Criminal Careers

Criminal Careers Free Online Research Papers The Compact Oxford English Dictionary the study of crime is defined as â€Å"an offense against an individual or the state which is punishable by law; such actions collectively; informal something shameful or deplorable†. Norms come in different forms; potentially criminal acts can be judged against formal moral systems, such as religious beliefs. Under certain circumstances some legally-defined crimes might not be unacceptable when judged against the norms, codes and conventions of socially-acceptable behavior. In other terms a crime is an act or behavior that violates or breaches the rule of political; moral or criminal laws and is liable for punishment and public prosecution. Increasing rate of unemployment is a possible major problem of increasing crime rate. No criminal is by birth a criminal but it is the circumstances which make him do it. High ambitions are also the one source for crime. A person who has high ambitions like if they want to enjoy all the comforts of life or want to achieve the high status in their life, they would want to complete them at any cost and any unfair means to fulfill their wish. To make their wishes come true or to enjoy the luxuries of life they can come in the way of crime, as it seems to be an easy direction of earning what they want. When they do act upon crime their first time, then the advantages of crime compel them to commit such acts again and again. Another important influence that has made crime at ease is the advancement of technology, which is also one of the reasons for increasing of crime rate. This is because technology advancements have broadened the minds of people and they can better think of ways to better commit their crimes. Regardless, crime has multiple meanings which have been socially constructed. The most important differences in the meanings of crime occur between strictly legal definitions and those that relate crime to the breaking of other codes and conventions which can be standardized definitions. These may be formal moral codes such as religions or informal codes of socially-acceptable behavior. Many legally-defined crimes are considered to be legitimate acts in other contexts. These differences explain why many legally-defined criminal acts do not result in prosecution or imprisonment. So crime can simultaneously be normal and abnormal. A fuller explanation requires looking at the social processes involved in getting from an act to a conviction and further asking how is it that at each stage of the process, social forces construct and shape choices and decisions made by individuals? Since the early studies of Sheldon and Eleanor Glueck, the concept of the Criminal Careers has been well know around this great country and the world. Most generically, the criminal career is conceived of as the sequence of delinquent and criminal acts committed by an individual as the individual ages across the lifespan from childhood through adolescence and adulthood. Participation is measure of the proportion of the population that is involved in offending behavior, while frequency is the rate of offending for those individuals who are active offenders Seriousness refers to the level of seriousness of the offenses being committed by a given individual, while career length refers to the length of time that an individual is actively offending. When aggregated across individuals, criminal careers typically exhibit a unimodal age crime curve for the population. Frequency, seriousness, and career length can vary greatly among individuals, who may range from having zero offenses across the lifespan to having one offense of a non serious nature to being chornic or career criminals with multiple, serious offenses across a broad span of their lives. In the United States, Blumstein and others (1986) suggested that population-level participation rates vary between 25 and 45 percent, depending on how participation is measured. Visher and Roth, in a meta-analysis of studies on both United States and British participation rates, found that the level of participation is about 30 percent for non-traffic related offenses. Averages are higher or lower depending on the measure of participation, which can range from the mild contact with the police to the more stringent measure of convicted of a crime. However, despite this consensus on the definition of the criminal career and the career criminal and the aggregate level age-crime curve typically found, controversy has emerged across many other areas within criminal careers research. For example, do juvenile delinquents criminals comprise a unique segment of the population or is delinquency a behavior that is a typical part of the growing-up process, from which most adults desist? Are criminal propensities relatively constant across the lifespan or do they vary with age Studying criminal careers implies the use of longitudinal panel data. In criminology, this has been difficult due to a lack of available resources, hampering the development of testable theories. As Sampson and Laub point out, criminology has been dominated by narrow sociological and psychological perspectives, coupled with a strong tradition of research using cross-sectional data on adolescents. This combination of a lack of data and limited theoretical perspectives and methodological techniques has particularly hampered the ability to understand the criminal career, which is both longitudinal and dynamic in nature. Crime is here to stay because so many jobs depend on it. From academic ivory towers to gritty mean streets, the criminal justice system is a growth industry. Whether chasing speeders or hunting down serial killers, policing is big business. The uniformed cop on the street is the tip of the human resource iceberg. To their numbers can be added detective and criminalist teams, then civilian staff ranging from technicians and auto mechanics to bean counters and file clerks. Law enforcement budgets are further swollen by equipment costs. Think only of the average police patrol car, often equipped with radios, onboard computers and cameras. Nor are those police stations built with only a few thousand dollars. Think millions, lots of millions. Not enough: multiply by levels of jurisdictionlocal, state provincial, national. In the United States we have the FBI, DEA, ATF, ICE, Border Patrol, on and on, and these are just federal. Calling it all Homeland Security doesnt reduce the bottom line. If anything, it adds another level of cost. Nor is all of this enough. How about by law enforcement? Meter maids, dog catchers, anti-smoking and anti-noise sleuths, and, of course, the army of civilian security guards in our malls and warehouse districts. For serious felonies and misdemeanors, arrest doesnt end the cost. Now come phalanxes of lawyers and judges, plus their support staff, their equipment, and their buildings. Many of these are definitely high-priced help. They securely argue that justice must be seen to be done and in nations of laws this is essential. Conviction for a crime may result in probation. More workers and infrastructure are needed to fill this niche in the supply chain. Or theres imprisonment, and here, the costs get very heavy. Local lock-ups, county provincial jails, state and federal prisons. Thousands more workers, plus operating and capital costs. Yet, build it and they will come isnt just a motivator for more fields of dreams. It also work s for prison construction. Of what use is a prison without inmates? Moreover, many prisons are now operated by private for-profit contractors. At the end of imprisonment may come parole. That means parole supervisors, their support staff, and their infrastructure. Nor can halfway houses be forgotten. Not so much topping up all of this, but actually helping to get the budgetary ball rolling and keep it rolling are social scientists, trainers, instructors, seminar leaders, etcetera. Indirect costs, to keep the system operative are the Shadowland of criminal justiceitems like insurance, health care, family relief, and victim compensation. Finally, the system is a bureaucracy; for that matter, many intertwined bureaucracies. Bureacracies do two things, for sure: they self-perpetuate and they grow. In this case, crime and criminals are the feed stock. To conclude there are many aspects to which we can factor in are thoughts of the criminal justice system. We as the people rarely take a look into what work is being done behind the scene, money being spent, all the agencies invouled in cutting downon the crime throughout the country. It’s great to explore and dig deep into history in order to see what improvement have been made also, what has came up new and what is lacking in shutting down a lot more of the crime. Reference (2010). Uniform Crime Reports. Journal of Security Letter , New York : Jan 2010 Vol. 40, Iss. 1; part 2 page 1 fhttp://proquest.umi.com/pqdweb?did=1950371201sid=4Fmt=2clientId=74379RQT=309VName=PQD Dansie Fargo, E.J. (April, 2009). Crime prevention community safety. Social Criminal Justice, pp. 124, 17. Research Papers on Criminal CareersCapital PunishmentThe Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationUnreasonable Searches and SeizuresEffects of Television Violence on ChildrenPETSTEL analysis of IndiaStandardized TestingAssess the importance of Nationalism 1815-1850 EuropeArguments for Physician-Assisted Suicide (PAS)Analysis Of A Cosmetics Advertisement

