Correctional Administration Reviewer - 18383 Words

CORRECTIONAL ADMINISTRATION CHIVAS GOCELA DULGUIME, R.C I. INTRODUCTION PENOLOGY - the study of punishment of crime. - a branch of Criminology dealing with prison management, and the deterrence and reformatory treatment of criminals. SOURCES OF THE TERM PENOLOGY: a. Peno was derived from Greek word â€Å"piono† and from the Latin word â€Å"poena†, both terms mean punishment. b. Logy was from the Latin word â€Å"logos†, meaning science. c. Penology distinguish from Penitentiary Science- Penology deals with the various means of fighting crimes as regards to penalties and other measures of security, while Penitentiary Science is limited only to the study of penalties dealing with deprivation of liberty. ï  ½ The Golden Age of Penology - the period†¦show more content†¦Retribution/ Personal vengeance/ Revenge. The most common ancient justification of punishment, and this is called the Law of Vendetta. The Code of Hammurabi. The oldest written penal law in Babylonia in 1750 that stopped the ancient practice of retribution or personal vengeance and punishment became the responsibility of the state. This code of laws was a compilation of the laws of the Semetic tribes, and was written on stone. It instituted the law of the Talon (Les Taliones) w/c means that the state would mete out punishment equally, as â€Å"an eye for an eye or a tooth for a tooth.† ï  ½ PUNISHMENT IN PRIMITIVE SOCIETY Most common Punishments. 1. Death a. Crucifixion b. Beheading c. Hanging d. Impaling e. Drowning f. Burning 2. Physical torture a. Flogging b. Dismemberment and starvation c. Public humiliation d. Stocks e. Pillory f. Docking tools g. Branding and banks h. Mutilation 3. Imprisonment a. Confinement in dungeons, galleys, hulks, jails, houses of corrections, work houses and penitentiaries. 4. Fines and forfeiture of property ï  ½ CAPITAL PUNISHMENT. It is the infliction of death penalty upon a person who committed a serious crime. ï  ½ CORPORAL PUNISHMENT. It is the infliction of physical pain upon a convicted criminal. Social Justification of Penalty 1. Prevention- the state must punish the criminal to prevent or suppress the danger to the state arising from the criminal acts of the offender. 2.Show MoreRelatedWhy Is Career Counseling Important?1400 Words   |  6 Pagesany assessment, the counselor or administrator should be familiar with the test. Professionals qualified to administer this assessment should be licensed counselors, schools teachers, or other licensure professionals with a background of test administration. Providing a comfortable environment for the client to take an assessment test is always important. Administering the test to a small group is recommended rather than to a large group. The Level 1 test booklets are written on a fourth-gradeRead MoreEffectiveness of Pccr Review Center19276 Words   |  78 PagesScience, including in Masters in Criminology and Criminal Justice, master in Public Administration Major in Law Enforcement and Public Safety Administration, asides from its related Doctorate degrees. This only shows that these schools are in need of criminologists to teach and become part of the system in these courses or programs. The  Professional Regulation Commission (PRC)  is responsible for the administration, implementation and enforcement of regulatory policies on the regulation and licensingRead MorePerformance of the Criminology Graduates in Relation to Board Examination : Itss Relation to Enhancement Program9492 Words   |  38 Pageswhy crimes occur and test those theories by observing behavior. 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But others seem not to have even this justification. In The Listener of 10 April 1999, the reviewer of the first edition wrote most pertinently thus: Mr Partridge might have said more about officialese.... This demon grows steadily more formidable as the Ministries multiply their number and their lists and schedules. They initiate organizationalRead More1000 Word Essay85965 Words   |  344 Pagesa review of the entire process. Non-commissioned officer’s organizational rating chain use DA Form 2166–8; and DA Form 2166–8–1. (DA PAM 623-3 May 2006 / 1-8 / PDF 9) What will a rating chain for an NCO consist of? Rated NCO Rater Senior Rater Reviewer (AR 623-3 May 2006 / 2-3 / PDF 18) Can an NCO that is on a recommended list for promotion or frocked to one of the top three NCO grades (first sergeant (1SG), SGM, or CSM) and is serving in an authorized position for the new grade, rate any NCO

Short Story Chapter 2 - 9020 Words

