Necklace by Guy de Maupassant Essay

The â€Å"Necklace† by Guy de Maupassant, is a story about a beautiful girl, named Mathilde Loisel who was born into an unfavorable family. She then got married, Monsieur Loisel who is a common clerk, who can only provide her with little things. Unhappy with her circumstances, Mme Loisel always felt beneath herself. So to become the person she wanted to be she borrowed a friends necklace for a party, she lost it, and then had to do everything she could to pay off the debt made from the replacement necklace. Maupassant shows that she had gotten exactly what she deserves for her vanity and pride. She not only was punished, but her husband’s life was also affected. Since Mme Loisel had believed that because of her beauty she deserved to be of higher class that what she was in. She claims she had â€Å"suffered endlessly† because she felt as though she was entitled to â€Å"delicacy and luxury†. Maupassant is showing his reader how conceited Mme Loisel was being. Instead of being happy that she live in comfort, Mme Loisel dreamed of more. She dreamed of â€Å" delicate meals† and â€Å"marvelous dishes† things that she believed she deserved just because of her beauty. Trying to make his wife happy Monsieur Loisel came home with an invitation to a party. Instead of being happy â€Å"she flung the invitation† and â€Å"was beginning to cry. The was another example, given by Maupassant, showing Mme Loisel’s vanity, and how much she hated that fact that she couldn’t afford dresses to match her beauty. Her husband, however still tries to please her by giving her money to buy a beautiful dress. However this was still not enough because she now needed jewelry to match. Thus showing more of how she thought highly of herself just because of beauty and wanted more to mach it. She borrowed her friends necklace, and unfortunately lost it on the way home. She bought a replacement and it caused her and her husband to be in debt. She began to do â€Å"the heavy work of the house†and ten years went by and she began to look old and became like all other poor women. Maupassant showed his readers Mme Loisel’s karma for her wanting so much of what she cannot have. Then what made matters worse, she found out that the necklace she borrowed was fake and was worth a lot less than the replacement. This was Maupassant’s way to punish the conceited girl. Now she is no longer the beautiful girl she once was and she now lives in poverty. This was the best way to punish Mme Loisel. Unfortunately her husband suffered too. Her husband also was punished, mainly because instead of telling his wife she should just tell her friend what happened, he told her to buy time by saying they’re getting it fixed. His punishment was using the money left from his father, and â€Å"risked his signature† by borrowing money from different people. He now had to let go of their servant, changed their flat, because now they had work to pay off the debt, and in the process they fell into more debt. The husband had to work even harder than before having to pay off the many debts. He even had to work evenings and nights. Maupassant gave his reader the right punishment for Mme Loisel. She now was old, lost her beauty and became even more poor. This was a just punishment because she should have been appreciative of what she had. Even though she wan’t rich she at least lived comfortably. She now lost her beauty trying to be someone she wasn’t and now she lives with even less luxury than before. Maupassant wanted to show his reader that you must be grateful for what you have, and don’t look for things that is not of you nature. Mme Loisel didn’t live luxury so she shouldn’t have looked for luxury.

