Arrests vs. Stops (Response) Assignment Example | Topics and Well Written Essays - 250 words

Arrests vs. Stops (Response) - Assignment Example driving are more invasive because the driver would be denied his or her right to freedom of movement, taken to court, and fined, leaving their individual life more disrupted. The discussion draws several parallels from the findings of Fields and Emshwiller (2014) in relation to the more far-reaching effects of arrests. However, unlike the discussion, Fields and Emshwiller have backed up their findings with more reliable facts and figures relating to the expected education achievement and the economic status of the suspects or convicts at 25 years of age. For instance, according to Fields and Emshwiller (2014), 21% of individuals arrested by 23 will own a home; 15% of victims of arrests who are acquitted by courts will own a home; and 10% of victims of arrest and conviction will own a home at 25. The researchers provide accurate figures suggesting that arrests and subsequent conviction have lasting, negative effects on the victims. However, the research falls short of exploring other equally important contributing social factors affecting education, future employment and income among adolescents. These factors include; family income, race, ethnicity and parenting. Generally, better family income among people of color, effective parenting and white race are factors which are usually associated with better social and economic prospects of adolescents in adulthood. Fields, G., & Emshwiller, J.R., (2014). As Arrest Records Rise, Americans Find Consequences Can Last a Lifetime. Retrieved from

Issues of Faculty Training for Online Courses Research Paper

Issues of Faculty Training for Online Courses - Research Paper Example The authors incorporates qualitative research in educations so as to mitigate the issues circumventing around online trainings based on knew knowing patterns. The authors takes an approach of sociological perspective but showcases alterations in conceptualization of qualitative research resulting from feminist and post-structural thought. The emphasis on technology and qualitative analysis software in qualitative research assist faculty stakeholders and learners in technology utilization as well as its efficient installation and incorporation which is beneficial to online training. However the outstanding issues in online training such as faculty compensation, faculty workload and faculty selection need to be addressed urgently. Compensation and incentives are motivating factors to faculty and hence should be addressed based on course-load, incentives and perks and promotional (In Shattuck, 2014). The Faculty Workload is also a factor it determines the number of hours work and not how course count. This also incorporated class sizes. Another issue is the issue of Faculty Selection which is the driving force behind distance education program. There is need for proper selection of academically qualified faculty to deliver. This should consider academic review with increased technical and instructional skills. Computer proficiency should form the major benchmark for faculty selection as there is not automatic guarantee for those who have excelled in some fields to be good online