All around them men shouted with glee or frustration, depending who they’d been backing to win the race. Yiannis had been shocked to see how many had turned out to watch. When Fungy had roused him from his bed, where he’d been putting the finishing touches on one of the sketches he’d made the other day, he’d been curious. First, he could hardly believe his friend was up—he hadn’t taken Fungy for an early riser. And secondly, that he’d only gotten up to watch his sister-in-law ride in a race was beyond anything he’d expected of the man. â€Å"It was all the talk at the clubs last night,† Fungy had explained. â€Å"Can’t miss it. She is m’sister, after all.† Yiannis had thrown on some clothes, and they’d been out the door in minutes so as to not miss†¦show more content†¦That was when Yiannis was shocked to find himself among those shouting encouragement to Thalia. He glanced at Fungy. His friend wasn’t shouting, but he was clearly as involved in the race as anyone. His air of ennui was gone, replaced by an intense expression that Yiannis had never thought to see. As Thalia just edged past her opponent to ride through the gate first, Yiannis let out a shout of victory. Even Fungy had a huge grin on his face as Thalia won. He quickly schooled his expression back to impassivity, but Yiannis had seen his joy at her win and felt better about him for it. As she came back through the gate, her hand held high in victory, he and Thalia locked gazes. Her hand immediately fell, and the high color in her beautiful cheeks faded quickly. Yiannis allowed his emotions to rule the day, however, and he gave her a â€Å"huzzah!† and joined in with the applause all around him. The smile returned to Thalia’s face, and she ducked her head in acknowledgment. She then refocused on her opponent, who was gentleman enough to come and acknowledge his defeat. Yiannis could see her congratulate him on a race well run. They chatted and laughed before she dismounted and walked over to join him and Fungy. He could see the exchange of notes out of the corner of his eye as people paid and collected on their debts. â€Å"Please, Fungy,† Thalia said, going first to her brother-in-law. â€Å"You aren’t going to tell Rose are you?† Fungy raised an eyebrow. â€Å"Do you truly thinkShow MoreRelatedShort Story Chapter 21543 Words   |  7 Pagessurface you want to search for old books. What do you see in those crusty ol things anyway? For one thing, they have tons of great stories, and secondly, theyre much more entertaining than the holo imagers. Jack lumbers across the last few yards of desert sand and arrives at the hatch with his new prizes safely stowed. He had always had a penchant for any story from an old book. Regardless of the danger surrounding the adventure of searching, Jack never passed up the chance to look for booksRead MoreChapter 2 Short Story1155 Words   |  5 Pagessetting up for it making sure that all the preparations were set. At about ten in the morning Dis was putting up some streamers when someone tugged on her dress. She looked down only to see her oldest. Yes, Fili Dis said Mama, can you tell me a story Sorry honey, but I have to set up for Kilis party said Dis as she turned around to finish hanging up the decorations But why? Pleaded Fili Because we are having guests over and we want the house to look festive Fine then can I go playRead MoreShort Story : Chapter 21264 Words   |  6 Pagespig at all.† She knelt, wrapped her hand around the base of his cock and leaned forward, but Gwaine put his hands on her shoulders to halt her. â€Å"I should tell you that this, um, will probably be quick. A few months after I got out of rehab, I had a short relationship with a woman I’d met in treatment. That was more than a year-and-a-half ago, and there’s been no one since.† Gwen brushed her lips against the head of Gwaine’s erection, and he shuddered. â€Å"Okay. Tell me if I’m doing it all right.† â€Å"PleaseRead MoreShort Story Chapter 2911 Words   |  4 PagesHow are things looking on that side? The tall, burly man asked, seemingly desperate. Not good, master. The landslide is too severe, we cant push forward any further. A man answered. The rain keeps on pouring, mocking them as they try to search for survivors amidst the sudden squall. Damn! He screamed, punching one of the nearby trees. Is there really nothing we can do? Im afraid not, master, if we go any further we might end up dying ourselves. The one called master grinds his teethRead MoreShort Story : Chapter 21495 Words   |  6 PagesMaggie had grabbed a quick lunch from the cafeteria before hauling ass back to her room. At the moment, she wasn’t interested in spending