To what extent do the sources present the kings as Essays

To what extent do the sources present the kings as the most important individuals in Sparta? The Spartan Constitution has been admired by many throughout the years due to its balance blend of monarchy, oligarchy and democracy .Nonetheless, the unusual phenomenon of diarchy in the Lacedaemonian Constitution gave a rise to a crucial question: How important were the kings in Sparta? The Exceptional king Leonidas have earned all this admiration due to his excellent leadership of the state? Or just because he sacrificed himself at the battlefield, which was considered by the Spartans a great honor? Comparison with other influential bodies of the constitution such as the Ephors, the Gerousia and the Assembly will provide a clear indication of the importance and influence of the Spartan kings. According to our sources the kings would command the foreign policies of the state and they would also satisfy religious needs and perform judicial roles when required. Nonetheless, most of the sources are tainted by the Spartan Mirage. This supposed eunomia of the great Spartan state has made many of our sources unreliable to a certain degree such as Plutarch and Xenophon as they are pro-Spartan biased. Moreover, we have very few sources from Spartan origin as the Spartans did not kept written records except from oracles. The duties of the kings were mainly judicial, military and religious .It was in the military sphere that the powers of the kings were most unrestricted. According to Herodotus they had "the power of declaring war on whom they pleased" .He is reliable as a source as he is untainted by the Spartan Mirage. When on campaign, the kings have the power upon life and death even for Spartan Citizens. Everything depends on their performance."Everyone who wants to to get some business done begins with the king" who acted both "as a priest in the divine sphere and as a general in the human one", as stated by Xenophon who is very reliable due to the fact that he had lived in Sparta after he has been ostracized from Athens and he was also a contemporary. During wars they had "a bodyguard of 100 picked men". This illustrates that they were considered Supreme Commanders of the army."No one goes in front of him" as stated by Xenophon who is a contemporary, except if an enemy appears and he is then pr otected by his troops. On campaign the kings go first and return last which showed the importance of the presence of the king in a militaristic state like Sparta. However, the importance of the presence of the Ephors during warfare is highlighted as Aristotle states that "they used to send their personal enemies to accompany them". According to Aristotle the kings needed the Ephors at times of war to monitor their actions so that they would not overpass their powers. Although, the king has all the power concentrated in his hands during warfare his decisions should be supported also by the Ephors and the Gerousia. Aristotle states that the powers of the Ephors were considered "excessive and dictatorial". On the other hand, during times of piece more power was concentrated in the hands of the Gerousia rather than the kings as the Gerondes did not have controls by the Ephors like the kings .The Gerousia also played an important role within the Spartan Constitution and includes 30 members of which 28 were elders and the other two were the kings .If the king used his position wisely within the Gerousia which was considered to include "the best and wisest of the good and wise" ,he could be very influential when it comes to political issues. Judicial matters concerning heiresses, adaptations and road building were responsibilities of the kings. In addition, during a meeting "everyone rises from their place for a king "as stated by Xenophon, showing the great respect and obedience to the presence of the king. The kings themselves were considered to be descendants of Heracles and their divinity is confirmed by Herodotus as he states that they belonged to "two priesthoods" .The kings had to perform all the public sacrifice's on behalf of the city and every seventh and first day of the month they had "to offer in sacrifice

Freedoms of American Beauty essays

Freedoms of American Beauty essays The Moral American Beauty is such an excellent title for such a great movie. The title is so effective because of the movie being such a beauty in itself as a work of art. Many characters and points within the movie appear to display something other than what they really are on the inside, much like the title American Beauty, which is quite deceiving. As the movie progresses, I feel that Lester, whom is the main character of the movie, goes through the movie as a suppressed person, emotionally and decisively, to one who expresses his natural freedom to its limits. With his newfound freedom put in action I feel that Lester loses sight of his moral freedom and allows his natural freedom to fully control. I believe this is due to the amount of stress, tension and events occurring through this mid-life crisis that he is experiencing which finally build up to create his turning point. Right at the beginning of the movie, there are certain scenes which relate and lead to the main characters road to rebellion from his normal everyday life. One such scene is in the opening where he stands in the shower, masturbating, which is revealed as, the high point of his day. This shows his sexual frustration which is only a small part of a large fire burning within him. One other impacting factor is displayed in a scene later on that same day at work. He is being threatened with dismissal from the company that he has slaved for, for over 14 years. More fuel to be added to the fire from his professional standpoint. Finally, tied in with his pent up sexual tension, in comes a friend of his daughters in whom he begins to obsess about and many times, fantasize about. This all leads Lester to his release, his breaking point, in which he will reclaim his freedom that he quotes to losing early in the movie, I have lost something. I'm not exactly sure what it is, but I know I...