Complete List of Performing Arts Colleges in California

Complete List of Performing Arts Colleges in California SAT / ACT Prep Online Guides and Tips If the stage calls your name, and you are interested in pursuing a degree in one of the performing arts (theatre/dance/music) in California, this article is for you. I have compiled a comprehensive list of all of the universities and conservatory programs in California that offer performing arts degrees (Bachelor’s, Master’s, and Doctorate’s). How to use this article I recommend using this article as a jumping off point to do more research on which performing arts schools are right for you.If you need help with how to identify What College Should You Go To? How to Choose a College, check out our other article.Consider what you are looking for in a performing arts college: Are you looking for a conservatory? Or are you looking at a program at a four-year university with other non-art related majors? Do you want to be in a city or a small town? Do you want a big or small program? Do you want a BA, BM or BFA? MA or MFA? How much can you afford to spend? Will you get financial aid? In this article, I will list every school, location, tuition price, and degree programs offered.I am only including schools that offer Bachelor’s Degrees or higher.I have included the degrees because the schools offered varied performing arts degrees (this way you can find the school that offers the degree you want). Each school offers a slightly different curriculum for their specific performing arts degree, so I encourage you to click on the links for the major to explore the curriculum for that specific program at that school. First, here is the list of schools (scroll further down for the list of schools plus the location, tuition price, and degree information): American Academy of Dramatic Arts American Conservatory Theater California Institute of the Arts CSU, Chico CSU, Fresno CSU, Fullerton CSU, Long Beach CSU, LA CSU, Northridge CSU, Stanislaus Humboldt State University San Diego State University San Francisco State University San Jose State University Stanford University University of California, Berkeley University of California, Davis University of California, Irvine UCLA University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of San Diego University of Southern California List of Performing Arts School in California in Alphabetical Order American Academy of Dramatic Arts Location: Los Angeles, CA Tuition: $29,900 per year Degree Programs: Associate of Occupational Studies: Two-Year Program Certificate of Advanced Studies in Acting: For Third Year, after completing Associate BA or BFA Degree: offered in conjunction with these universities St. John's University: students who complete their two-year AOS (Associate in Occupational Studies) degree may transfer up to 60 credits toward a Bachelor of Science degree in Television and Film Studies at St. John’s University. Hunter College: Students entering Hunter with an AOS degree from The Academy will receive 27 credits toward a Bachelor of Arts degree in Theatre at Hunter College. Antioch University Los Angeles: Academy students can enter Antioch with as much as half of their coursework toward a BA in Acting and Dramatic Arts degree completion. Students who complete one year at The Academy may also transfer their coursework credits of C- or better. The Academy Alumni are also eligible to participate under the terms of this agreement. Oklahoma City University: Students complete the full-time Conservatory Program at The Academy in New York City or Los Angeles and transfer to OCU in Oklahoma City for their last two years to receive a BFA in Acting. American Conservatory Theater Location: San Francisco, CA Tuition: $26,750 per year Degree Programs: MFA in Acting California Institute of the Arts Location: Valencia, CA Tuition: $43,400 per year Degree Programs: BFA in Dance MFA in Choreography BFA, MFA, DMA in Music Performer-Composer BFA and MFA in Music Composition BFA and MFA in Jazz Studies BFA and MFA in Winds BFA and MFA in Brass BFA and MFA in Percussion BFA and MFA in Guitar BFA and MFA in Harp BFA and MFA in Piano/Keyboard BFA and MFA in Strings MFA in African Music and Dance Program MFA in Balinese and Javanese Music and Dance Program MFA in North Indian Music Program MFA in World Percussion Program BFA in World Music Program BFA and MFA in Music Technology Program: Interaction, Intelligence and Design BFA in Musical Arts Program BFA and MFA in Voice Arts BFA and MFA in Acting Program MFA in Directing Program MFA in Writing for Performance Program BFA and MFA in Scene Design Program BFA and MFA in Costume Design Program BFA and MFA in Lighting Design Program BFA and MFA in Sound Design Program BFA and MFA in Technical Direction Program BFA and MFA in Management Program CSU, Chico Location: Chico, CA Tuition: $7,022 per year (an extra $382 per unit for non-California residents) Degree Programs: BA in Theatre BA in Musical Theatre BA in General Music BA in Recording Arts BA in Music Industry CSU, Fresno Location: Fresno, CA Tuition: 0-6 units per semester $4,013 per year, 6.1+ units per semester, $6,3 per year (an extra $372 per unit for non-California residents) Degree Programs: BA in Music MA in Music BA in Theatre Arts BA in Theatre Arts (Dance Option) CSU, Fullerton Location: Fullerton, CA Tuition: $6,436 per year (did not specify non-California resident cost) Degree Programs: BA in Theatre Arts BFA in Theatre Arts MFA in Theatre Arts BA in Dance MFA in Acting MFA in Musical Theatre MFA in Design Technical Production Direction CSU, Long Beach Location: Long Beach, CA Tuition: Undergraduate $5,472, Graduate $6,738 (additional per unit charge for non-California resident) Degree Programs: Bachelor of Arts in Dance Bachelor of Arts in Dance – Option in Dance Science Bachelor of Fine Arts in Dance Master of Arts in Dance Master of Fine Arts in Dance Bachelor of Arts in Theatre Arts Master of Fine Arts in Theatre Arts Information Master of Fine Arts in Theatre Arts – Option in Acting Master of Fine Arts in Theatre Arts – Option in Technical Theatre/Design Master of Fine Arts in Theatre Arts – Option in Theatre Management Master of Business Administration/Master of Fine Arts in Theatre Management Bachelor of Arts in Music Bachelor of Music – Music Education: Instrumental Music and Choral-Vocal Music Options Bachelor of Music – Option in Instrumental Music Bachelor of Music – Option in Choral-Vocal Music Bachelor of Music – Options in Performance, Composition and History Literature Information Bachelor of Music – Option in Performance Bachelor of Music – Option in Composition Bachelor of Music – Option in History and Literature Master of Arts in Music Master of Music Degree CSU, LA Location: LA, CA Tuition: $6,344 per year (Resident), $15,272 per year (Non-California Resident) Degree Programs: BA in Music BA in Theatre Arts and Dance BA in Theatre Arts Option BA in Dance Option BA in Theatre Arts and Dance Minor BM in Composition Option BM in Jazz Studies Option BM in Vocal Performance Option BM in Instrumental Performance Option BM in Keyboard Performance Option BM in Music Education Option BM in Commercial Music Option BM in Credential Program MA in Music MA in Theatre Arts and Dance MFA in Acting MFA in Dramatic Writing CSU, Northridge Location: Northridge, CA Tuition: Undergraduate $5,472, Graduate $6,738 (additional per unit charge for non-California resident) Degree Programs: BA in Music Education BA in Music Industry Studies BA in Music Therapy BA in Breadth Studies in Music BM in Orchestral Strings Performance BM in Classical Guitar Performance BM in Winds Brass Performance BM in Percussion Performance BM in Keyboard Performance (piano and organ) BM in Vocal Arts BM in Composition BM in Commercial and Media Writing BM in Jazz Studies MA in Music Industry Administration MM in Composition MM in Conducting (choral or instrumental) MM in Collaborative Piano MM in Instrumental MM in Organ MM in Piano MM in Voice DMA BA and MA in Theatre CSU, Stanislaus Location: Stanislaus, CA Tuition: Undergraduate $6,704, Graduate $7,970 (most likely more for non-California residents, although the website did not say) Degree Programs: BM in Music Education - Choral BM in Music Education - Instrumental BM in Instrumental Performance BM in Jazz Performance BM in Piano Performance BM in Vocal Performance BM in Composition BA in General Music BA in Music Technology BA in Theatre Humboldt State University Location: Arcata, CA Tuition: $7,152 per year Degree Programs: BA in Composition Option BA in Education Option BA in Music Studies Option BA in Performance – Instrumental Emphasis BA in Performance – Guitar Emphasis BA in Performance – Piano Emphasis BA in Performance – Vocal Emphasis BA in Theatre Arts San Diego State University Location: San Diego, CA Tuition: Undergraduate $6,976 per year (Resident), $,160 per year (non-California Resident), Graduate $8,242 per year (Resident), $13,822 per year (non-California Resident) Degree Programs: BFA in Dance BFA in Dance (BFA) BA in Dance (BA) BM in Composition BM in Jazz Studies BM in Music Education BM in Performance BM in Professional Studies BM in Professional Studies: Music Entrepreneurship and Business BM in Professional Studies: Music Recording Technology and Audio Design Bachelor of Arts in Music MA in Ethnomusicology (currently not accepting applications) MA in Musicology (currently not accepting applications) MA in Music Theory (currently not accepting applications) MA in Piano Pedagogy (currently not accepting applications) MM in Performance MM in Composition MM in Conducting MM in Jazz Studies BA in Theatre Arts MA in Theatre MFA In Design and Technical Theatre MFA In Musical Theatre San Francisco State University Location: San Francisco, CA Tuition: Undergraduate $6,476 per year (Resident), Graduate $7,742 per year (Resident) (an extra $372 per unit for non-California residents) Degree Programs: BM Music BA in Music MA in Music MM Music BA in Dance BA in Drama MA in Drama MFA in Theatre Arts San Jose State University Location: San Jose, CA Tuition: Undergraduate $7,378 per year, Graduate per year $8,644 (an extra $372 per unit for non-California residents) Degree Programs: BA in Music BM in Bachelor of Music, Concentration in Composition BM in Bachelor of Music, Concentration in Performance BM in Bachelor of Music, Concentration in Music Education BA in Creative Arts (Interdepartmental) BA in Dance BFA in Dance MA in Music BA in Theatre Arts BA in Theatre Arts, Preparation for Teaching MA in Theatre Arts Stanford University Location: Stanford, CA Tuition: Undergraduate and Graduate $45,729 per year Degree Programs: BA in Theatre Performance Studies Ph.D. in Theatre Performance Studies BA in Music MA in Music, Science and Technology Ph.D.Musicology Ph.D.Computer-Based Music Theory and Acoustics DMA University of California, Berkeley Location: Berkeley, CA Tuition: Undergraduates and Graduates $13,432 per year (Resident), Non-California Resident Undergraduates $38,140 per year, Non-California Resident Graduates $28,534 per year Degree Programs: BA Music MA/Ph.D. or Ph.D. in composition and scholarship BA Theatre Performance Studies BA Dance Performance Studies MA/Ph.D. in Performance Studies University of California, Davis Location: Davis, CA Tuition: $13,951 per year (Resident), $38,659 per year (Non-California Resident) Degree Programs: BA in Theatre Dance BA in Music Ph.D. in Musicology Ph.D. in Ethnomusicology MA in Conducting Ph.D. in Composition and Theory MA/Ph.D. in Performance Studies MFA in Dramatic Art University of California, Irvine Location: Irvine, CA Tuition: Undergraduate and Graduate $,220.00 per year (Resident) Non-California Resident Undergraduates $35,928 per year, Non-California Resident Graduates $26,322 per year Degree Programs: B.A. Dance B.F.A. Choreography B.F.A. Performance B.A. Drama B.F.A. Music Theatre B.A. Music B.Mus. Performance M.F.A. in Dance M.F.A. in Drama, with emphasis in Acting, Directing, Design or Stage Management Ph.D. in Drama and Theatre M.F.A. in Music with emphasis in Collaborative Piano, Guitar/Lute Performance, Instrumental Performance, Piano Performance, Vocal Arts, Integrated Composition, Improvisation and Technology (ICIT), or Musicology M.A./Ph.D. in Integrated Composition, Improvisation, and Technology (ICIT) UCLA Location: Los Angeles, CA Tuition: Undergraduate $13,251 per year (Resident), $37,959 per year (Non-California Resident), Graduate approximately $15,900 per year (Resident - varies by program), approximately $31,000 per year (Non-California Resident) Degree Programs: BA in Theater BA in Music MM and DMA in Performance and Conducting MA and Ph.D. in Composition MFA in Acting MFA in Design for Theatre and Entertainment Media MA in Theatre Ph.D. in Theater and Performance Studies University of California, San Diego Location: San Diego, CA Tuition: Undergraduate $13,557 per year (Resident), $38,265 per year (Non-California Resident), Graduate approximately $16,435 per year (Resident - varies by program), approximately $31,537 per year (Non-California Resident) Degree Programs: BA in Music BA in Music Humanities BA in ICAM (Interdisciplinary Computing and the Arts - Music) BA Theatre BA Dance BA Theatre Dance MFA in Acting MFA in Dance Theatre MFA in Design MFA in Directing MFA in Stage Management Ph.D. in Theatre and Drama MA in Music Ph.D. in Music DMA University of California, Santa Barbara Location: Santa Barbara, CA Tuition: Undergraduate and Graduate $12,240 per year (Resident), $36,948 per year (Non-California Resident), Graduate $27,342 per year (Non-California Resident) Degree Programs: BA in Theater BA in Dance BFA in Acting BFA in Dance Ph.D. in Theater Studies MA in Theater Studies BA in Music Studies BM in Keyboard BM in Strings BM in Woodwinds BM in Voice BM in Brass BM in Percussion MA and Ph.D. in Composition, Ethnomusicology, Musicology, and Theory. MM and DMA in Conducting, Keyboard, Piano Accompanying, Strings, Voice, and Woodwinds, Brass and Percussion. University of California, Santa Cruz Location: Santa Cruz, CA Tuition: Undergraduate $13,461 per year (Resident), $38,169 per year (Non-California Resident), Graduate $13,308 per year (Resident - varies by program), approximately $28,410 per year (Non-California Resident) Degree Programs: Music: M.A., D.M.A., Ph.D. Theater Arts: M.A. BA or BM in Music BA in Theater Arts University of San Diego Location: San Diego, CA Tuition: Undergraduate $44,000 per year, Graduate (varies by program, charged per unit) Degree Programs: BA in Music BA in Theatre Arts and Performance Studies MFA in Dramatic Arts University of Southern California Location: Los Angeles, CA Tuition: $49,464 per year Degree Programs: BFA in Dance BA in Theatre BFA in Acting BFA in Design BFA in Sound Design BFA in Stage Management BFA in Technical Direction BA in Visual Performing Arts MFA in Acting MFA in Dramatic Writing BA in Choral Music MM in Choral Music MM in Sacred Music DMA in Choral Music DMA in Sacred Music BA in Music (Guitar) BM in Performance (Guitar) MM in Performance (Guitar) GCRT Performance (Guitar) DMA in Performance (Guitar) BM in Composition MM in Composition DMA in Composition MM Keyboard Performance DMA in Keyboard Performance BA Music – Piano BM in Piano Performance MM in Piano Performance DMA in Piano Performance BA in Organ Music BM in Performance MM in Performance DMA in Performance BA in Strings Music BM in Double Bass Performance BM in Harp Performance BM in Violin, Viola and Cello Performance MM in Strings Performance DMA in Strings Performance BA in Vocal Arts Music BM in Vocal Performance MM in Vocal Performance DMA in Vocal Performance BA in Winds and Percussion Music BM in Winds and Percussion Performance MM in Winds and Percussion Performance DMA in Winds and Percussion Performance BA in Jazz Studies Bachelor of Arts BM in Jazz Studies MM in Jazz Studies DMA in Jazz Studies Performance BA in Popular Music Performance MM in Studio Jazz Guitar Performance DMA in Studio Jazz Guitar Performance MA in Early Music Performance DMA in Performance in Early Music Performance Ph.D. in Musicology What’s next? Learn more about acing the SAT and ACT to help you get into a performing arts college: 15 ACT Tips and Tricks to Improve Your Score 15 SAT Tips to Improve Your SAT Score Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Joint ventures within the energy sector Essay Example | Topics and Well Written Essays - 2500 words

