin Stroll was hit in the left leg. ABC director William Weisel was hit in the stomach. Reporter Ira Goldsteins hip was shattered. Artist Elizabeth Evans was also grazed on her forehead. However, most of the focus was on Kennedy. As he lay bleeding, Ethel rushed to his side and cradled his head. Busboy Juan Romero brought over some rosary beads and placed them in Kennedys hand. Kennedy, who had been seriously hurt and looked in pain, whispered, Is everybody all right? Dr. Stanley Abo quickly examined Kennedy at the scene and discovered a hole just below his right ear. Robert Kennedy Rushed to the Hospital An ambulance first took Robert Kennedy to the Central Receiving Hospital, which was located just 18 blocks away from the hotel. However, since Kennedy needed brain surgery, he was quickly transferred to Good Samaritan Hospital, arriving around 1 a.m. It was here that doctors discovered two additional bullet wounds, one under his right armpit and another just one-and-a-half inches lower. Kennedy underwent three-hour brain surgery, in which doctors removed bone and metal fragments. Over the next few hours, however, Kennedys condition continued to worsen. At 1:44 a.m. on June 6, 1968, Robert Kennedy died from his wounds at age 42. The nation was severely shocked at the news of yet another assassination of a major public figure. Robert Kennedy was the third major assassination of the decade, following the murders of Roberts brother, John F. Kennedy, five years earlier and of the great civil rights activist Martin Luther King Jr. just two months earlier. Robert Kennedy was buried near his brother, President John F. Kennedy, in Arlington Cemetery. What Happened to Sirhan Sirhan? Once police arrived at the Ambassador Hotel, Sirhan was escorted to police headquarters and questioned. At the time, his identity was unknown since he was carrying no identifying papers and refused to give his name. It wasnt until Sirhans brothers saw a picture of him on TV that the connection was made. It turned out that Sirhan Bishara Sirhan was born in Jerusalem in 1944 and emigrated to the U.S. with his parents and siblings when he was 12 years old. Sirhan eventually dropped out of community college and worked a number of odd jobs, including as a groom at the Santa Anita Racetrack. Once the police had identified their captive, they searched his house and found handwritten notebooks. Much of what they found written inside was incoherent, but amidst the rambling, they found RFK must die and My determination to eliminate RFK is becoming more [and] more of an unshakable obsession...[He] must be sacrificed for the cause of the poor exploited people. Sirhan was given a trial, in which he was tried for murder (of Kennedy) and assault with a deadly weapon (for the others that were shot). Although he pleaded not guilty, Sirhan Sirhan was found guilty on all counts and sentenced to death on April 23, 1969. Sirhan was never executed, however, because in 1972 California abolished the death penalty and commuted all death sentences to life in prison. Sirhan Sirhan remains imprisoned in Valley State Prison in Coalinga, California. Conspiracy Theories Just as in the assassinations of John F. Kennedy and Martin Luther King Jr., many people believe there was also a conspiracy involved in the murder of Robert Kennedy. For Robert Kennedys assassination, there seem to be three main conspiracy theories that are based on inconsistencies found in the evidence against Sirhan Sirhan. Second Shooter- The first conspiracy involves the location of the fatal shot. Los Angeles Coroner Thomas Noguchi conducted the autopsy on Robert Kennedys body and discovered that not only had Kennedy died from the shot that entered just below and behind his right ear but that there were scorch marks around the entry wound.This meant that the shot must have come from behind Kennedy and that the muzzle of the gun must have been within an inch or so of Kennedys head when it was fired. By nearly all accounts, Sirhan had been in front of Kennedy and had never gotten closer than several feet. Could there have been a second shooter?The woman in a Polka-Dot Skirt- The second piece of evidence that easily lends itself to conspiracy theories is the multiple witnesses who saw a young woman wearing a polka-dot skirt running from the hotel with another man, exuberantly exclaiming, We shot Kennedy!Other witnesses say they saw a man who looked like Sirhan talking to a woman in a polka-dot skirt ear lier in the day. The police reports bypassed this evidence, believing that in the chaos that followed the shooting, it was more likely the couple was crying out, They shot Kennedy! Hypno-Programming- The third takes a bit more of a stretch of the imagination but is one advocated by Sirhans lawyers during pleas for parole. This theory claims that Sirhan was hypno-programmed (i.e. hypnotized and then told what to do by others). If so, this would explain why Sirhan asserts that he cant remember any of the events from that night.

Training in Clinical and Counseling Psychology

Training in Clinical and Counseling Psychology Graduate school applicants who want a career in the field of psychology often assume that training in clinical or counseling psychology will prepare them for practice, which is a reasonable assumption, but not all doctoral programs offer similar training. There are several kinds of doctoral programs in clinical and counseling psychology, and each offers different training. Consider what you want to do with your degree counsel patients, work in academia or do research when you decide which program is best for you. Considerations in Selecting Graduate Programs   As you consider applying to clinical and counseling programs remember your own interests. What do you hope to do with your degree? Do you want to work with people and practice psychology? Do you want to teach and conduct research at a college or university? Do you want to conduct research in business and industry or for the government? Do you want to work in public policy, conducting and applying research to address social problems? Not all doctoral psychology programs will train you for all of these careers. There are three types of doctoral programs in clinical and counseling psychology and ​two different academic degrees. Scientist Model The scientist model emphasizes training students for research. Students earn a  Ph.D., a doctor of philosophy,  which is a research degree. Like other science Ph.Ds., clinical and counseling psychologists trained in scientist programs focus on conducting research. They learn how to ask and answer questions through conducting carefully designed research. Graduates of this model get jobs as researchers and college professors. Students in scientist programs are not trained in practice and, unless they seek additional training after graduation, they are not eligible to practice psychology as therapists. Scientist-Practitioner Model The scientist-practitioner model is also known as the Boulder Model, after the 1949 Boulder Conference on Graduate Education in Clinical Psychology in which it was first created. Scientist-practitioner programs train students in both science and practice. Students earn Ph.D.s and learn how to design and conduct research, but they also learn how to apply research findings and practice as psychologists. Graduates have careers in academia and practice. Some work as researchers and professors. Others work in practice settings, such as hospitals, mental health facilities, and private practice. Some do both. Practitioner-Scholar Model The practitioner-scholar model is also referred to as the Vail model, after the 1973 Vail Conference on Professional Training in Psychology, when it was first articulated. The practitioner-scholar model is a professional doctoral degree that trains students for clinical practice. Most students earn Psy.D. (doctor of psychology) degrees. Students learn how to understand and apply scholarly findings to practice. They are trained to be consumers of research. Graduates work in practice settings in hospitals, mental health facilities, and private practice.