time making idle conversation with her teammates. She had already been awake longer than she normally would’ve been for one day and her irritation was growing from the forced social interaction. She craved some quiet, alone time to allow herself a break and to prepare herself for whatever Shannon had planned for them next. When she arrived at room 352, the doorRead MoreShort Story Chapter 21647 Words   |  7 PagesThere was a noticeable shift in temperature as the sun began its slow descent toward the horizon, the impending dusk transforming the western sky from faded blue to an artist’s palette of muted pink and orange tones. Across from the aquatic center, Tom and Dennis loitered at a bus stop, their teenage attire helping them to blend into the urban environment. However, despite his outwardly composed appearance, Tom was anything but calm. His eyes scanned the street, searching for any sign of their suspectRead MoreA Study of Russian Literature â€Å"Fat and Thin†1296 Words   |  6 Pages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ iv CHAPTER I : The Problem and Its Setting Introduction .†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Significance of the Study ...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Statement of the Problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 3 Scope and Delimitation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 Definition of Terms .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 5 CHAPTER II Survey of Related Literature †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦............. 6 CHAPTER III Presentation and Interpretation of Data †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 7 CHAPTER IV SummaryRead MoreHow Does Fitzgerald Tell the Story in Chapter 2 of the Great Gatsby?1092 Words   |  5 PagesHow does Fitzgerald tell the story in chapter 2? In chapter 2 Tom takes Nick to meet Myrtle, his lover, in the Valley of Ashes, where her home is. They all then go to New York, to the apartment bought by Tom for Myrtle, and Myrtle organises a ‘party’, during which she argues with Tom, which ends with him punching her. The purpose of this chapter is to show what Tom Buchanan is like, and how he acts towards other people and his money. Also, the reader is prepared to meet Gatsby as the partyRead MoreAnalysis of Maxine Hong Kingston No Name Woman1670 Words   |  7 PagesChapter I Introduction 1.1. Background of study Adultery defined as a sex relationship between a married woman and a man other than her spouse or a sex relationship that usually happened also between unmarried couples in their relationship. It is actually the same as stated in Oxford Advanced Learner’s Dictionary; adultery is a sex between a married person and someone who is not their husband or wife (18). Indeed, Adultery sometimes becomes something crucial in our society. As an additionRead MoreComparison Of The Celebrated Jumping Frog Of Calaveras County1039 Words   |  5 PagesThe novel, The Adventures of Huckleberry Finn, and the short story, â€Å"The Celebrated Jumping Frog of Calaveras County,† both written by Mark Twain, are similar in terms of Twain’s style using figurative language, syntax, and different types of diction. First, Twain’s style can be described as including many different forms of figurative language throughout his stories, including similes, hyperboles, and polysyndeton. According to Chapter 12 of The Adventures of Huckleberry Finn, â€Å"Nothing but just

Physics Newtons Laws of Motion and Force Accelerating Essay Example For Students

Physics: Newtons Laws of Motion and Force Accelerating Essay Force in effect when car brakes A car of mass m=1200 keg is traveling at a speed of km/h. Suddenly the brakes are applied and the car is brought to a stop over a distance of mm. Assuming constant breaking force find: (1) the magnitude of the breaking force, (2) the time required to stop. (3) What will be the stopping distance if the initial speed is km/h? Solution. Most of problems from Dynamics can be seen as two parts problem, one involving kinematics and the other dynamics. This is a consequence of Newtons Second Law Force is a product of mass and acceleration. Acceleration by itself is a purely kinematical problem. When mass is involved, we go into Dynamics. In our problem the following are given: m = 1200 keg mass of the car, FL = 50 km/h initial speed in the first case, Del = mm stopping distance in the first case, iv = 100 km/h initial speed in the second case. We are suppose to find: F = ? magnitude of breaking force, t = ? the time required to stop, We write down formulas which