Joint ventures within the energy sector - Essay Example A combined force of Shell and Aramco strengthens the venture’s competitiveness. For instance, Saudi owns oil reserves, but lacks the ability to exploit them (Johnson, 2011). Therefore, this influences the government of Saudi to strike a deal with Shell. The state of Saudi has efficiently exploited the oil resource, while the investor gains some profit. The energy sector takes different forms, this report will primarily focus on oil and gas as sources of energy. Apart from that, market factors in the petroleum sector contribute significantly to the well-being of an economy. Therefore, key stakeholders in this micro-economy continue to effect and affect the industry (Johnson, 2011). The primary players include National Oil Companies, International Oil Companies, and petroleum organizations. Therefore, when these parties’ work in harmony, petroleum players realize an increase in the efficiency of oil production. However, economic factors such as demand, supply, and industrial regulations influence the pricing and distribution of petroleum products. Consequently, competition among stakeholders increases since oil is a rare commodity. Motive enterprise is a joint venture between Shell (an IOC) and Saudi Aramco (an NOC). Both of the shareholders own equal shares of the company. The company has its headquarters in Houston Texas. In 2004, the company posted a fiscal net profit of 24 billion dollars. Motiva owns and operates three oil refineries in the United States. Important to say, the expansion of Port Arthur refinery increased its capacity to 600000 meters cubic per day (Stevenson, 2011). Subsequently, Port Arthur refinery became the largest in North America and the fifth largest in the globe. Motiva produces diesel, petrol and petroleum liquid gasses and other crude oil products. United states are the fundamental customers of the company’s products. Joint ventures between national and international firms can be realized through