Effects of Computer Games

Statement of the Problem This statement will seek answer on the following programs: 1. What is the profile of the Criminology students in terms of: a. Age b. Gender c. Year level 2. What are the Effects of Computer Games in terms of: a. Lack of Socialization b. Personality Changes c. Hyperactive Learning Disorders 3. What are the Level of Performance of Criminology Students in terms of: a. Classroom Interaction b. Psychological/Emotional Awareness c. Problem Solving and Written Exams 4.Are there significant relationships between Effects of Computer Games and the Level of Performance of Criminology Students? Theoretical Theory Social Responsibility Theory Social responsibility is an ethical or ideological theory that an entity whether it is a government, corporation, organization or individual has a big responsibility to society at large. This responsibility can be â€Å"negative†, meaning there is exemption from blame or liability, or it can be â€Å"positive†, meaning there is a responsibility to act beneficently.This theory is a good basis of the study because students not only spending excessive time playing computer games but they need to consider also their responsibility as a students and their satisfaction with their co-students living in the real world. Critical Theory Critical Theory has a narrow and a broad meaning in philosophy and in the history of the social sciences. â€Å"Critical Theory† in the narrow sense designates several generations of German philosophers and social theorists in the Western European Marxist tradition known as the Frankfurt School.According to these theorists, a â€Å"critical† theory may be distinguished from a â€Å"traditional† theory according to a specific practical purpose: a theory is critical to the extent that it seeks human emancipation, â€Å"to liberate human beings from the circumstances that enslave them† (Horkheimer 1982, 244). Because such theories aim to explain and transform all the circumstances that enslave human beings, many â€Å"critical theories† in the broader sense have been developed.They have emerged in connection with the many social movements that identify varied dimensions of the domination of human beings in modern societies. In both the broad and the narrow senses, however, a critical theory provides the descriptive and normative bases for social inquiry aimed at decreasing domination and increasing freedom in all their forms. Based on the concept of the research, this theory can relate to the study through applying a critical analysis to know the effects of computer games in the criminology students of MinSCAT Bongabong Campus. Conceptual Framework Fig. 1:Statement of the Hypothesis The Effects of Computer Games has no significant relationship to its level of performance of criminology students in social interaction, psychological behavior, and problem solving. Significance of the Study To the Students, this study aims t o provide information with regards to the effects of computer gaming. To the Professor, for them to have deeper understanding of the effects of computer gaming. To the Readers, awareness of the effects of computer gaming. And also the future researcher who will do research on the related topic will have a background on this study.Scope and Limitations This is limited to the students of MINSCAT in Bongabong. This paper was conducted during the year 2012 and the information’s gathered were limited to Bongabong Oriental Mindoro. This study focuses on the Effects of Computer Games including Lack of socialization, Personality Changes, and Hyperactive of Learning’s disorder that will be measured to its level of performance of criminology students through social interaction, psychological behavior, and problem solving. Chapter II The Review of Related Literature and StudiesThis chapter reviews the work of research workers on problems closely related to the present study. Fore ign Literature Lepper, M. R. & Gurtner, J (2000), states that prolonged and excessive use of these games can cause, mainly upon children, a number of physical and psychological problems which may include obsessive, addictive behavior, dehumanization of the player, desensitizing of feelings, personality changes, hyperactivity learning disorders, premature maturing of children, psychomotor disorders, health problems (due to lack of exercise & tendonitis), Development of anti-social behavior and loss of free thinking & will.Anderson and Bushman (2001), found that across 54 independent tests of the relation between video game violence and aggression, involving 4262 participants, there appear to be five consistent results of playing games with violent contents. Playing violent games increase aggressive behaviors’, increases aggressive cognitions, increases aggressive emotions, increases physiological arousal, and decreases pro-social behaviours. Since most electronic games are vio lent, children below legal ages are emotionally disturbed and caused several changes on their behavior.Austin, Pinkleton & Fujioka (2000), quoted that â€Å"parental meditation is correlated with better academic performance. And has been shown to increase beliefs in social norms, and to decrease fear. † This refers to the parental consent of the player astheyplayaviolent-orientedgame. Gentile & Walsh (2002), wherein 55% of parents said that â€Å"always† or â€Å"often† should parents put limits on the amount of the time their children may play computer and video games, and 40% said they â€Å"always† or â€Å"often† check the video game rating before allowing their children to buy or rent computer or video games.Even through these numbers are not particularly high, they may overestimate the amount of parental monitoring of children’s video game play. Foreign Study From the time computer games made their way into family homes, parents have w ondered if violent video games may negatively affect children and teenagers. Today, parents still worry about the effects of violent computer games and of course it also remains a popular topic for the media.However, with a growing number of children and teens spending excessive time playing computer games, perhaps parents should be more worried about teenagers addicted to computer games than the effects of violentvideogames. An examination of the literature reveals that those who study video game addiction sometimes disagree on the proportion of children and teenagers addicted to computer games. However, the majority of studies suggest that approximately 5 to 10% of youth who play computer games become addicted.Compared to other psychological difficulties (such as depression and anxiety), teenage computer game addiction is obviously a relatively new problem faced by families. As such, parents may lack accurate and/or helpful information on the signs of computer game addiction, the risk factors for video game addiction, and strategies for helping teenagers addicted to computer games after the problem develops. As more therapists work with teenagers addicted to computer ames and more researchers study the problem, they are becoming better at detecting the signs of addiction, testing for video game addiction, and offering help to parents with teenagers addicted to computer games. Still, there is much confusion about exactly what computer game addiction is and how parents can help a teenager who seems far more interested in playing in a virtual world than living in the real world. Local Literature According to Josh Kearney, Online game addiction is caused by the constant updates and the never ending game play; this is solved by limiting online game downloads to one at a time.The problem with online game addiction is that it is distracting children and young adults from their needs. Online gaming distracts people from food, sleep, and schoolwork. Although certain people are able to control themselves, there are people who can’t. These people will play for hours on end, numbing them mind to the point where they can only think about game play. The cause of this is the fact that a person go on playing forever. To add onto this there are constant updates that once the hype a one dies down; a new one is introduced to build anticipation.Joshua Smyth, associate professor of psychology in The College of Arts and Sciences at Syracuse University, recently conducted a randomized trial study of college students contrasting the effects of playing online socially interconnected video games with more traditional single-player or arcade-style games. Smyth’s research found that online, socially integrated multiplayer games create greater negative consequences (decreased health, well-being, sleep, socialization and academic work). This proves my point that although these games can be fun, they can also be very dangerous.There, although, is a sol ution to this. As to most problems there is a solution. The solution to this problem is to limit the amount of games one person can place on a computer. This would be done simply by analyzing the key components of an online MMORPG. By doing this you can train computers to detect these qualities. After doing so, it would be possible to make the computer limit how many of these games are downloaded. There are also certain problems with this. http://www. papercamp. com Local StudiesBased on the previous research, the computer has also disadvantages aside from the fact that it provides the students information’s and other features. In that research they conclude many students spent more time playing rather than researching and doing other academic works. This is result to computer addiction. From these students, huge percentage of them is male. This shows that male students are more prone to be affected by computer disadvantages. The research goal is to inform the students about what computer can really do to them, how can it affects them and what it is that affects them.The researchers proved that the research made is really true and precise because they are also once addicted in using these so called computers (Justin Vista, Hienson Tan and Bryan Yaranon, 2009). Based on the related literature and studies stated in this research, all are significant because it serves as guidelines; gain more knowledge and additional information on how to distinguish the effects of computer games in the performance of criminology students of MINSCAT in Bongabong. Chapter III Research Methodology This chapter presents the research methodology that will be used and guide by the researcher to utilize in conducting this study.To find out the Level of performance of criminology students. Research Design The researcher will use correlation method of research to determine the difference between