Healthcare Administration Term Paper Example | Topics and Well Written Essays - 750 words

Healthcare Administration - Term Paper Example The interaction of patients with the physicians and the hospital setting builds a favorable ground upon which patients can access quality care and be taken care of by the physicians. The interaction between the parties involved seeks to promote the welfare of all of them. Hospitals are designed to provide care to patients in order to promote their health and wellbeing. Health care facilities raise their welfare by achieving the purpose for which they were established. On the other hand, physicians have a duty to ensure that patients are provided with quality care whenever they need it. Patients have the right to access health care services and quality care from physicians in hospitals and other health care facilities. Fostering healthy relationships between patients, physicians, and hospitals enhances the efficiency and effectiveness of providing health care services (Ebrahim & Anken, 2008). Contract Principle and Breach of Warranty in the Health Care Setting The health care setting is made up of numerous stakeholders, namely: patients, physicians, healthcare facility administrators, regulatory agencies, insurers, and the government among others. These stakeholders interact on differentiated grounds and for variant reasons. However, the common denominator is that one of these stakeholders can enter into a contract with another. Warranties are also operational in the health care setting, especially in patient-physician interaction. Government sponsored health care programs constitute contracts between health care facilities and the government through the relevant programs run by the government in that line. On the same note, patients can enter into contracts with insurers to secure insurance coverage. Over and above this, patients and physicians can engage in contractual relationships relative to provision of care. On the other hand, warranties in the health care setting encompass any assurances made by one party to another, whose breach results in remedial consequences (Afo, Thomason & Karel, 2006). Remedies are only sought after the warranty between two or more parties has been breached. Elements of Proving Negligence The four elements of proof necessary for a plaintiff to prove negligence include duty of care, breach of duty, injury, and proximate cause (Cassels & Janovsky, 2001). Health care providers are charged with a duty to care for the patient(s) based on an established relationship between the patient and the care provider. However, the heath care provider is not liable for any person who is not regarded as a patient in the capacity of the provider. The provider is expected to act in full capacity in ensuring that the patient’s care needs are met, failure to whic h negligence may result. Breach of duty is realized when the care provider fails to meet predetermined care standards or even deviates from a commonly known competent professionalism. This malpractice is in most cases realized from hazards and /or risks associated with a given medical procedure. To avoid this malpractice, care providers often ensure that they make use of informed consents before performing medical procedures that are highly likely to result in breach of duty. Failure to undertake care duty towards a patient by a care provider could also result in negligence. Injury that results from a medical malpractice

Affordable care act Assignment Example | Topics and Well Written Essays - 500 words

Affordable care act - Assignment Example Some of the reasons that led to its failure were technical, and others were political. Political problems came about due to the presidential over-promising as well as radical political opposition that the project faced. The process used to choose companies that were supposed to create a website by the government was faced with fraudulent. This resulted to massive failure of the website that was intended to make it simple to apply and acquire insurance hence the process was not running the way it was supposed for everyone. The website was too slow, and people could get stuck throughout the process of application. The government should have solved this problem by invalidating the list of contractors who had been chosen through a fraudulent process and carry out transparency procurement process.Regardless of the problems officials of federal health proceeded with the designed rollout. The outcome was that the website went down shortly after many people tried to run the process. This fai lure was said to have been caused by the government over-reliance specific contractors for the technology work hence the process producing uninspiring outcomes. However, other people attributed the problem to be poor planning and implementation rather than contractors hired from private companies. In addition, companies that offered insurance services complained that they were getting incomplete information about customers. This led to suggestions that made Obama hire outside experts to try to help in fixing the website tribulations.