Humanities- Assinment Assignment Example | Topics and Well Written Essays - 500 words

Humanities- Assinment - Assignment Example The humanities and the arts contribute to epistemology because their works have elements that help people achieve a deeper understanding of the world, and they stimulate imagination that produces knowledge; therefore, students should still take humanities courses, because they promote creative thinking, critical analysis, and communication skills that are essential to succeeding in numerous fields. People can learn knowledge from the arts because they have elements that help people see the world or themselves, or both, in a new light. Worth (2005) considered that art can inspire certain â€Å"emotions or activities that are able to facilitate or produce knowledge† by tapping into something that cannot be stated in words. Consumers of the arts and literature can gain new insight and awareness through their interpretations of the latter. Stolnitz (1992), however, argued that the arts do not produce knowledge because they do not offer any kind of truth (cited in Worth, 2005). Plato, however, contended that knowledge can be attained through artwork that represents it (cited in Worth, 2005). He gave the examples of poets, who can talk about courage and beauty, even when they lack complete knowledge of what they mean (cited in Worth, 2005). In other words, it is possible to produce knowledge without using the traditional ways of knowing and learning. Moreover, people can just ify knowledge gained from the arts through using its own elements. For example, literature analysis proposes arguments that are based on evidence from the text or artwork. The arts can offer knowledge through non-conventional processes that lead their audience to new ways of seeing their world and lives, while it can also use argumentation methods to justify gained knowledge. The arts also stimulate imagination that generates knowledge. Romantic epistemology argued that imagination is also a valid source of knowledge (cited in Worth,

Human Rights and Communication Essay Example for Free

Human Rights and Communication Essay Every individual has a right to communication and we are governed by standards and codes of practice to ensure that these needs are met. Communication is a basic human right, without communication the individual is unable to realise or exercise their rights. Under the human rights act 1998 all people have the right to ‘freedom of expression’. 1. 2 When working with service users who have specific communication needs it is important to have a good understanding of what their needs are, so they can be supported and encouraged in everyday activities. If I didn’t understand their specific communication needs, I would not be able to communicate fully with the individual, their needs would be unmet and basic skills of effective communication may be forgotten. 1. 3 The environment I am in is important for communication towards service users. If I am communicating with a service user that has hearing loss or poor sight the lighting needs to be sufficient enough for them to see clearly or lip read. Background noise may hinder communication between the service user and I as they may get distracted by the noises and not hear what is being said. Positioning is important so that the service user and I can both see the body language and facial expressions between ourselves. All these can be helpful with effective communication. 1. 4 Some service users because of certain health conditions have their own way of communicating; this can be due to hearing difficulties, in which case they will use sign language. Another could be because of learning problems and these people use a form of body language, some might use their eyes whilst others communicate by making facial expressions, sounds or even pointing. A further reason could be due to a severe medical condition and in some of these cases the individual can learn to use electronic equipment to communicate. 1. 5 No matter what a person’s disability if it affects their communication they will need help and support to express them in a way that will make them to be understood. Some forms of communication aids are listed below:- Augmentative and alternative communication (AAC) most of us use this form one way or another every day without thinking about it. Objects, photographs, symbols Hearing aids British sign language (BSL) Makaton, which is used to help those who have difficulty in forming words Braille Picture exchange communication systems (PECS) Pen and paper Touch Translator Interpreters 1. 6 When having difficulties in expressing yourself it can lead to becoming distressed and agitated, without the right communication aids to help their needs they may become depressed, isolated and withdrawn, which can change their behaviour to frustration, violence and acts of anger. Some people may give up trying to communicate altogether which can end up having their rights denied as they weren’t given the right communication aids, support or listened to in the first place. 2 2. 3 It is important to access information for specific communication needs so that you can support the person in the best possible way. In my work setting before the service users arrive we are sent a care plan of the needs they may have, if they use any communication aids, I will then talk to the individual to try and get any extra information, also talking to the family/carers, friends and other professionals involved in their care. Internet can be useful when you are unsure of a certain illness, disability or communication aid an individual may have. As their needs change so will their care plan. 5 5. 1 As electronics are ever increasing and upgrading so have various aids to support communication and promote independence. Example, people with sight loss can have access to talking microwaves, talking clocks, talking photo albums and talking books. Also there is a lightwriter which is a portable device which the user types what they want to say and it says it for them, this is handy for those who have trouble getting their words out or cannot speak at all. 5. 2 There is support and training available to help an individual use communication aids, this is important to ensure they are using it properly. In many cases the aid fails because the individual received little or no support in setting up the aid. Training is important to the individual, staff, family and friends, the training can continue for a while as their needs change so might the aid to help them. It is important that the communication aid is set up properly, if not this may result in a fault with the aid and the aid not being used to its full potential. With all electrical aids a qualified electrician must check all pieces to ensure they work properly and are fit for use. The aid needs to be charged at all times and ready for use else the individual may lose communication halfway through a conversation which can then affect the behaviour of the individual by becoming frustrated and angry.

Charles W. Chesnutt :: essays research papers

Charles W. Chesnutt Though born in Cleveland in 1858, the grandson of a white man and the son of free blacks, Charles W. Chesnutt grew up in Fayetteville, North Carolina where his family, having left the South originally in 1856, returned after the Civil War. Chesnutt who had little formal education taught himself and also received tutoring from family members. Chesnutt is known as one of the great American novelist and short-story writers of the late 19th century. Chesnutt lived most of his childhood in Fayetteville, NC where he worked part time in a family grocery store and attended a school founded by the Freedmen's Bureau. By 14 he had published his first short story in a Fayetteville newspaper. "I think I must write a book It has been my cherished dream and I feel an influence that I cannot resist calling me to the task."(1) At 15 Charles dropped out of school to support his family. By the age of 16, he had come to Charlotte to teach the city's black schoolchildren and also to support his family. He had an intense thirst for knowledge. At a time when few educational opportunities existed for black Americans, he studied math, music, literature and languages. He left Charlotte to take a job as assistant principal of the State Normal School. By age 22, he was its principal. "There's time enough, but none to spare."(1) Lack of opportunity to advance led him to go to New York City to find work at Dow, Jones and Company and also writes a financial news column for the New York Mail and Express. Later that year his son Edwin J. Chesnutt is born. In November, he leaves New York for Cleveland where he begins to work in the accounting department of Nickel Plate Railroad Company. While in Cleveland Chesnutt studied Law. While in Cleveland Chesnutt supports his mother and father while supporting his own family. Chesnutt begins to write for Family Fiction. While working at Nickel Plate Railroad Company and writing for Family Fiction he continues to study law. A year later, he passes the Ohio Bar Exam and joins the law offices of Henderson, Kline, and Tolles. Chesnutt published "The Goophered Grapevine" in the Atlantic Monthly became the first work written by a black author. The success of "The Goophered Grapevine" leads him to publish "Po’ Sandy" and "Dave’s neckliss" in the Atlantic Monthly. Chesnutt decides to start his own firm of Attorneys, stenographers,