the perceptions of the respondents and the relation of the variables. Descriptive corr elation Method of Research is the process of descriptive research that goes beyond more gathering and tabulation of data. It involves an element of interpretation of the meaning of the significant relationship described. Respondents of the Study The respondents of the study are the students of criminology students of MINSCAT in Bongabong.MINSCAT have total population of criminology students of 205. Sample respondents will be computed on the Slovin’s Formula. (See Appendix __ for the List of Respondents) Formula: N= __N__ 1+Ne2 Where: n= Sample size N= Population size e= Percentage Research Instrument The study will use questionnaire by the researcher in gathering data and employed methods like interview, browsing in the internet and collecting data and information in the books and newspaper. Data Gathering Tools A set of procedures guided the researchers in gathering all pertinent data that will be needed in this research.First, a letter of request noted by the research advis er was sent to the Dean’s Office of MiNSCAT in Bongabong namely Edna G. Piol for permission to distribute the questionnaire. Second, the formal administrative of the questionnaires comprised all the directions in answering the questionnaire will be properly explained. Finally, the data will be sorted, tabulated, analyzed and interpreted using the most applicable technique in research. Scaling and Quantification A five point numerical with five (5) as the highest and one (1) as the lowest was used.Each numerical scale had the corresponding statistical limits and verbal description presented in table 2 below. Table 2 Scaling and Quantification Numerical Scale Statistical Limits Verbal Description 5 4. 50-5. 00 Everyday 4 3. 50-4. 49 Always 3 2. 50-3. 49 Often 2 1. 50-2. 49 Sometimes 1 1. 00-1. 49 Not at all Table 3 Reliability of Questionnaire To assure that all item are reliable, a test and re-test method will be use by researchers. TEST AND RETEST RESULT INDEPENDENT VARIABLES RELIABILITYDESCRIPTION Lack of Socialization0. 8454170Reliable Personal Changes0. 9827526ReliableHyperactivity learning Disorder0. 8460318Reliable DEPENDENT VARIABLES Social Interaction0. 7231594Reliable Psychological / emotional awareness0. 6673800Reliable Problem Solving/ written exams0. 6676692Reliable Level of Significance=5%df=8Critical r-value=0. 632 The computed r-values exceed the critical r-value 0. 632 with 8 as the degree of freedom at 5% level of significance, therefore the questionnaire is reliable. Ten respondents for post-test and another ten respondents for pre-test other than 25 respondents were requested to answer the same set of questionnaire.Responses were tabulated, analyzed and interpreted using the Pearson’s Movement Correlation. CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This Chapter presents the results of the research along with analysis, interpretation based on the statement of the problem. Table 4 Mean Perception of the respondent s on the Effect of Computer Gaming in terms of Lack of Socialization PRODUCTSMEANRANKVerbal Description 1. I cannot socialize with other students. 3. 724OFTEN 2. I don’t have interest with other people. 3. 842OFTEN 3. I cannot established good relationship with my classmate. . 803OFTEN 4. I am not open with my parent’s parental guidance. 4. 24 1OFTEN MEAN3. 90OFTEN Table  ¬Ã‚ ¬4: Shows the overall mean perception of the respondents to the effects of computer gaming in terms of Lack of Socialization. This table shows items 1-5 with the verbal description of often as the first rank, I am not open with my parent’s parental guidance. Second, I don’t have interest with other people. Third, I cannot establish good relationship with my classmate. And lastly, I cannot socialize with other students. The overall mean calculated is 3. 90 which are described as often.This means that computer gaming really affects the relationship of the teenage to the people surrou nds them particularly to their parents that may lead to lack of parental guidance. Table 5 Mean Perception of the respondents on the Effect of Computer Gaming in terms of Personality Changes PRODUCTSMEANRANKVerbal Description 1. Moody3. 042SELDOM 2. Childish3. 881OFTEN 3. Health Awareness2. 84SELDOM 4. Physical Awareness2. 843SELDOM MEAN3. 14SELDOM Table  ¬Ã‚ ¬4: Shows the overall mean perception of the respondents to the effects of computer gaming in terms of Personality changes.This table shows items 1- 4 with the verbal description of seldom as the first rank, Childish. Second, Moody. Third, Physical Awareness. And lastly, Health Awareness. The overall mean calculated is 3. 14 which are described as seldom. This means that computer gaming affects the respondents in terms of physical, mental and emotional such as changes in mood and lack of awareness. Table 6 Mean Perception of the respondents on the Effect of Computer Gaming in terms of Hyperactivity Learning Disorder PRODUCTSM EANRANKVerbal Description 1. Addictive in computer games. . 361OFTEN 2. Obsessive in computer games. 2. 924SELDOM 3. Lack of thinking. 4. 082OFTEN 4. Lack of learning. 3. 883OFTEN MEAN3. 81OFTEN Table  ¬Ã‚ ¬4: Shows the overall mean perception of the respondents to the effects of computer gaming in terms of Hyperactivity Learning Disorder. This table shows items 1- 4 with the verbal description of seldom and often as the first rank, Addictive in computer games. Second, Lack of thinking. Third, Lack of learning. And lastly, Obsessive in computer games. The overall mean calculated is 3. 81 which are described as Often.This means that computer gaming affects the behavior of the respondents, like addictive and also they tend to have a lack of continuous learning’s. Table 7 Mean Perception of the respondents on the Level of Performance of criminology students in terms of social interaction. PRODUCTSMEANRANKVerbal Description 1. I did not attend school gathering. 3. 873OFTEN 2. I am not active in school activity. 2. 694SELDOM 3. I cannot communicate professionally with my professor and classmates. 4. 451OFTEN 4. I am not approachable with my co-students. 3. 882OFTEN MEAN3. 72OFTENTable  ¬Ã‚ ¬4: Shows the overall mean perception of the respondents to the effects of computer gaming in terms of Social Interaction. This table shows items 1- 4 with the verbal description of seldom and often as the first rank, I cannot communicate professionally with my professor and classmates. Second, I am not approachable with my co-students. Third, I did not attend school gathering. And lastly, I am not active in school activity. The overall mean calculated is 3. 72 which are described as Often. This means that the level of performance of the criminology student of MBC has a very non-satisfactorily performance in Social Interaction.Table 8 Mean Perception of the respondents on the Level of Performance of criminology students in terms of Psychological/ Emotional Awareness. P RODUCTSMEANRANKVerbal Description 1. I am not aware of the happiness around me. 2. 134RARELY 2. I don’t have interests on my study. 4. 321OFTEN 3. I neglect myself especially my hygiene. 3. 922OFTEN 4. I did not focus on my academic activities3. 683OFTEN MEAN3. 51OFTEN Table  ¬Ã‚ ¬4: Shows the overall mean perception of the respondents to the effects of computer gaming in terms of Psychological/ Emotional Awareness.This table shows items 1- 4 with the verbal description of rarely and often as the first rank, I don’t have interests on my study. Second, I neglect myself especially my hygiene. Third, I did not focus on my academic activities. And lastly, I am not aware of the happiness around me. The overall mean calculated is 3. 51 which are described as Often. This means that the level of performance of the criminology student of MBC has a very non-satisfactorily performance in Psychological/ Emotional Awareness. Table 9 Mean Perception of the respondents on the Level of Performance of criminology students in terms of Problem Solving/ Written Exams.PRODUCTSMEANRANKVerbal Description 1. I cannot solve academic problem easily. 3. 162RARELY 2. I cannot do multitasking activity. 2. 924OFTEN 3. I cannot handle situation properly. 3. 083SELDOM 4. I am not quick in solving and I am inefficient. 3. 241SELDOM MEAN3. 10SELDOM Table  ¬Ã‚ ¬4: Shows the overall mean perception of the respondents to the effects of computer gaming in terms of PROBLEM Solving/ Written Exams. This table shows items 1- 4 with the verbal description of rarely, seldom and often as the first rank, I am not quick in solving and I am unefficient.Second, I cannot solve academic problem easily. Third, I cannot handle situation properly. And lastly, I cannot do multitasking activity. The overall mean calculated is 3. 10 which are described as Seldom. This means that the level of performance of the criminology student of MBC has a non-satisfactorily performance in their academic. Summar y Table of r and r2 the Effects of Computer Gaming in the Criminology Students of MBC IV Effects of Computer GamingDV Level of Performance of Criminology Students of MBC Social InteractionPsychological/ Emotional AwarenessProblem Solving/ Written Exams rrrLack of Socialization. 03-. 96. 87 Personality Changes. 32. 38. 87 Hyperactivity Learning Disorder. 52-. 84. 77 Critical r-value= . 195df=25significant level of 5% This table presents the r-values of the effects of computer gaming in the students of MBC through level of performance. Since the majority of computed r-value exceeded the critical r-value of . 195 with 25 degree of freedom at 5% level of significance, therefore the null hypothesis is rejected which means that there is a significant relationship between the effects of computer gaming and the level of performance of criminology of MBC.It reveals that all the dependent and independent variables are significantly correlated with each other. Through calculations performed, t he researchers arrived at the ff. interpretations: The researchers interpreted that Lack of Socialization towards Social interaction has a very small positive correlation; high negative correlation towards Psychological/ Emotional Awareness; and very high positive correlation.In terms of Personality Changes, it has a very small positive correlation towards social interaction; moderately small positive correlation towards Psychological/ Emotional Awareness; and very high positive correlation towards problem solving/ written exams. In terms of Hyperactivity Learning Disorder, it has high positive correlation towards Social Interaction; high negative correlation towards Psychological/ Emotional Awareness; and high positive correlation towards Problem Solving/ Written Exams.