Great Expectation Essay Example for Free

Great Expectation Essay Compare the filming techniques used in Pips first meeting with Miss Havisham with two adaptations of Charles Dickenss Great Expectations  The two film clips that this essay will be based on, and comparing, is a version by Julian Jarrold which appeared on TV screens in 1999 and a much older cinema appearance by David Lean from 1946. The first noticeable difference is that the earlier film is played in black and white and therefore has certain lighting limitations and, as a result of technological disadvantages, has limited camera shot availability. However, there are a number of useful factors available for analysis. Both films attempt to build up a sense of mystery and increasing tension all the way through the scenes and the task in hand is to focus in on all the different types of filming techniques used to do so. On the whole, the 1999 version is darker than the 1946 edition and this increases the tension factor. Each scene takes us from Pip entering Miss Havishams room to when he leaves and incorporates all of the insults and belittling from Miss Havisham and Estella, although even this is played differently in the two films; David Lean makes very obvious insults as though Estella is actually telling him he is lower than her yet in Jarrolds version Estella either insults Pip to Miss Havisham or to herself in an undertone. There are six main techniques used by each director which this essay will analyse, they are: shot types and framing-how each camera shot affects the mood of the scene, camera angles and lens movement-how the camera is positioned and what bearing that has on the scene, editing, music and sound effects-the backing sounds and its effect on the viewer, costumes-what each actor is wearing and what it does for the characters personality/appearance, lighting and visual effects-how the light and dark areas of the screen portray different ideas. Firstly, there are a few similarities between both scenes Shot types and framing/Camera angles and lens movements/Editing. The first is that both incorporate a long shot as Pip enters to show the huge room in front of him and show that this room really is intimidating as Pip looks tiny compared to the huge open space ahead. Secondly, both films show Pips reaction as a close up shot after the insults from Estella, this gives the viewer a real sense of pity for Pip and shows us what exactly is going through his mind at the time. The final similarity is as the game of cards unfolds, both films fade into the game to show a passing of time and both use an extreme close up to show us what is happening and, Miss Havisham is sat high on a chair in the middle, with Pip and Estella on the floor either side, with a medium shot, making Miss Havisham look very dominant and the children look almost patronised. The 1999 version has a lengthy amount of time when Pip is wondering around the room looking at certain objects, building up mystery and tension, which Jarrold misses out and skips from Pip entering straight to his conversation with Miss Havisham. This added section has a mixture of medium close ups, close ups and extreme close ups, but all the way through the shots are positioned a bit higher than Pip so it gives the audience the idea that somebody has a watchful eye on him, and this, to a certain extent, is almost creepy, certainly builds up mystery and also borderlines on scary. For example, when Pip is walking past the dummies the camera is high up so it is as though the viewers are looking through Miss Havishams eyes. The other main camera uses are when Pip sees Miss Havisham in the mirror, she looks virtually ghost like and it is almost scary, but just before she appears, its looks again as though he is being watched, and as Miss Havisham waves her arm to tell Pip to play, there is a close up of her arm to show her dominance and shortly after a close up of Pips face to show the confused reaction. This section of the scene is very clever camera work by Jarrold, and really does freak the audience out. Both films use shot types, framing, camera angles, lens movement and editing differently, but there a number of specific differences between the two. When the two films join back up, there are many different camera uses and consequences of such. In the 1946 version, there is a long shot as Pip walks up to Miss Havisham and a medium close up as they talk to one-another and as Pip advances further, the camera moves in an arc to keep him and Miss Havisham on the picture at the same time. When they are closer, it allows an even closer shot than before of their faces and therefore portrays both expressions and the reactions to each others expressions individually. An addition to this version of Great Expectations is how the camera zooms in on a cobweb covered bible to show the lost faith of Miss Havisham, and explain to the audience that something terrible has happened earlier in her life to make her do so. A two shot of Miss Havisham and Pip is on screen, and, as Estella joins the camera slides horizontally to follow her in. As Estella whispers in Miss Havishams ear there is a two shot to portray Miss Havishams expression. When Miss Havisham asks Pip his opinion of Estella he is made to whisper it in her ear but as he does so there is a medium close up showing all three expressions at the same time, i.e. Pips horror as Miss Havisham tells Estella what he has just said and Estellas delight of hearing such approving words. As Pip approaches the gate to go home, there is another fade in to show more time has passed by. This can be compared with the 1999 version which has a much briefer conversation between Pip and Miss Havisham as much time is spent when Pip walks around, but, when Pip is whispering about Estella, the camera zooms in on Estellas face to show her reaction after being praised by Pip. Finally, when Pip and Miss Havisham are talking, there is a two shot of them to show each reaction as each person says something.