Motivation Case Study on Gp Essay

When people join an organization, they bring with them certain drives and needs that affect their on-the-job performance. Sometimes these are immediately apparent, but often they not only are difficult to determine and satisfy but also vary greatly from one person to another. Understanding how needs create tensions which stimulate effort to perform and how effective performance brings the satisfaction of rewards is useful for managers. Several approaches to understanding internal drives and needs within employees are examined in the chapter. Each model makes a contribution to our understanding of motivation. All the models share some similarities. In general, they encourage managers not only to consider lower-order, maintenance, and extrinsic factors but to use higher-order, motivational, and intrinsic factors as well. Behavior modification focuses on the external environment by stating that a number of employee behaviors can be affected by manipulating their consequences. The alternative consequences include positive and negative reinforcement punishment, and extinction. Reinforcement can be applied according to either continuous or partial schedules. A blending of internal and external approaches is obtained through consideration of goal setting. Managers are encouraged to use cues—such as goals that are accepted, challenging, and specific—to stimulate desired employee behavior. In this way, goal setting, combined with the reinforcement of performance feedback, provides a balanced approach to motivation. . : . Additional approaches to motivation presented in this chapter are the expectancy and equity models. The- expectancy model states that motivation is a product of how much one wants something-and the probabilities that effort will lead to task accomplishment and reward. The formula is valence X expectancy X instrumentality = motivation. Valence is the strength of a person’s preference for an outcome. Expectancy is the strength of belief that one’s effort will be successful in accomplishing a task. Instrumentality is the strength of belief that successful performance will be followed by a reward. The expectancy and equity motivational models relate specifically to the  employee’s intellectual processes. The equity model has a double comparison in it a match between an employee’s perceived inputs and outcomes, coupled with a comparison with some referent person’s rewards for her or his input level. In addition, employees use the procedural justice model to assess the fairness of how rewards are distributed. Managers are encouraged to combine the perspectives of several models to create a complete motivational environment for their employees. Motivation: Motivation is the set of internal & external forces that cause an employee to choose a course of action and engage in certain behavior. A Model of Motivation : Although a few spontaneous human activities occur without motivation, nearly all conscious behavior is motivated or caused. Growing hair requires no motivation, but getting a haircut does. Eventually, anyone will fall asleep without motivation (although parents with young children may doubt this), but going to bed is a conscious act requiring motivation manager’s job is to identify employees’ drives and needs and to channel their behavior, to motivate them, toward task performance. The role of motivation in performance is summarized in the model of motivation in Figure 5.1. Internal needs and drives create tensions that are affected by one’s environment. For example, the need for food produces a tension of hunger. The hungry person then Environment Opportunity Needs and drive Tension Effont Performance Rewards Goals and incentive Ability Need satisfaction FIGURE 5.1 A Model of Mitivation examines the surroundings to see which foods (external incentives) are available to satisfy that hunger. Since environment affects one’s appetite for particular kinds of food a South Seas native may want roast fish, whereas a Colorado rancher may prefer grilled steak. Both persons are ready to achieve their goals, but they will seek different foods to satisfy their needs. This is an example of both individual differences and cultural influences in action. As we saw in the formulas in Chapter 1, potential performance (P) is a product of ability (A) and motivation (M). Results occur when motivated employs are provided with the opportunity (such as the proper training) to perform and the resources (such as the proper tools) to do so. The presence of goals and the awareness of incentives to satisfy one’s needs are also powerful motivational factors leading to the release of effort. When an employee is productive and the organization takes note of it, rewards will be distributed. If those rewards are appropriate in nature, timing, and distribution, the employee’s original needs and drives are satisfied. At that time, new needs may emerge and the cycle will begin again. It should be apparent, therefore, that an important starting point lies in understanding employee needs. Several traditional approaches to classifying drives and needs are presented first; these models attempt to help managers understand how employees’ internal needs affect their subsequent behaviors. These historical approaches are logically followed by a discussion of a systematic way of modifying employee behavior thought the use of rewards that satisfy those needs. Achievement Motivation Achievement motivation is a drive some people have to pursue and attain goals. An individual with this drive wishes to achieve objectives and advance up the ladder of success. Accomplishment is seen as important primarily for its own sake, not just for the rewards that accompany. A number of characteristic define achievement-oriented employees. They work harder when they perceive that they will receive personal credit for their efforts, when the risk of failure is only moderate, and when they receive specific feedback about their past performance,. People with a high drive  for achievement take responsibility for their actions and results, control their destiny, seek regular feedback, and enjoy being part of a winning achievement through individual or collective effort. As managers, they tend to export that their employees will also be oriented toward achievement. These high expectations sometime make it difficult for achievement-oriented managers to delegate effectively and for â€Å"average† employees to satisfy their manager’s demands. Affiliation Motivation : Affiliation motivation is a drive to relate to people on a social basis. Comparisons of achievement-motivation employees with affiliation-motivation employees illustrate how the two patterns influence behavior. Achievement-oriented people work harder when their supervisors provide detailed evaluations of their work behavior. But people with affiliation motives work better when they are compli9mentions of their work behavior. But people with affiliation motives work better when they are complimented for their favorable attitudes and cooperation. Achievement-motivated people select assistants who are technically capable, with little regard for personal feelings about them; those who are affiliation-motivated tend to select friends and likable people to surround them. They receive inner satisfactions from being with friends, and they want the job freedom to develop those relationships. Managers with strong needs for affiliation may have difficulty being effective managers. -Although a high concern for positive social relationships usually results in a cooperative work environment where employees genuinely enjoy working together, managerial overemphasis on the social dimension may interfere with the vital process of getting things done-. Affiliation-oriented managers may have difficulty assigning challenging tasks, directing work activities, and monitoring work effectiveness. Power Motivation Power motivation is a drive to influence people, take control, and change situations. Power-motivated people wish to create an impact on their organizations and are willing to take risks to do so. Once this power is obtained, it may be used either constructively or destructively. Power-motivated people make excellent managers if their drives are for  institutional power instead of personal power. Institutional power is the need to influence others’ behavior for the good of the whole organization. People with this need seek power through legitimate means, rise to leadership positions through successful performance, and therefore are accepted by others. However, if an employee’s drives are toward personal power, that person tends to lose the trust and respect of employees and colleagues and be an unsuccessful organizational leader. Managerial Application of the Drives Knowledge of the differences among the three motivational drives requires managers to think contingently and to understand the work attitudes of each employee. They can then deal with employees differently according to the strongest motivational drive that they identify in each employee. In this way, the supervisor communicates with each employee according to that particular person’s needs. As one employee said, â€Å"My supervisor talks to me in my language.† Although various tests can be used to identify the strength of employee drives, direct observation of employees’ behavior is one of the best methods for determining what they will respond to. HUMAN NEEDS When a machine malfunctions, people recognize that it needs something. Managers try to find the causes of the breakdown in an analytical manner based on their knowledge of the operations and needs of the machine. Types of Needs Needs may be classified in various ways. A simple classification is (1) basic physical needs, called primary needs, and (2) social and psychological needs, called secondary needs. The physical needs include food, water, sex, sleep, sir, and reasonably comfortable temperature. These needs arise from the basic requirements of life and are important for survival of the human race. They are, therefore, virtually universal, but they vary in intensity from one person to another. For example, a child needs much more sleep than an older person., . Needs also are conditioned by social practice. If it is customary to eat three meals a day, then a person tends to become hungry for three, even  though two might be adequate. If a coffee hour is introduced in the morning, then that becomes a habit of appetite satisfaction as well as a social need. Secondary needs are more vague because they represent needs of the mind and spirit rather than of the physical body. Many of these needs are developed as people mature. Examples are needs that pertain to self-esteem, sense of duty, competitiveness, self-assertion, and lo giving, belonging, and receiving affection. The secondary needs are those that complicate the motivational efforts of managers. Nearly any action that management takes will affect secondary needs; (here/ore, managerial planning should consider the effect of any proposed action on the secondary needs of employees, Here are seven key conclusions about secondary needs. They: 0 Are strongly conditioned by experience 1 Vary in type and intensity among people 2 Are subject to change across time within any individual 3 Cannot usually be isolated, but rather work in combination and influence one another. 