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Master of Education - Essay Example Several competencies may be used in the classroom, such as: how to use the multiple intelligence strategies where the educator is able to decipher which intelligences are appropriate according to the student population in the classroom. The use of both the intellectual quotient and the emotional quotient will prepare the students to be well prepared for their academic work as well as becoming part of the workforce in due time. I hope to be in a position where I may use these elements in educational settings.This academic graduate program will help me to be able to reach my educational goals and prepare me to put these strategies and theories into practice. It will help me to become a well-rounded educator so that I may share my knowledge with my students and the educational system that include my colleagues.My strengths are that I am an achiever. I am a leader in those activities that I become involved with and I also know how to become a follower. I start and finish tasks on or befo re their due dates. I am a responsible person and I am also a dedicated person.One of my weaknesses was that for personal reasons my grades fell and my attendance was affected. This was due to my mother ´s illness. I had the responsibility to care for her. This, however, became part of my strength since I knew that I wanted to pursue my educational goal and that is the reason why I am applying to your graduate program.I hope University gives me the opportunity to pursue my educational goals.

Working Conditions Assignment Example | Topics and Well Written Essays - 500 words

Working Conditions - Assignment Example The usual theme is having cigarettes adds masculinity to men and attract more women. It can be linked to social bonds. Some examples of songs depicting cigarettes are My Cigarette and I, Smoke Rings, Smokin’ in the Boys’ Room, Pass that Peace Pipe and many more. The songs appealed to the mass that caused the increasing popularity of cigarettes way before the billboard advertisements like Joe Camel and Marlboro Man (Cooper and Haney, 1999). It is not only used as a status symbol because of its medical uses. In the form of powder, aqueous solution, ointment and extracts, tobacco was then used to treat tetanus, lack jaw, oedema, spastic dysuria, neurosis, constipation, smoke enemas and arsenic poisoning (Haustein and Groneberg, 2010). Despite of the popularity of cigarette and tobacco, it remains a public health enemy number one because it is the leading cause of death in the United States. Consuming cigarettes causes several diseases like cardiovascular diseases, cancer of the lungs, respiratory ailments such as bronchitis and emphysema and other forms of cancer like laryngeal, oral and stomach cancers (Schneider, 2011). In line with the negative health effects of cigarette smoking, several efforts had already been done in the United States. In 1971 the tobacco ads had been banned by the Congress along the airways while in 1984 the Smoking Education Act had been passed together with four strongly worded cigarette warnings in advertisements and cigarette packages. In 1986 the Comprehensive Smokeless Tobacco Health Education Act had been passed (Pampel, 2009). Since then California is the state that adapted some specific measures to manage the risk of cigarette smoking then followed by New York in 2003. The smoking law in New York was signed by Coy. George E. Pataki which includes many strict measures but with exemptions like licensed cigar bars in New York City, America-Indian-owned

Identify the Diffenent Reasons People Communicate Essay Example for Free

Identify the Diffenent Reasons People Communicate Essay We need to communicate with others in order to be able to successfully carry out daily activities, especially in the work place. This can be done in many different forms and have positive and negative effects. Being aware of these forms and implementing them is vital when working with young children and adults. People communicate in both personal and professional capacitites for a variety of different reasons. In a work setting people may communicate to: build relationships; maintain relationships; gain and share information; gain reassurance and acknowledgement; to express needs and feelings and to share thoughts and ideas. Building relationships can be a simple form of communication such as a smile/wave/ ‘hello’ when we first meet a new parent/child. Each time we do this we are maintaining a relationship with the parent/child, although this may not be strictly for a professional ‘reason’, for example; asking what they are doing tonight? By building and maintaining relationships via communication we are gaining information, which by sharing will help in the way we work, for example; with children, parents and other professionals. We can also provide trust, reassurance and acknowledgement by praising, physical reassurance by providing eye contact or by taking an interest in what they are doing. People also communicate in order to express their needs and/or feelings. As humans most of us need to do this and we should respect and allow a child’s need to as well, if they don’t have the opportunity to do this they can become very frustrated. The same applies to being creative by sharing their ideas and thoughts as children and young people will need to share these with others. Read more:  Describe the different ways that people communicate  essay L.O 1.2: Explain how communication affects relationships in the work setting Communication is vital in the work setting as it helps to establish good relationships with young people, children, their families and colleagues, and these are essential in order to be able to work effectively with them. Relationships and communication skills compliment each other, therefore carers who have good communication skills are more likely to have good relationships with children, parents and other adults. We communicate via body language and facial expressions and relationships are influenced by this. Relationships and communication is pivotal in the early year’s sector. By sharing and gaining information, for example, on a child’s feelings, routine and/or long term health we can help establish different needs and/or the need for intervention. We can also help the child settle in more easily, as when they feel comfortable with us so will their parents and vice versa, this also helps the child feel more relaxed which in turn helps them play and learn more effectively and benefit from it. As pointed out on www.helpguide.org it can also â€Å"†¦improve relationships at home, work and in social situations by deepening your connections to others, and improving team work, decision making, caring and problem solving.† By working together as a team via communicating, job satisfaction can be gained as can easier transitions if the child is moved from one setting to another. Communication is something that we do in our everyday life in every type of setting. We can build and maintain relationships from this with a variety of people. This in turn can have positive or negative effects on the things we do. By communicating via facial expressions, body language or verbally we are establishing and maintaining relationships with their practitioner as it can help identify needs, spot things that occur repeatedly and help the child develop holistically, therefore it is essential that we all communicate effectively.