Silencing the Left in Modern America Essay -- Essays Papers

Silencing the Left in Modern America â€Å"Just so you know, we’re ashamed the President of the United States is from Texas.† -- Natalie Maines on tour in England The crowd erupted in cheers. Natalie Maines of the Dixie Chicks band had just excited two thousand fans in a small London club with her anti-Bush statement, only one week before American forces entered Iraq. The Dixie Chicks finished their concert riding the high of their audience’s support. Little did they know the trouble these fifteen words would cause. When Maines and the other Dixie Chicks, Martie Maguire and Emily Robison, returned to their hotel in London later that week, their manager received a call informing them that the Associated Press found out what they had said. Their manager consoled them, â€Å"†¦don’t worry. It’s going to blow over in three days.† But it didn’t. Unwittingly, the Dixie Chicks found themselves in a maelstrom of angry political and social debate. Their country music fan base, predominantly conservative Americans, felt alienated by their statement. Opposition came in many forms: on the Internet, on the radio waves, on television, from individuals, and from corporations. The size and nature of the hostility to the Dixie Chicks and other celebrities is unprecedented. The boycotts, censorship, and threats all point to an alarming new trend arising from the latest war in Iraq. During the 1950s, Americans held a deep-seated fear that all that they had fought for in World War II – namely, the freedom of the world from fascists – was being lost to the worldwide communist revolution. As a result, the House Un-American Activities Committee (HUAC) was reestablished to monitor the behavior of radicals dangerous to the nation. Mostly us... ...john_lennon.html>. 15 November 2004. Kot, Greg. â€Å"Musicians’ protests of Iraq War create conflicts within industry.† Columbia Daily Tribune 30 March 2003 . Krugman, Paul. â€Å"Dixie Chicks and Clear Channel Communications†. New York Times. 26 March 2003. Lee, Zach. â€Å"Sticks and stones vs. opinions.† The Daily Cougar. Volume 68, Issue 124. 2 April 2003. Maguire, Martie, Natalie Maines, and Emily Robison. Interview with Diane Sawyer. Primetime Thursday. ABC. New York. 24 April 2003. â€Å"The Dixie Chicks Come Clean.† Entertainment. May 2003. â€Å"What Music Stars Are Saying About The War In Iraq.† Radio One Global . 26 November 2004. Wiener, John. Gimme Some Truth: The John Lennon F.B.I. Files. The University of California Press, Berkeley: 1999.