involved the unknown quantities, F = a = FL,t (2) Some explanations: Formula (1) is simply Newtons Second Law of Motion, ma formula (2) the speed decreases from FL too during time t. Assuming constant breaking force means constant acceleration (deceleration or acceleration directed opposite to direction of motion in this problem), and (2) is the definition of such acceleration. We have three equations with three unknown that is what algebra requires. From (2) t=FL/a (4) substituting (4) into (3) we get and after a little algebra we get The only unknown in (6) is acceleration a, (7) Substituting (7) to (1) we get And the question (3) from our problem. From data given in the problem we see that (10) Using formula (6) for distance required to stop the car, we have (11) The ratio of distances required to stop the car traveling at these two speeds is (12) And this is the answer to question (3). Substituting the numbers and changing all units to SSL system gives F = 5787 N t = 2. 88 s If you got different numbers you probably forget to change kilometers per hour to meters per second. Reference : http://www. Physics-tutorial. Net/MM-UP-force-braking-car. HTML Tension in an elevator cable Physics problem An elevator has a mass of keg. What is the tension in the supporting cable when the elevator traveling down at 10 m/s is brought to rest in a distance of 40 m. Assume constant acceleration. Given: m =1400 keg mass of elevator, v = mm/s initial speed of the elevator, D = 40 m distance required to stop the elevator. G = 9. 81 m/so gravitational acceleration, as usual is assumed to be known. Unknown: T = ? magnitude of tension in the cable while bringing the elevator to rest. To find T we must calculate: a = ? acceleration while stopping the elevator, t = ? time required to stop elevator. Solution. It is convenient to draw a free-body diagram, as in Figure below. Is the tension in the cable of the elevator, is the gravity force. The resultant force is he force producing acceleration (deceleration in this case) of our elevator. This can be written in the form of the equation if we chose the upward direction as positive. Solving for tension gives (1 a) For further calculations we can drop the vector notation as all the forces are acting along one line. To calculate the magnitude of the tension T, we must find the magnitude a of the acceleration. It can be found from kinematics equations a = v/t standard formula for distance traveled in motion with constant acceleration (negative in this case as directed opposite to the initial speed). Solving the equations (2) and (3) tit respect to acceleration a, we find (4) Magnitude of tension T can be found from formula (1) taken without the vector notation (magnitude only!! ) Substituting numbers given in the problem we get T = 15484 N. .u2e271d555541dee1410aab08262c0c39 , .u2e271d555541dee1410aab08262c0c39 .postImageUrl , .u2e271d555541dee1410aab08262c0c39 .centered-text-area { min-height: 80px; position: relative; } .u2e271d555541dee1410aab08262c0c39 , .u2e271d555541dee1410aab08262c0c39:hover , .u2e271d555541dee1410aab08262c0c39:visited , .u2e271d555541dee1410aab08262c0c39:active { border:0!important; } .u2e271d555541dee1410aab08262c0c39 .clearfix:after { content: ""; display: table; clear: both; } .u2e271d555541dee1410aab08262c0c39 { 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; } .u2e271d555541dee1410aab08262c0c39:active , .u2e271d555541dee1410aab08262c0c39:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2e271d555541dee1410aab08262c0c39 .centered-text-area { width: 100%; position: relative ; } .u2e271d555541dee1410aab08262c0c39 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2e271d555541dee1410aab08262c0c39 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2e271d555541dee1410aab08262c0c39 .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; } .u2e271d555541dee1410aab08262c0c39:hover .ctaButton { background-color: #34495E!important; } .u2e271d555541dee1410aab08262c0c39 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2e271d555541dee1410aab08262c0c39 .u2e271d555541dee1410aab08262c0c39-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2e271d555541dee1410aab08262c0c39:after { content: ""; display: block; clear: both; } READ: Life changing experience EssayNow its time to write equations based on Newtons Laws. In the vertical direction ml = IN so we can forget about these forces in further analysis. In the horizontal direction the resultant force exerted on ml is F FAA and this is the force accelerating block ml . Therefore we can write F FAA = ml The BFD for mm shows that the only the