Investigating methods for preventing racial profiling in the field

Investigating methods for preventing racial profiling in the field Racial profiling occurs when law enforcement officers interpret race (specifically minority membership) as an indicator of increased risk of criminal behavior. Most racial profiling is conducted by officers engaged in street-level policing and this practice is generally banned by federal law, state statutes, and police manuals or guidelines (Wu, 2005). According the United States Department of Justice Fact Sheet on racial profiling: Racial profiling sends the dehumanizing message to our citizens that they are judged by the color of their skin and harms the criminal justice system by eviscerating the trust that is necessary if law enforcement is to effectively protect our communities (United States, Department of Justice, 2003). Major stakeholders with an interest towards this problem include the states Attorney General, county commissioners or city council members, agency leadership, law enforcement officers, and the public. In recognition of the problem, various corrective steps have been taken by states. These measures have included the development of statewide anti-racial profiling policies and mandatory demographic data collection to be conducted by law enforcement officers during all stops. This writer recommends the implementation of an early intervention system to compile information including the assignment history of each officer, traffic enforcement data, citizen complaints, and disciplinary actions taken against the officer. This system would be used by supervisors to monitor officer performance and to address potential problems before they escalate to serious racial profiling events. Used regularly, the program would identify potential racial biases more effectively and would place greater accountability upon supervisors to monitor officers performance. Problem Statement The problem is the use of racial profiling in the field of law enforcement. Specifically, the problem is the disproportionate number of minorities that are targeted for investigatory stops in comparison to non-minorities. Historically, African Americans, Hispanics, and since 9/11, Arab Americans have been subjected to higher instances of traffic stops and investigatory detentions. By definition, racial profiling occurs when a law enforcement officer questions, stops, searches, arrests, or investigates and individual because the officer holds a prejudicial notion that members of that persons racial or ethnic group have a greater likelihood than the rest of the population to commit the sort of crime the officer is investigating. (Barnes, Gross, 2002) Officers who practice racial profiling are in violation of the Fourteenth Amendment Equal Protection clause which states, No state shallà ¢Ã¢â€š ¬Ã‚ ¦deny to any person within its jurisdiction the equal protection of the laws. (Ward, 2002 ) In addition to the violation of civil rights, racial profiling contributes to the greater social problem of public distrust towards law enforcement. Stakeholders Attorney General In most states, the states Attorney General serves as the top law enforcement officer and lawyer for the state. For state-level law enforcement agencies, particularly the highway patrol or state police, the attorney general acts as a supervisor to the agencys director and therefore holds the responsibility for appointing the agency director as well as providing guidance to the agency in regards to the proper application of the law. In the event that a lawsuit is filed against a state law enforcement agency, the attorney general acts as the states legal representative. Furthermore, in a majority of states the attorney general is an elected official and is therefore subject to lose votes if the public is dissatisfied with his job performance. He must therefore stay abreast of any updates or changes to the law and ensure that the states law enforcement officers operate in compliance with these laws. County commissioners and City council members Within counties, cities, and towns, the county commissioners, city or town council members are legislative bodies responsible for passing laws, bills, and ordinances that govern the municipality. In city or town police departments, the police chief is appointed by the council and in county Sheriffs offices, the Sheriff is sometimes appointed by county commissioners (in instances where the position is vacant outside an election year). In the event that citizens are not satisfied with local law enforcements actions, the county commissioner or city council members will hear the complaint and make a final decision on the matter. As decision makers (and citizens) they have an interest in maintaining public safety and order. As elected officials, their performance is subject to public scrutiny and failure to adequately address rights violations is unlikely to get them reelected. Agency Leadership Depending on the level of law enforcement (state or local), the agency Director, the Chief of Police, or the county Sheriff have a direct responsibility in addressing racial profiling. All law enforcement agencies operate using a top-down leadership approach, with the Director, Chief, or Sheriff at the top of the hierarchal ladder, followed by Captains, Lieutenants, Sergeants, and Officers or Deputies. The agencys leader has an interest in making sure the department adheres to the laws and policy standards for law enforcement set forth by the state or local government. The federal government has enacted anti-racial profiling laws and most states have followed suit. Law enforcement agencies that are found to be non-compliant with these laws are held accountable. As the highest ranking employees within their respective agencies, these officials serve as the face of the agency and are often called upon to answer to the aforementioned commissioners or councils when allegations of officer misconduct are made by the public. Law Enforcement Officers Law enforcement officers are stakeholders because the publics perception of the police can have either a positive or negative impact on performance of their duties. Racial profiling is a contributor to the larger social problem of public distrust of the police. In Race, Cops, and Traffic Stops, Angela Davis argued that when minorities experience injustices that are tolerated by criminal justice officials, they develop distrust and disrespect for the justice system. That lack of faith translates into hopelessness, frustration, and sometimes violence (Davis, 2007). For law enforcement officers, public trust and cooperation is essential to their job function. When these two elements are diminished or absent in a community, fewer crimes are solved and officer safety is in jeopardy. Public The public relies on the police to enforce the law and maintain order. As a subgroup of the public, minority populations share these expectations that law enforcement officers will behave ethically. Inability to rely on the police to remain fair and impartial creates a barrier between the police and the minority communities they serve. When this occurs, the public is less likely to report crime and/or provide assistance to the police during criminal investigations. Eventually, some law enforcement officers develop an Us against Them approach towards minorities while minority groups adopt a Them against Us mentality. As a result, fewer crimes are solved and criminals remain on the street. Thus, racial profiling contributes to the perpetual cycle of police ineffectiveness caused by the disconnect between the police and the public. Background of Problem In Analysis of Racial Profiling as Policy Analysis, Samuel Myers, Jr. presents a 1999 report by Knowles, Persico, and Todd that in a stretch of Interstate 95 in Maryland from 1995 to 1999, 63% of all motorists searched were African American. However, only 18% of the motorists on the road were African American. Similar studies have shown patterns of disproportionality in traffic stops conducted by other law enforcement agencies. Allegations of racial profiling have resulted in a number of class action lawsuits and law enforcement agencies response to the problem varies. Some states or police departments have banned racial profiling while others have focused on collecting racial data on stops and searches in order to monitor the ratio of minorities to non-minorities being subjected to these activities. Many have also instituted training and education programs designed to specifically address racial profiling. In 2002, the Minnesota state legislature recommended a voluntary initiative for police departments to address this problem. The preamble to this legislation read in part, Law enforcement policies and training programs must emphasize the need to respect the balance between the rights of all persons to be free from unreasonable governmental intrusions and law enforcements need to enforce the law. Key components of the legislation included: The development of a statewide anti-racial profiling policy that obligated police to provide their name or badge number during routine traffic stops. Providing training to law enforcement officers to adhere to the model policy and dismiss from service any officer who did not complete the training. Collection of data for a 2-year period among participating agencies (Myers, 2002). In its response to racial profiling, the General Assembly of North Carolina enacted a law in 2009 that mandated both state and local law enforcement officers to compile information for each traffic stop to include the race, ethnicity, and sex of the driver along with the alleged traffic violation that led to the stop. The results of these studies and measures taken by state legislatures indicates recognition that the racial profiling does exist and that appropriate measures need to be taken to ban this practice. Alternative Policies In considering alternative ways to address the problem of racial profiling, one could consider a revision to departmental policy to include specific disciplinary action, adjusting training and policy standards to incorporate cultural sensitivity and diversity awareness training, or implementing an early intervention program to monitor officer performance and provide guidance. Alternative Policy #1 Disciplinary Action In an effort to deter officers from racial profiling, one alternative would be to revise departmental policy to include disciplinary guidelines that prescribe specific punishment according to the number and severity of substantiated offenses. For example, the guideline would prescribe counseling for a 1st offense, a written warning to be added to the officers personnel file and possible suspension for a 2nd offense, and termination for a 3rd offense. This method would provide officers with strict guidelines to govern their behavior and would leave no room for misinterpretation. Issuing a punishment-based policy would also give the public the perception that the agency takes the problem seriously and will respond to complaints with appropriate corrective action. The implementation of a zero tolerance policy, in theory, could improve police relations with minority communities and increase public confidence in law enforcement. This alternative could also lead to a decrease in officer morale, higher turnover, and fear of punishment (amongst officers) for doing their jobs. Officers who feel that stops involving minorities will be scrutinized may make an effort to avoid these investigatory stops, meaning that some guilty people will go undetected. This method does not take into account that some officers, by nature of their assignment or job function, will simply have more contacts with minorities and will likewise conduct more stops involving these groups. For example, an officer patrolling an inner city area is more likely to have interaction with minorities than an officer assigned to a rural area because metropolitan areas tend to be more racially and ethnically diverse. This should not serve as a definitive indicator that the officer with a higher percentage of stops involving minorities is guilty of racial profiling. This policy also does not allow for alternative measures such as reassignment, addition al training, or psychological assessment that would give the officer an opportunity to redeem himself. Lastly, punishment-based alternatives are generally ineffective in treating the root cause of the problem. Instead of determining why an officer has more stops involving minorities, this alternative is reactive in nature and only seeks to penalize the officer after this behavior is detected. Alternative #2 Adjust Training and Policy Standards The majority of law enforcement agencies across the nation require officers to complete yearly training to provide legal updates, refresher courses in officer safety, and to renew firearms qualification. In addition to these classes, departments should incorporate mandatory cultural sensitivity/diversity awareness training into the annual in-service training curriculum to specifically address racial profiling. In addition, agency policy could be adjusted to restrict officers to random interdiction and indiscriminate investigatory detentions. Training in cultural sensitivity and diversity awareness would help dispel stereotypes and overcome communication barriers that exist between the police and minority communities. In the District of Columbia for example, the Diversity Awareness and Sensitivity Training Program was developed by the Institute for Public Safety Justice to explore how issues of bias, prejudice, and stereotyping negatively impact effective law enforcement and the relationship between law enforcement agencies and the communities they serve. Representatives from cultural and community groups are invited to incorporate culture-specific information into the program (Institute for Public Safety and Justice). While on patrol, police officers often use apparent violations of traffic laws as a pretext to stop and question drivers whom they suspect of involvement in illegal drug or firearm offenses. In actuality, the driver was stopped because of race. (Joh, 2007) With this alternative, agency policy would be adjusted to require officers to use discretionless policing and to prohibit pretextual traffic stops. Police officers would be required to take universal prescribed enforcement measures regardless of the circumstances of the stop. For instance, all drivers stopped for speeding, broken taillights, or seat belt violations would be asked the same questions and issued citations. In addition, officers conducting highway interdiction or running radar would be required to point their patrol vehicles away from traffic in order to eliminate racial identification as a factor in the decision to conduct a traffic stop. Critics of cultural sensitivity training for law enforcement view these efforts as an attempt at political correctness that is discriminatory and demeaning to non-minority officers. Training coordinators could also find it difficult to deciding which cultures should be highlighted in the training program. Some would view the inclusion of only African American and Hispanic cultures as singling out these races (or ethnicities) as having negative interactions with the police. As a result of this training, law enforcement officers may consciously or subconsciously treat these minority groups with kid gloves. Police discretion is an integral part of effective policing. Forbidding the police from considering racial characteristics may reduce this effectiveness. Oftentimes, those who engage in certain criminal activities tend to share certain characteristics relating to specific socioeconomic and ethnic backgrounds. For instance, because of its low cost, the sale of crack cocaine is more common in poor, predominately African American communities. However, the sale of methamphetamine is more common amongst whites. Forcing the police to disregard such characteristics may lead to less effective policing and to increased crime. (Persico, 2002) Alternative #3 Early Intervention Program Law enforcement agencies could implement an early intervention system that would be used to identify officers who appear to have a tendency towards racial profiling. This system would be a centralized database within the agency that compiles information to include: each officers assignment area (or zone), traffic enforcement data (of all individuals stopped or detained), citizen complaints, and a record of all tentative or final formal disciplinary actions taken against the officer in the past. Early intervention is not to be confused with a formal discipline, which carries a negative connotation. Whereas discipline involves official documented actions toward officers in response to substantiated misconduct allegations, early intervention actions are informal and confidential. Officers flagged by the early intervention system should be addressed in confidential counseling sessions and a Performance Improvement Plan (PIP) should be agreed upon between the supervisor and the officer. Recommended Policy An early intervention program represents a proactive approach eliminating racial profiling that tailors corrective measures to fit the individual officer. Early intervention systems are useful in identifying potential problems before they escalate into more serious issues requiring formal disciplinary action. Using this method also places greater accountability upon supervisors to closely monitor the performance of their subordinates. In contrast to traditional performance reviews that involve subjective assessments, this policy is objective in nature, identifying specific areas of performance, such as citizens complaints, and developing an appropriate response to these problems. Implementation and Monitoring An early intervention program should include four basic components: performance indicators, an identification and selection process, intervention, and post-intervention monitoring (Walker, 2005, 108). Performance indicators Include data such as assignment area, racial demographic data of individuals detained (whether citation were issued or not), citizen complaints, and history of disciplinary actions. Identification and Selection Should be treated as two separate stages. This would result in some officers who are initially identified based on compiled data that would not be selected for intervention. Instead, the nature and context of these criteria should be further evaluated before selection is made. An officer working in a high-crime area is likely to receive more complaints than an officer working in a low-crime area. Therefore, officers identified in the system as having relatively high numbers of complaints would be subject to further screening that may reveal a legitimate explanation. Intervention Consists of confidential counseling between the selected officer and supervisor and may include the recommendation for remedial training specific to the officers needs. The counseling session should include a discussion of the performance problems identified by the system and an agreement on the steps that will be taken to correct these issues. Post-intervention monitoring Following the intervention, the supervisor would be required to monitor the selected officers performance for a specified time period. Once the time period has passed without a significant number of additional problem indicators, monitoring frequency may be decreased or discontinued. Funding Funding could be accomplished by reallocating law enforcement grant funds to include a fund that designed to target racial profiling. These funds would be provided to departments as an incentive to voluntarily implement an early intervention strategy. Grants would be used towards assisting in startup, supervisor training, and maintenance of the system along with remedial training materials for officers. Evaluative Criteria Equity Supervisors should analyze officer reports and field interview cards while continuing to monitor the early intervention system to access citizen contacts and the purpose for stops and/or arrests. Using this method of evaluation will ensure that officers are enforcing the law fairly across minority and non-minority populations. Liberty/Freedom Periodic monitoring of the early intervention system would highlight the frequency and type of citizen complaints against an officer and would initiate further inquiry into the officers performance. From there, the department could determine if any civil rights violations have been committed by the officer and take immediate action.