4 Are often hidden from conscious recognition 5 Are vague feelings as opposed to specific physical needs 6 Influence behavior in powerful ways Whereas the three motivational drives identified earlier were not grouped in any particular pattern, the three major theories of human/needs -presented in the following sections attempt to classify those needs. At least implicitly, the theories of Maslow, Hertzberg, and Alerter build on the distinction between primary and secondary needs. Also, there are some similarities as well as important differences among the three, approaches. Despite their limitations, all three approaches to human needs help create an important basis for the more advanced motivational models to be discussed later. Maslow’s Hierarchy of Needs According to A. H. Maslow, human needs are not of equal strength, and they emerge in a definite sequence. In particular, as the primary needs become reasonably well satisfied, a person places more emphasis on the secondary needs. Maslow’s hierarchy of needs focuses attention on five levels.This  hierarchy is briefly presented and then interpreted in the following sections. Lower-Order Needs First-level needs involve basic survival and include physiological needs for food, air, water, and sleep. The second need level that tends to dominate is bodily safety (such as freedom from a dangerous work environment) and economic security (such as a no-layoff guarantee or a comfortable retirement plan). These two need levels together are typically called lower-order needs, and they are similar to the primary no discussed earlier. Higher-Order Needs There are three levels of higher-order needs. The third level ia the hierarchy concerns love, belonging, and social involvement at work (friendships and compatible associates). The needs at the fourth level encompass those for esteem and status, including one’s feelings of self-worth and of competence. The feeling of competence, which derives from the assurance of others, provides status. The fifth-level need is self-actualization, which means becoming all that one is capable of becoming, using one’s skills to the fullest, and stretching talents to the maximum. Interpreting the Hierarchy of Needs Maslow’s need-hierarchy model essentially says that people have needs they wish to satisfy and that gratified needs are not as strongly motivating as unmet needs, Employees are more enthusiastically motivated by what they are currently seeking than by receiving more of what they already have. A fully satisfied need will not be a strong motivator. Interpreted in this way, the Maslow hierarchy of needs has had a powerful impact on contemporary managers, offering some useful ideas for helping managers think about motivating their employees. As a result of widespread familiarity with the model, today’s managers need to: ‘ Identify and accept employee needs 7 Recognize that needs may differ among employees  8 Offer satisfaction for the particular needs currently unmet 9 Realize that giving more of the same reward (especially one which satisfies lower-order needs) may have a diminishing impact on motivation. The Maslow model also has many limitations, and it has been sharply criticized. As a philosophical framework, it has been difficult to study and has not been fully verified. From a practical perspective, it is not easy to provide opportunities for self-actualization to all employees. In addition, research has not supported the presence of all five need levels as unique, nor has  the five-step progression from lowest to highest need levels been established. There is, however, some evidence that unless the two lower-order needs (physiological and security) are basically satisfied, employees will not be greatly concerned with higher-order needs. The evidence for a more limited number of need levels is consistent with each of the two models discussed next. Hertzberg’s Two-Factor Model On the basis of research with engineers and accountants, Frederick Hertzberg, in the 1950s, developed a two-factor model of motivation. He asked his subjects to think of a time when they felt especially good about their jobs and a time when they felt especially bad about their jobs. He also asked them to describe the conditions that led to those feelings. Hertzberg found that employees named different types of conditions that produced good and bad feelings. That is, if a feeling of achievement led to a good feeling, the lack of achievement was rarely given as cause for bad feelings. Instead, some other factor, such as company policy, was more frequently given as a cause of bad feelings. Maintenance and Motivational Factors Hertzberg concluded that two separate sets of factors influenced motivation. Prior to that time, people had assumed that motivation and lack of motivation were merely opposites of one factor on a continuum. Hertzberg upset the traditional view by stating that certain job factors, such as job security and working conditions, dissatisfy employees primarily when the conditions are absent. However, their presence generally brings employees only to a neutral state. The factors are not strongly motivating. These potent dissatisfies are called hygiene factors, or maintenance factors, because they must not be ignored, They are necessary for building a foundation on which to create a reasonable level of motivation in employees. Other job conditions operate primarily to build this motivation, but their absence rarely is strongly dissatisfying. These conditions are known as motivational factors, motivators, or satisfiers. For many years managers had been wondering why their custodial policies and wide array of fringe benefits were not increasing employee motivation. The idea  of separate motivational and maintenance factors helped answer their question, because fringe benefits and personnel policies were primarily maintenance factors, according to Hertzberg. Job Content &Context: Motivational factors such as achievement and responsibility are related, for the most part, directly to the job itself, the employee’s performance, and the personal recognition and growth that employees experience. Motivators mostly are job-centered; they relate to job content. On the other hand, maintenance factors are mainly related to job context, because they are more related to the environment surrounding the job. This difference between job content and job context is a significant of is. It shirrs that employees are motivated primarily by what they do for themselves. When they take responsibility or gain recognition through their own behavior, they are strongly motivated. Intrinsic and Extrinsic Motivators The difference between job content and job context is similar to the difference between intrinsic and extrinsic motivators in psychology. Intrinsic motivators are internal rewards that a person feels when performing a job, so there is a direct and often immediate connection between work and rewards. An employee in this situation is self-motivated, Extrinsic motivators are external rewards that occur apart from the nature of work, providing no direct satisfaction at the defter the work is performed Examples are retirement plans, health insurance, and vacations. Although employees value these items, fey are not effective motivators. Interpreting the Two-Factor Model Harrier’s model provides a useful distinction between maintenance factors, which are necessary but not sufficient, and motivational factors, which have the potential for improving employee effort. The two-factor model ‘ broadened managers’ perspectives by showing the potentially powerful role of intrinsic rewards that evolve from the work itself. (This conclusion ties in with a number of other important behavioral developments, such as job enrichment, empowerment, self-leadership, and quality of work life, which are. discussed in later chapters.) Nevertheless, managers should now be aware that they cannot neglect a wide rare. go of facers that create at least a neutral work environment. In addition, unless hygiene factors are reasonably adder; their absence will serve as significant distractions to workers. The Hertzberg model, like Maslow’s, has been widely criticized. It is not universe applicable, because it was based on and applies best to  managerial, professional, an; upper-level white-collar employees. The model also appears to reduce the motivation* importance of pay, status, and relations with others, since these are maintenance facto; This aspect of the model is counterintuitive to many managers and difficult for them k , accept. Since there is no absolute distinction between the effects of the two major factors the model outlines only general tendencies,† maintenance factors may be motivators to some people, and motivators may be maintenance factors to others. Finally, the model also seems to be method-bound, meaning that only Hertzberg’s approach (asking for self-reports of favorable and unfavorable job experiences) produces the two-factor model. In short, there may be an appearance of two factors when in reality there is only one factor. Alderfer’s E-R-G Mode: Building upon earlier need models (primarily Maslow’s) and seeking to overcome some their weaknesses, Clayton Alderfer proposed a modified need hierarchy—the E-R-G model—with just three levels three levels. He suggested that employees are initially interested in satisfying their existence needs, which combine physiological and security factors. Pay, physical working conditions, job security, and fringe benefits can all address these needs. Relatedness needs are at the next level, and these involve being understood and accepted by people above, below, and around the employee at work and away Growth needs are in the third category; these involve the desire for both self-esteem at self-actualization. The impending conversation between the president and the marketing manager could be structured around Alderfer’s E-R-G model. The president may first wish to identify which level or levels seem to be satisfied. For example, a large disparity between their salaries could lead the marketing manager to be frustrated with his existence needs, despite a respectable salary-and-bonus package. Or his immersion in his work through long hours and heavy travel as the stores prepared to open could have left his relatedness needs unsatisfied. Finally, assuming he has mastered his present job assignments, he may be experiencing the need to develop his no marketing capabilities and grow into new areas. In addition to condensing Maslow’s five need levels into three that are more consistent with research, the  E-R-G model differs in other ways. For example, the E-R-G model does not assume as rigorous a progression from level to level. Instead, it accepts the likelihood that all three levels might be active at any time—or even that just one of the higher levels might be active. It also suggests that a person frustrated at either of the two higher levels may return to concentrate on a lower level and then progress again. Finally, whereas the first two levels are somewhat limited in their requirements for satisfaction, the growth needs not only are unlimited but are actually further awakened each time some satisfaction is attained. Comparison of the Maslow, Hertzberg, and Alderfer Modes The similarities among the three models of human needs are quite apparent,but there are important contrasts, too. Maslow and Alderfer focus on the internal needs of the employee, whereas Herzberg also identifies and differentiates the conditions (job content or job context) that could be provided for need satisfaction. Popular interpretations of the Masiow and Herzberg models suggest that in modern societies many workers have already satisfied their lower-order needs, so they are now motivated mainly by higher-order needs and motivators. Alderfer suggests that the failure to satisfy related-ness or growth needs will cause renewed interest in existence needs. Finally, all three models indicate that before a manager tries to administer a reward, he or she would find it useful to discover which need or needs dominate a particular employee at the time. In this way, all need models provide a foundation for the understanding and application of behavior modification. BEHAVIOR MODIFICATION The models of motivation that have been discussed up to this point are known as content theories of motivation because they focus on the content (nature) of items that may motivate a person. They relate to the person’s inner self and how that person’s internal state of needs determines behavior. The major difficulty with content models of motivation is that the needs people have are not subject to observation by managers or to precise measurement for monitoring purposes. It is difficult, for example, to measure an employee’s esteem needs or to assess how they change over time. Further, simply knowing about an employee’s-needs does not directly suggest to managers what they  should do with that information. As a result, there has been considerable interest in motivational models that rely more heavily on intended results, careful measurement, and systematic application of incentives. Organizational behavior modification, or OB Mod, is the application in organizations of the principles of behavior modification, which evolved from the work of B. F. Skinner. OB Mod and the next several models are process theories of motivation, since they provide perspectives on the dynamics by which employees can be motivated.