horizontal force acting on it is the one exerted by block ml . This force has a magnitude of the FAA from the BFD on the left both blocks are in contact they must have the same acceleration a. So, for the second block the equation of motion is FAA = mm a (2) We can drop out the vector notation from these two equations as the directions are well defined on the Fads for both blocks. From the (2) we have a = FAA/mm and substituting this acceleration into (1) we find, after a little elementary algebra, FAA=F ran / +mm) And this is the answer to question (1) from the problem. If the force F is exerted from right to left, as in part (2) of the problem, the analogical seasoning will lead to the answer FEB. = F ml / (ml + mm) Substituting the values given in the problem we get FAA=3. ON and Feb.=1. AN You can wonder why the force between the blocks is larger when you push from the left. This is because in that situation the block which is a kind of transmitter of force must push the larger mass (mm) than in the second situation, when the larger block is pushing the smaller one. Reference: http://www. Physics-tutorial. Net/MM-UP-moving-blocks. HTML Project in Physics Submitted by: Jessica Ann Valued Submitted to: Mr.. June Balloon

Martin Luther Essays - Augustinian Friars, English-language Films

Martin Luther Martin Luther was a German theologian and religious reformer that had a great impact on not only religion but also on politics, economics, education and language. Martin Luther was born in the town of Eisleben, Germany, on November 10, 1483, (Encarta 1). His father Hans Luther, was a worker in the copper mines in Mansfield. His mother was Margaret. Martin grew up in a home where parents prayed faithfully to the saints and taught their children to do the same. His father and mother loved their children dearly, but were also very strict with them. Luther said, my father once whipped me so that I ran away and felt ugly toward him until he was at pains to win me back. ?My mother once beat me until the blood flowed, for having stolen a miserable nut. (Luther 31) When Martin was five years old, he went to school in Mansfeld, where his parents had moved about a year after he was born. The subjects taught at this school was the Ten Commandments, the Creed, the Lord's Prayer, church music, together with some Latin and arithmetic. (Catholic Encyclopedia 1) The sad part of the instruction was that Martin and his fellow pupils learned little about the love of God. They learned to know Jesus, not as the Friend of sinners, but as the Judge. They feared Jesus, but did not love him. The schoolmasters in my days were tyrants and executioners; the schools were jails and hells! And in spite of fear and misery, floggings and tremblings, nothing was learned, Luther said. (Luther 31) Despite the conditions at Mansfield, Martin learned rapidly, for he was a bright boy and studied diligently. At the age of twelve he was admitted to the Latin High School at Magdeburg, sixty miles from his home. Here, for the first time, Luther found a Bible. Most of his teachers at Magdeburg were members of the Brethren of the Common Life. This is the first place where he feels his first desire to enter into the religious community. The next year his father transferred him to a school on Eisenach, wishing him to become a lawyer. Here a young woman, Mrs. Ursala Cotta, took a special liking to him. At one time, when a group of boys was singing before her house, she invited Martin in and offered him free lodging. He accepted. He received free meals in another house where he taught a young child of the family. Luther was now free to devote more time to his studies. Since the Cotta family was a cultured family, Luther's stay in this home taught him to appreciate such things as music and art and helped him to develop especially his remarkable talent for music. By the time Luther was far enough advanced to enter the university his father had become a prosperous man. He went from being a miner to being the owner of many small foundries. He could now afford to give Martin a college education. Recognizing the gifts of his son, the father intended that his son should become a lawyer and therefore sent him to the University of Erfurt in 1501 at the age of seventeen. (Encarta 2) Here again the young student prayed and studied constantly. To increase his knowledge, Luther spent much time at the library. Discipline was as strict as it had been at Megdeberg and Eisenach. The students were awakened at 4:00 AM. Lectures began as the sun rose and continued until 5:00 PM. The first meal of the day was at 10:00 