Lawless

SYNOPSIS Creates diversionary program for juveniles who are criminally charged for â€Å"sexting† or posting sexual images. CURRENT VERSION OF TEXT As introduced. An Act creating a diversionary program for certain juveniles, and amending P. L. 1982, c. 81 and supplementing Title 2A of the New Jersey Statutes. Be It Enacted by the Senate and General Assembly of the State of New Jersey: 1. Section 2 of P. L. 1982, c. 81 (C. 2A:4A-71) is amended to read as follows: 2. Review and processing of complaints. a. The jurisdiction of the court in any complaint filed pursuant to section 11 of P. L. 1982, c. 77 (C. A:4A-30) shall extend to the juvenile who is the subject of the complaint and his parents or guardian. b. Every complaint shall be reviewed by court intake services for recommendation as to whether the complaint should be dismissed, diverted, or referred for court action. Where the complaint alleges a crime which, if committed by an adult, would be a crime of the first, second, third or fourth degree, or alleges a repetitive disorderly persons offense or any disorderly persons offense defined in chapter 35 or chapter 36 of Title 2C, the complaint shall be referred for court action, unless the prosecutor otherwise consents to diversion.Court intake services shall consider the following factors in determining whether to recommend diversion: (1) The seriousness of the alleged offense or conduct and the circumstances in which it occurred; (2) The age and maturity of the juvenile; (3) The risk that the juvenile presents as a substantial danger to others; (4) The family circumstances, including any history of drugs, alcohol abuse or child abuse on the part of the juvenile, his parents or guardian; (5) The nature and number of contacts with court intake services and the court that the juvenile or his family have had; 6) The outcome of those contacts, including the services to which the juvenile or family have been referred and the results of those referrals; (7) The availability of appropriate services outside referral to the court; (8) Any recommendations expressed by the victim or complainant, or arresting officer, as to how the case should be resolved; [and] (9) Any recommendation expressed by the county prosecutor; and (10) The offense alleged is an eligible offense pursuant to section 3 of P. L. , c. (C. (pending before the Legislature as this bill) and the juvenile is eligible to participate in the educational reform program set forth section 3 of P. L. ,c. (C. )(pending before the Legislature as this bill). (cf: P. L. 1988, c. 44, s. 17) 2. (New section) Where a complaint against a juvenile pursuant to section 11 of P. L. 1982, c. 77 (C. 2A:4A-30) alleges that the juvenile has committed an eligible offense satisfying the criteria set forth in subsection c. of section 3 of P. L. , c. (C. ) (pending before he Legislature as this bill) and the court has approved diversion of the complaint pursuant to section 4 of P. L. 1982, c. 81 (C. 2A:4A-73) the resolution of the complaint shall include participation in an educational program set forth in 3 of P. L. , c. (C. ) (pending before the Legislature as this bill). 3. (New section). a. As used in P. L. , c. (C. )(pending before the Legislature as this bill), â€Å"eligible offense† means an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N.J. S. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. b. The Attorney General, in consultation with the Administrative Director of the Administrative Office of the Courts, shall develop an educational program for juveniles who have committed an eligible offense as defined under the provisions of subsection a. of this section.A juvenile who successfully co mpletes the program shall have the opportunity to avoid prosecution for the eligible offense. c. Admission to the program shall be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child pursuant to N. J. S. 2C:24-4; luring or enticing a child pursuant to section 1 of P. L. 1993, c. 291 (C. C:13-6); luring or enticing an adult pursuant to section 1 of P. L. 2005, c. 1 (C. 2C:13-7) or an attempt to commit any of the enumerated offenses; (2) the juvenile was not aware that his actions could constitute and did not have the intent to commit a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. . The educational program shall provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggest ive or explicit materials. e. The Attorney General may promulgate guidelines to effectuate the provisions of this act. 4. This act shall take effect on the first day of the seventh month after enactment. STATEMENTThis bill establishes an educational program as an alternative to prosecution for certain juveniles who are charged with a criminal offense for posting sexually suggestive or sexually explicit photographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones. The bill provides that where a complaint against a juvenile alleges that the juvenile has committed an â€Å"eligible offense† and the court approves diversion of the complaint, the resolution of the complaint would include participation in the educational program created by the bill.The bill defines an â€Å"eligible offense† as an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a pho tograph depicting nudity as defined in N. J. S. A. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. Under the bill, the Attorney General, in consultation with the Administrative Office of the Courts, would develop an educational program for these juveniles.A juvenile who successfully completes the program would have the opportunity to avoid prosecution for the offense. Admission to the program would be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child; luring or enticing a child; luring or enticing an adult or an attempt to commit any of the enum erated offenses; 2) the juvenile was not aware that his actions could constitute, and did not have the intent to commit, a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution.The educational program would provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characte ristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. In addition, the bill amends N. J. S. A. 2A:4A-71 to specifically provide for the diversion of juveniles into the newly created educational program created under the bill as one of the enumerated recommendations which can be made by the court.SYNOPSIS Creates diversionary program for juveniles who are criminally charged for â€Å"sexting† or posting sexual images. CURRENT VERSION OF TEXT As introduced. An Act creating a diversionary program for certain juveniles, and amending P. L. 1982, c. 81 and supplementing Title 2A of the New Jersey Statutes. Be It Enacted by the Senate and General Assembly of the State of New Jersey: 1. Section 2 of P. L. 1982, c. 81 (C. 2A:4A-71) is amended to read as follows: 2. Review and processing of complaints. a. The jurisdiction of the court in any complaint filed pursuant to section 11 of P. L. 1982, c. 77 (C. A:4A-30) shall extend to the juvenile who is the subject of the complaint and his parents or guardian. b. Every complaint shall be reviewed by court intake