Areas of Strategic Plan: Huffman Trucking Essay

Introduction The business continuity plan outlines the processes required to ensure the continuance of business during and after a disaster. The idea is not just to be able to continue business uninterrupted. But to also reestablish the full functions of the business as quickly as possible. Huffman Trucking Strategic Outline Huffman Stakeholders: Everyone affected by the activities of its business. Main Stakeholders: shareholders, management, employee’s, customers, auto parts suppliers, major manufacturers of plastic goods, banks, government, and trade unions, Other Stakeholders: pressure groups, highway drivers, and communities in which Huffman travels and operates their terminals. Mission Statement: â€Å"Since 1936 Huffman’s professional drivers have been delivering more than just on-time freight. Huffman delivers top quality service, safely and efficiently every mile of the way, to the community of the United States of America.† Vision Statement: â€Å"Huffman envisions being the first choice of company’s of America when they look for transportation of freight. In three years Huffman will be the number one freight carrier of the United States government. Proving longevity and efficiency will always be in high demand.† Outline A. Financial 1. Financial Assumptions: Revenue and Expenses a. Operation cost b. Updating hardware and software c. Find a cost saving method to duplicate records for fleet maintenance and enterprise transportation systems. B. Managerial 1. Develop a business plan to define and meet organizations goals. Create a contingency plan that can be taken in case of emergency or disaster (Myers, 2005). 2. Plan for cost savings for contingency plan (Myers, 2005). C. Economic `1. â€Å"Analyze the potential costs and value the anticipated benefits of a proposed programmer, policy or regulatory initiative, and reflect trade-offs inherent in alternatives† (Health & Environment, 2011, par. 1). D. Marketing 1. Advertisement of business products and services 2. Make sure data is accurate and notify customers about plan 3. Make agreement and arrangement for customers to receive deliveries on time. 4. Work to build and maintain effective communication with employees and customers. E. Technological 1. Information technology-based 2. Research and development 3. Emerge technology 4. Internet F. Competition 1. Globalization a. Canada b. Mexico 2. Research and development a. Data collection G. Political/Legal 1. Government. Political variables include policies regarding competition and taxation (FitzRoy & Hulbert, 2005). a. Employment law b. government spending c. regulation of financial markets H. Ethics 1. Huffman should follow widely accepted ethical practices regarding the acquisition of competitor intelligence (Hitt, Ireland, & Hoskisson, 2009). a. Gathering publicly available information 1. court records 2. advertisements 3. annual reports (Hitt, Ireland, & Hoskisson, 2009). 4. trade fairs and shows a. competitor brochures b. listen to competitor discussions I. Crisis management 1. Backup plan. a. computer fallback plan b. prevention program c. incident recovery plan Conclusion With all of the natural disasters, power outages, and terror attacks and a hundred other types of disasters, businesses have to plan for continuance of their business. The Business continuity plan is usually drafted considering the worst case scenario. For example the IT department may maintain all the electronic data at various locations, so in the event of a company shutdown, the critical functions can still be performed. Business continuity has become a growing concern in business. References Allen, S. (2011). How to Do Business with the U.S. Government. Retrieved December 15, 2011 From http://entrepreneurs.about.com/cs/marketing/ht/government_biz.htm FitzRoy P., & Hulbert, J. (2005). Strategic Management: Creating Value in Turbulent Times. Hoboken, NJ: John Wiley & Sons. Health & Environment Linkages Initiative. (2011). Economic Assessment. Retrieved December 18, 2011, from http://www.who.int/heli/economics/en/ Hitt, M. A., Ireland, R. D., & Hoskisson, R. E. (2009). Strategic Management: Competitiveness And Globalization, Concepts and Cases (8th ed.). Mason, OH: South-Western Cengage Learning. Myers, K. N., (2006). Business Continuity Strategies: Protecting Against Unplanned Disasters (3rd ed.). Hoboken, NJ: John Wiley & Sons.

Data Collection for Special Education

Data Collection for Special Education Data collection is a regular activity in the special education classroom. It requires assessing the student’s success on individual items in his or her goals on a regular basis, usually at least once a week. When a special education teacher creates the IEP goals, he or she should also create data sheets to record the student’s progress on individual goals, recording the number of correct responses as a percent of total responses. Create Measurable Goals When IEPs are written, it is important that goals are written in a way that they are  measurable ... that the IEP specifically names the sort of data and the sort of change that should be seen in a students behavior or academic performance. If it is a percent of probes completed independently, then data can be collected to provide evidence of how many tasks the child completed without prompting or supports. If the goal is measuring skills in a particular math operation, say addition, then a goal can be written to indicate a percent of probes or problems the student completes correctly. This is often known as an accuracy goal since it is based on the percent of correct responses.   Some school districts require that special educators record their progress monitoring on computer templates the district provides, and store them on shared computer drives where the building principal or the special education supervisor can check to be sure data are being kept. Unfortunately, as Marshall McLuhan wrote in the Medium is the Message, too often the medium, or in this case, the computer program shapes the sorts of data that are collected, which may actually create meaningless data which fits the program but not the IEP Goal or the behavior.   Types of Data Collection Different kinds of data measurement are important for different kinds of goals. Trial by Trial:  This measures the percent of correct trials against the total number of trials. This is used for discrete trials.   Duration:  Duration measures the lengths of behaviors, often paired with interventions to reduce undesirable behaviors, such as tantrums or out of seat behavior.​  Interval data collection is one means to measure duration, creating data that reflects either percent of intervals or percent of complete intervals. Frequency:  This is a simple measure that notes the frequency of either wanted or unwanted behaviors.  These are usually described in an operational way so they can be identified by a neutral observer.   Thorough data collection is an essential way of showing whether a student is or is not making progress on goals. It also documents how and when the instruction is being delivered to the child. If a teacher fails to keep good data, it makes the teacher and the district vulnerable to due process.