Daily Athenian life :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Famed for its literature, poetry, drama, theatre, schools, buildings, government, and intellectual superiority you have no doubt that your polis, Athens, is clearly the shining star of all Greek city-states.†(Daily life in ancient Greece) Athens was a mighty city-state of Greece. Even though it was a very intellectual and powerful city-state, it did not mean that it was necessarily a good city. Athens was the cause of the Peloponnesian War. It deceived the other city-states by making them send money to Athens, so Athens could build a powerful army to protect Greece from the Persians. Athens started to use that money on the city of Athens. Eventually the citizens of Athens did not have to pay taxes. The other city-states got angry, thus beginning the Peloponnesian war. The war lasted about 30 years, starting from 461-406 BC.   Ã‚  Ã‚  Ã‚  Ã‚   An aristocrat named Cleisthenes, who was trying to gain more power, invented a form of government called democracy. Democracy was used in Athens. Athens was lead by a great statesman named Pericles. He died during the war because of disease. Many people died of the same disease. After the war, Sparta set up a government of thirty tyrants. Two of the tyrants were students of the renowned philosopher, Socrates. That stirred up some controversy later with Socrates and the Athenian aristocrats. A year later the democratic form of government was restored, and the Athenian government went back to normal. Men were prominent figures of government. Women were thought to be foolish and irrational, which we all know is not true. â€Å"Men, in the Greek view, were rational, thinking, stable, normal creatures, while women were irrational, hysterical, and dangerous.†(History for kids) Women for that reason were not given political rights. Athens had good soil, since it was near the coastline. They also had just enough rainfall, not too much or too little. They grew grain, grapes, olives, legumes, lentils, beans and chickpeas. The Athenians believed in many gods, just like all the other people of Greece. They had 7 seven main gods. The most important of all the gods was Zeus, the king of the gods, who was married to his sister Hera. The gods had humanlike characteristics; they got jealous and would do stupid things just like humans do.