AM. The students hurried from class to class, pausing only for the briefest of conversations before the next lecture commenced, whispering quietly to each other in the required Latin, (Luther 34). In 1505 at the age of twenty-one he was awarded th e Master of Arts degree. (Encarta 2). He now had the right to teach and was able to register for a law course. To please his father, Martin remained on at the University to read law, but he soon lost interest in that subject. More and more he studied religion and worried over his sinful condition. But no matter how hard he tried to please God, he couldn't find peace of Martin Luther Essays - Augustinian Friars, English-language Films Martin Luther Martin Luther was a German theologian and religious reformer that had a great impact on not only religion but also on politics, economics, education and language. Martin Luther was born in the town of Eisleben, Germany, on November 10, 1483, (Encarta 1). His father Hans Luther, was a worker in the copper mines in Mansfield. His mother was Margaret. Martin grew up in a home where parents prayed faithfully to the saints and taught their children to do the same. His father and mother loved their children dearly, but were also very strict with them. Luther said, my father once whipped me so that I ran away and felt ugly toward him until he was at pains to win me back. ?My mother once beat me until the blood flowed, for having stolen a miserable nut. (Luther 31) When Martin was five years old, he went to school in Mansfeld, where his parents had moved about a year after he was born. The subjects taught at this school was the Ten Commandments, the Creed, the Lord's Prayer, church music, together with some Latin and arithmetic. (Catholic Encyclopedia 1) The sad part of the instruction was that Martin and his fellow pupils learned little about the love of God. They learned to know Jesus, not as the Friend of sinners, but as the Judge. They feared Jesus, but did not love him. The schoolmasters in my days were tyrants and executioners; the schools were jails and hells! And in spite of fear and misery, floggings and tremblings, nothing was learned, Luther said. (Luther 31) Despite the conditions at Mansfield, Martin learned rapidly, for he was a bright boy and studied diligently. At the age of twelve he was admitted to the Latin High School at Magdeburg, sixty miles from his home. Here, for the first time, Luther found a Bible. Most of his teachers at Magdeburg were members of the Brethren of the Common Life. This is the first place where he feels his first desire to enter into the religious community. The next year his father transferred him to a school on Eisenach, wishing him to become a lawyer. Here a young woman, Mrs. Ursala Cotta, took a special liking to him. At one time, when a group of boys was singing before her house, she invited Martin in and offered him free lodging. He accepted. He received free meals in another house where he taught a young child of the family. Luther was now free to devote more time to his studies. Since the Cotta family was a cultured family, Luther's stay in this home taught him to appreciate such things as music and art and helped him to develop especially his remarkable talent for music. By the time Luther was far enough advanced to enter the university his father had become a prosperous man. He went from being a miner to being the owner of many small foundries. He could now afford to give Martin a college education. Recognizing the gifts of his son, the father intended that his son should become a lawyer and therefore sent him to the University of Erfurt in 1501 at the age of seventeen. (Encarta 2) Here again the young student prayed and studied constantly. To increase his knowledge, Luther spent much time at the library. Discipline was as strict as it had been at Megdeberg and Eisenach. The students were awakened at 4:00 AM. Lectures began as the sun rose and continued until 5:00 PM. The first meal of the day was at 10:00 AM. The students hurried from class to class, pausing only for the briefest of conversations before the next lecture commenced, whispering quietly to each other in the required Latin, (Luther 34). In 1505 at the age of twenty-one he was awarded th e Master of Arts degree. (Encarta 2). He now had the right to teach and was able to register for a law course. To please his father, Martin remained on at the University to read law, but he soon lost interest in that subject. More and more he studied religion and worried over his sinful condition. But no matter how hard he tried to please God, he couldn't find peace of