Free Online Religion Courses

Free Online Religion Courses Whether youre looking for a deeper understanding of world religions or simply want to understand your own faith on a deeper level, these free online religion courses can help. With video lessons, podcasts, and exercises, youll be instructed by religious leaders from around the globe. Buddhism Buddhist Studies - If you want details quickly, youll get them with this Buddhist study guide. Choose your topic and your skill level for explanations of Buddhist spirituality, culture, belief, and practice. Buddhism and Modern Psychology - It turns out that many Buddhist practices (such as meditation) have a proven use in modern psychology. Through this 6-unit course from Princeton University, youll explore how Buddhists view the human mind and human problems. An Introductory Course on Early Buddhism - If youre looking for an in-depth discussion of Buddhist philosophy, this course is for you. The PDF lessons walk students through Buddahs life, the four noble truths, the eight-fold path, meditation, and many other essential beliefs. The Central Philosophy of Tibet - For the academically-inclined, this podcast offers a professorial look at Buddhist principles and practices throughout Tibetan history. Christianity Hebrew for Christians - These text and audio lessons are designed to help Christians study Hebrew to gain a deeper understanding of their early scriptures. Truth for the World - These brief lessons include beginning, intermediate, and advanced topics in Bible studies. Students can browse through written lectures and also view short video segments. Both the Old and New Testaments are discussed. Bible Study Lessons - Take a look at these step-by-step Bible study guides to learn more about the scriptures from a Christian perspective. You can download guides as PDF documents or read them online. Once youre done with each section, take a quiz to see how much youve learned. World Bible School - Through this easy-to-understand course, students can learn the essentials of the Bible from a Christian faith-promoting world view. Email and mail correspondence options are also available. Hinduism American/International Gita Society - Through four levels, this course helps English speakers understand the Bhagavad Gita. The course includes an English language version of the scripture and dozens of PDF lessons guiding seekers through the book. Kauais Hindi Monastery - Take a look at this well-organized site to take online classes on the basics of Hinduism, sign up for a daily lesson, or listen to audio discussions. Interesting audio options include: How to Realize God: Like a Childs Self-Discovery, The Gurus Job: Love, and All Knowing Within You: No Good, No Bad. Islam Studying Islam  - Through this site, students can access a variety of course materials including YouTube videos, text-based lessons, and discussions related to essential topics in Islam. Introduction to the Koran: The Scripture of Islam  - From the University of Notre Dame, this course offers an academic look at the Koran, its text, its cultural meanings, and its place in history. Understanding Islam  - This free online course is designed for students relatively new to Islamic beliefs. With quotes from essential texts, graphics, and easy-to-understand explanations, students work their way through three units. Islamic Online University  - For practicing Muslims, this site offers a variety of course options including The Moral Foundations of Islamic Culture, No Doubt: Conveying Islam with Compassion and Reason, and Arabic Speech Simplified. Judaism Jewish Interactive Studies  - These introductory text-based courses help students understand the fundamentals of Jewish belief and practice. Both the Foundations and the Ethics courses are free in PDF format. Hebrew Learning  - If youre looking to learn Hebrew, this is a smart place to start. Explore dozens of brief lessons with audio and interactive graphics. Reform Judaism Webinars  - These webinars focus on topics of interest in Reform Judaism and are available on topics such as Torah Alive: Every Person Has a Name, Sharing Your Harvest with Others: Sukkot and Social Justice, and Jews and the Civil Rights Movement. Judaism 101  - If youre a young Jew between the ages of 18 and 26, consider taking this foundational online course. Youll learn through expert videos, quizzes, and events. Sign up and complete the requirements, and you may even qualify for a $100 stipend.

Managed Care Essay Example | Topics and Well Written Essays - 500 words - 3

Managed Care - Essay Example Accreditation is the significant process that Managed Care Organizations (MCOs) need to pass in order to prove their credibility and quality. Both, service providers and customers consider the certification as highly important because it indicates that an organization has attained the standard of quality defined by the accrediting agency. The major Accrediting Agencies in the United States are ABQAURP, NCQA & HEDIS, The Joint Commission, AAAHC & AAAASF and URAC. Although the criteria for accreditation vary depending on the type of Managed Care Organizations and the accrediting agency, there are certain common factors that are applicable in the review. The Agencies usually consider the â€Å"MCO’s quality management program and its impact on operations, at utilization management and how it is carried out, at the MCO’s treatment of members and so forth.† (Kongstvedt., 2003 p. 239). TRICARE is a managed care option of Civilian Health and Medical Program of the Uniformed Services (CHAMPUS) initiated by Department of Defense (DOD). The service has been delivered through its worldwide Military Health Service System (MHSS). DOD provides Tricare civilian health benefits for military personnel, military retirees, and their dependents through its 11 health service regions. It has also established a new administrative structure to supervise the delivery of health care. (Kongstvedt, 2003 p.1131). Tricare Standard (Fee for Service Program), Tricare Extra (Preferred Provider Option), Tricare Prime (HMO Option), US Family Health Plan, and Tricare Reserve Select (TRS) are some of the major plans of Tricare. As compared to other managed care services in the United States, Tricare offers more steady high quality health care benefits and reduced costs. Tricare service is accessible according to the priority of the beneficiaries as follows; active duty members, family members o f the active prime members, retirees and their family members, family

Difference - A platform to better understand human beings today Research Paper

Difference - A platform to better understand human beings today - Research Paper Example Looking back at world history, the Holocaust was one of the worst disasters the world has ever seen; under the orders of Hitler, millions of Jews were killed for no reason at all1, only because he believed that the world would be a better place without Jews living in it. This was a very conservative opinion which led to hatred and contempt among people and for a long time, these emotions persisted among the people. Even today, it is hard for many people to accept each other belonging to different nations, religions and castes; however such segregation and discrimination is condemned today by international laws of human rights. The Holocaust was carried out in various stages; concentration camps were set up where Jews were thrown in and treated worse than anything else on the planet, however it must be noted that Hitler wanted to display his hatred towards other groups of people like homosexuals, disabled people, political and religious opponents, Jehovah’s Witnesses, Prisoners of War from the Soviet, Polish and Soviet civilians etc. People belonging to all these categories, excluding Jews, were made to suffer in the concentration camps at Auschwitz where they were used as slaves or menial labourers following which most of them died of diseases and starvation. Those that survived such laborious work were ultimately thrown into gas chambers were they were finally killed. Women and children were also made to suffer along with men in these camps and many a times were even used to conduct medical experiments on2. Doctors and psychologists that took up such work were extremely cruel and heartless and tested out life threatening experiments on these people, using them as mere guinea pigs. This entire episode was extremely traumatising and shocking for people all over the world that heard about the news; the mention of Hitler’s name would send a chill down people’s spines. It was further decided, with the Nuremberg Laws that there needed to be a ce rtain code of conduct for people to follow and that those who violated the rules of human rights would have to pay for the consequences. At that time, there were very few men brave enough to stand up against the Reichs and tell the Nazi soldiers regarding the injustice that they were practising because of the fear that had been put in their minds against Adolf Hitler. Thus, people faced a harsh challenge of not being able to survive with cultural differences and practice civic responsibility. The punishment today for treating another human being in a cruel manner is extremely harsh and even imminent death. With the help of this shocking incident during Hitler’s reign, people today are able to understand that it is alright to have different kinds of people living in the world alongside each other. It is quite a normal and natural phenomenon to live in a community filled with people belonging to different religions, races and gender orientations. As opposed to the past, today, people have become increasingly efficient and do understand where their responsibilities lie with respect to treating other people in their vicinity. It is important to understand the philosophy of being able to deal with a community of different people in a fair and transparent manner. Governments all over the world