Integral Philosophy of Education Essay -- Educating Educate Education

Integral Philosophy of Education ABSTRACT: Education, an action, is a process, a development of the imperfect human being intentionally directed at achieving the ideal of human plenitude in the best possible manner. This is a description of the educational process based on the human being who travels toward plenitude, a point of arrival; the human being who achieves his or her own perfection in the best possible manner; and a method: intentional guidance towards plenitude in the harmonious formation of humanity. It is not enough to say what education is or what it is like. It is necessary to clarify what education is for. The harmonious development of essential, integral and vocational abilities makes the student more perfect and causes his or her cosmic and social circumstance to be more perfect. In this integral philosophy of education, I offer a new "Paideia." It is necessary to seek the student's point of balance between the sciences of empirical verification and humanistic duties. Otherwise, we will march towar d the disintegration of the human being, to the anti-knowledge of a very powerful technocracy. Integral personal and community education is education which promotes the person in a changing society susceptible to progress. That student perfectibility which is anxious to satisfy demands can only be fulfilled with love. The contemporary world has not rehearsed on a large scale an education for love. If we do not found education on love, the world will not be inhabited by humans. Education is not just an idea, it is a fact. We start with the fact: there are educational centers, teachers, learners, seminars on educational sciences and magazines on pedagogy. But education in action, is the process of developing an i... ... we do not begin to educate for love, the world will not be inhabitable by man. We must search for more wise men and fewer scholars. Let us attempt to lift a small child from his unhappiness and frustration, he is an admirable being who lives and dies among asphalt and smoke, always tormented by the clock, bothered by diseases which civilization produces, saturated with problems, always searching for, but generally frustrated before finding love. Love is a living affection which is benevolent and which professes itself to God and to human beings. We are able to conquer adversity and death with love. Speaking in an Augustinian manner, we can say that man is love. All impulses, all passion, all senses have their roots in love's strength; even understanding a goal (value) which provokes desire in us (love to know about something). Our destiny is illuminated by love.

What Are Years? by Marianne Moore :: Poems, Poetry Analysis

I’ve read this poem quite a few times. I still don’t completely understand it but I do like this poem. I think what’s great about this particular poem is the fact that it has not left my mind since the first time I read it. I have read it again and again. There is something about the first lines â€Å"What is our innocence, what is our guilt? All are naked, none are safe.† Within those lines my attention was caught and I just knew that this was going to be a very interesting poem. I also like the last line â€Å"This is mortality, this is eternity.† It has this lasting, lingering quality that makes what you’ve just read stay with you long after you’ve finished reading it. Something in the way Moore wrote this poem really got under my skin and made me take a deeper look at what this poem trully means. I think what Moore is really talking about is satisfaction with the life you're living. Thre is no prefection in life, but if you can be happy with who you are as a person you will find joy.

Play and Game Essay

According to Merriam Webster â€Å"a hobby is a pursuit outside one’s regular occupation engaged in especially for relaxation†. Most of us have hobby because having a specific interest on something facilitates a balance between our physical and mental state. They can be either physical activities or mental activities. For me, cricket is my hobby because it has become part of my life. I often engage in playing both at the club level and for recreation. Cricket is a team sport for two teams of eleven players each. The objective of each team is to score more runs than the other team and to completely dismiss the other team. I enjoy this game because it’s fun and exciting, it has enabled me to adopt the teambuilding skills in my everyday life and it gives me an opportunity to be a role model to younger cricketers. The game of cricket evokes many emotions, mostly because of the fun and excitement involved. Cricket is played at a professional level all over the world. I regularly go the various ovals to follow my favourite team, and avidly watch the game on television. The sheer pleasure of winning a game and exhilaration of conquering this game of high and difficult technique brings nothing but delight to me. During a match we not only have to contend with the rules of the game, but also have to contend with different playing conditions that can have a dramatic affect on the game. The nail biting ending where your team mates are depending on you to score the winning runs of a game all contribute to this game being truly gratifying to me. In the end we all know how fun it is to smash the ball down the ground or to rip off the middle stump of the batsman. Another reason I enjoy playing cricket is for the teambuilding aspect. I learnt teambuilding, discipline as well as teamwork through playing cricket. The game is very challenging in some regard and it required teamwork to win a game. When playing cricket, one has to be cognizant of what your teammates are doing because each player is dependent on each other. Thus good communication skills are mandatory. This sport also filters into my everyday life as it translates into how I address work related issues as well. It has allowed me to have self regulating strategies, identify and utilize strengths of co-workers in completing projects and practice effective collaboration with team members. True role models and mentors are those who possess the qualities that we would like to have and those who have affected us in a way that makes us want to be better people. I believe through this game I can impact on younger minds and facilitate me being a mentor and role model. Recently I was been privileged to be the coach and mentor of a cricket camp. The positive influences I was able to instill to this young group will definitely redound to their benefit. To be able to promote the vitality and passion of this game and impart what role sport can play in our life was very rewarding to me. It was an invaluable avenue for me to develop as a coach, to share my knowledge and skills and be able to mold younger minds. In summary, cricket is my favourite hobby as there is no end to the element of surprise the game gives and benefits I gain from playing. As far as I can remember cricket has always been my favourite past time and part of my life. The pleasure of watching and playing is truly amazing. It’s a hot topic in many social circles because of the thrills and anticipation of the game. Likewise one also benefits from playing as it promotes and facilitates teambuilding. The camaraderie it fosters between team members is additionally rewarding. What is truly gratifying however, it allows me to be a role model and mentor to others as it allows me to convey what role cricket plays in my life and share my knowledge. In a few words, it has contributed to me physically and mentally as it helps me relax, keep fit and relieve stress. Bibliography James, C. L. R. (1963). Beyond a Boundary. London: Stanley Paul/Hutchinson Merriam Webster (n. d. ) Hobby Retrieved October 20th, 2011 from http://www. merriam-webster. com/dictionary/hobby.