services for recommendation as to whether the complaint should be dismissed, diverted, or referred for court action. Where the complaint alleges a crime which, if committed by an adult, would be a crime of the first, second, third or fourth degree, or alleges a repetitive disorderly persons offense or any disorderly persons offense defined in chapter 35 or chapter 36 of Title 2C, the complaint shall be referred for court action, unless the prosecutor otherwise consents to diversion.Court intake services shall consider the following factors in determining whether to recommend diversion: (1) The seriousness of the alleged offen se or conduct and the circumstances in which it occurred; (2) The age and maturity of the juvenile; (3) The risk that the juvenile presents as a substantial danger to others; (4) The family circumstances, including any history of drugs, alcohol abuse or child abuse on the part of the juvenile, his parents or guardian; (5) The nature and number of contacts with court intake services and the court that the juvenile or his family have had; 6) The outcome of those contacts, including the services to which the juvenile or family have been referred and the results of those referrals; (7) The availability of appropriate services outside referral to the court; (8) Any recommendations expressed by the victim or complainant, or arresting officer, as to how the case should be resolved; [and] (9) Any recommendation expressed by the county prosecutor; and (10) The offense alleged is an eligible offense pursuant to section 3 of P. L. , c. (C. (pending before the Legislature as this bill) and the juvenile is eligible to participate in the educational reform program set forth section 3 of P. L. ,c. (C. )(pending before the Legislature as this bill). (cf: P. L. 1988, c. 44, s. 17) 2. (New section) Where a complaint against a juvenile pursuant to section 11 of P. L. 1982, c. 77 (C. 2A:4A-30) alleges that the juvenile has committed an eligible offense satisfying the criteria set forth in subsection c. of section 3 of P. L. , c. (C. ) (pending before the Legislature as this bill) and the court has approved diversion of the complaint pursuant to section 4 of P.L. 1982, c. 81 (C. 2A:4A-73) the resolution of the complaint shall include participation in an educational program set forth in 3 of P. L. , c. (C. ) (pending before the Legislature as this bill). 3. (New section). a. As used in P. L. , c. (C. )(pending before the Legislature as this bill), â€Å"eligible offense† means an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and 2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. b. The Attorney General, in consultation with the Administrative Director of the Administrative Office of the Courts, shall develop an educational program for juveniles who have committed an eligible offense as defined under the provisions of subsection a. of this section. A juvenile who successfully completes the program shall have the opportunity to avoid prosecution for the eligible offense. c.Admission to the program shall be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; en dangering the welfare of a child pursuant to N. J. S. 2C:24-4; luring or enticing a child pursuant to section 1 of P. L. 1993, c. 291 (C. 2C:13-6); luring or enticing an adult pursuant to section 1 of P. L. 2005, c. 1 (C. C:13-7) or an attempt to commit any of the enumerated offenses; (2) the juvenile was not aware that his actions could constitute and did not have the intent to commit a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution. . The educational program shall provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. e. The Attorney General may promulgate guidelines to effectuate the provisions of this act. 4. This act shall take effect on the first day of the seventh month after enactment. STATEMENTThis bill establishes an educational program as an alternative to prosecution for certain juveniles who are charged with a criminal offense for posting sexually suggestive or sexually explicit pho tographs, or who engage in the behavior commonly known as â€Å"sexting,† in which these pictures are transmitted via cell phones. The bill provides that where a complaint against a juvenile alleges that the juvenile has committed an â€Å"eligible offense† and the court approves diversion of the complaint, the resolution of the complaint would include participation in the educational program created by the bill.The bill defines an â€Å"eligible offense† as an offense in which: (1) the facts of the case involve the creation, exhibition or distribution of a photograph depicting nudity as defined in N. J. S. A. 2C:24-4 through the use of an electronic communication device, an interactive wireless communications device or a computer; and (2) the creator and subject of the photograph are juveniles or were juveniles at the time of its making. Under the bill, the Attorney General, in consultation with the Administrative Office of the Courts, would develop an educatio nal program for these juveniles.A juvenile who successfully completes the program would have the opportunity to avoid prosecution for the offense. Admission to the program would be limited to cases where: (1) the juvenile has not previously been adjudicated delinquent for or convicted of a crime or offense which, if committed by an adult, would constitute aggravated sexual assault; sexual assault; aggravated assault; aggravated criminal sexual contact; endangering the welfare of a child; luring or enticing a child; luring or enticing an adult or an attempt to commit any of the enumerated offenses; 2) the juvenile was not aware that his actions could constitute, and did not have the intent to commit, a criminal offense; (3) there is a likelihood that the juvenile’s offense is related to a condition or situation that would be conducive to change through his participation in the educational program; and (4) the benefits to society in admitting the juvenile into this educational program outweigh the harm done to society by abandoning criminal prosecution.The educational program would provide information concerning: (1) the legal consequences of and penalties for sharing sexually suggestive or explicit materials, including applicable federal and State statutes; (2) the non-legal consequences of sharing sexually suggestive or explicit materials including, but not limited to, the effect on relationships, loss of educational and employment opportunities, and being barred or removed from school programs and extracurricular activities; 3) how the unique characteristics of cyberspace and the Internet, including searchibility, replicability, and an infinite audience, can produce long-term and unforeseen consequences for sharing sexually suggestive or explicit materials; and (4) the possible connection between bullying and cyber-bullying and juveniles sharing sexually suggestive or explicit materials. In addition, the bill amends N. J. S. A. 2A:4A-71 to specifically provide for the diversion of juveniles into the newly created educational program created under the bill as one of the enumerated recommendations which can be made by the court.