Website Analysis

Website Analysis Assignment I choose the website of Gleaners Community Food Bank of Southeastern Michigan to analysis. Its address is http://www. gcfb. org/site/PageServer? pagename=homepage. The site clearly states Gleaners mission – Nourishing Communities by Feeding Hungry People, on the heading with the company’s icon and also in the first â€Å"What we do† text chunk. From the information provided, I found that it serves three audience segments: donators, volunteers, and partner agencies. From my perspective, the donators group is the one the organization mostly to target, because compare to other groups, the organization provides exhaustive introductions about donation and put them on a more easy-to-grasp place. For instance, three out of five homepage text blurbs and the first picture comes out in the homepage are all about donation The website groups related items into different menus and links. However, the link name and the hierarchical order are confusing to me. The main menu arranges information as HOME, TAKE ACTION, EVENTS/FOOD DRIVES, END HUNGER and PARTNER AGENCIES. For the first sight, people will not understand what the END HUNGER section means and will have to search. Besides, I think the END HUNGER and EVENTS/FOOD DRIVES sections should be before the TAKE ACTION and PARTNER AGENCIES. Because people need to see the organization’s mission and approaches before making a donation or partner decision. Moreover, the website does not do efficient in terms of web navigation. Different audiences have to click back and forward among different links to get all the information they want. The website’s menu put donation and volunteer together into the submenu of TAKE ACTION; It puts some of the partner agent information strangely into the END HUNGER section; Besides, the â€Å"Need Food Now† which links to Gleans partner agencies occurs twice at the top-row menu and the right column header within a screen length. This duplicate link is unnecessary since to find the information, you do not even need to roll your mouse. The bottom-row menu provides some site navigation about jobs and contact information but does not list any helpful information on location or site map. All these designs make the presentation distracting and inefficient. When I look into its content, I find the information is periodically updated, however, not fresh. The last update news is in October. I volunteered with Gleaner on the first Saturday of November and wanted to see our volunteer pictures on the website. It is clearly promised on website, the volunteer section that the pictures will updated per week. However, it seems that the company ate its words. Since the news is not newest, current audiences will feel disappointed and the prospective audiences may lose their interest to keep looking at the site. Despite the fact that some information is not easy to access for certain audience, the information content itself is helpful. For example, when I go to the Bag Hunger event link, I can find a very attracting event poster, the event date, location, contact information and even a calendar which brings you to previous and upcoming events. The website is written in a consistently professional and friendly tone. It invites interaction with email newsletters, facebook, twitter, mobile and visiting tour. Most of its texts maintain pleasing, easy-to-read line length, use the font size and color that are easy to read from the background. The line spacing is consistent and easy on the readers’ eyes as well. The text is balanced with vivid illustrative graphics and bulleted lists. The graphs in the website are really powerful. They are adorable and creative in design. When surfing the site, I even stored some pictures in my computer. But a problem about them is the size. They are so small that I have some struggles to catch the words in the picture. Thus the small size kills the informational effectiveness of the pictures. Glearners’ Food Bank has its headlines and page title clear, very simple but still to the point. So it saves the readers’ time and keeps them interested. Its name and logo are on every page and links to the homepage. The internal links provides identification for all pages with both heading and a short text that explains the purpose of each page. For the Donation site, you can see a description that â€Å"You can help feed our hungry neighbors today with your donation of funds or food to Gleaners†. For the volunteer, it has â€Å"View a list of current volunteer activities†, â€Å"View our Volunteer Scrapbook to see some of the thousands of volunteers who assist Gleaners every year† clearly states the purpose. The heading also contains a search with an advanced searching option. I tried the search by Wayne State University, and hoped to find their volunteer picture in the scrapbook. But the search gave me twenty unrelated Wayne community, Wayne annual report things. It did not work adequately. On a whole, I will trust the website with my information because it presents its information in a professional way and also because it is a member of many reputable charity organizations. Even though from my perspective, some items are grouped overlapped and they lack strong logic drive, most of the words are really simple and informative. To make the website look better, I suggest the following: * Make the images larger and easy on the reader’s eyes * Delete the duplicate hyperlink â€Å" Need Food Now† * Change the â€Å"END HUNGER† to a more clear and understandable title * Arrange the menu into a logic order –put END HUNGER and EVENTS/FOOD DRIVES sections before TAKE ACTION and PARTNER AGENCIES * Make sure the content is current and keep its weekly update promise

How Risky is Risk

â€Å"The human understanding, once it has adopted an opinion , collects any instance that confirm it, and though the contrary instances may be more numerous and more weightily, it either does not notice them or else rejects them, in order that this opinion will remain unshaken. † Francis Bacon, 1620. Risk is a very interesting thing; people normally tend not to realize the real effect that risk takes in their lives.There are many kinds of risk, we want to focus on studying the financial risk, the perception of it, the effect that it has on the private banking behavior, their clients, and how they would be treated, the effect that it has on decision making, and the effect that it has o behavioral finance. Because when you start talking about behavioral finance you need to try to understand what risk represents and all of the effects it has. During this article we want to show why over 10% return margins shouldn't be viewed as something risky, but as something worth analyzing. Because in this times people are going to need over 10% margins if they still want to be making profits out of their investments. And once people understand what risk represents, what it represents ND all of its effects, they can start analyzing what they want and need out of their investments. And once they understand that, they are going to do anything to accomplish it, because as it is said in the quote at the beginning once the human understanding acquires a goal and an opinion on how to get to the goal, he will do anything to end up successfully. . Risk Risk by definition, is the potential of gaining something of value, weighed against losing something of value but, The term â€Å"risk†, means financial risk or uncertainty of financial loss† (Raglan, 2003). After using these terms for the purpose of this paper e will divide the study of risk into 3 parts: types of financial risk, the ways to measure IR and perception of risk. 2. 1 Types of risk There are many types of risk; we are going to focus on 5: credit risk, market risk, operational risk, regulatory risk, environmental risk.All of these are top priorities for banks to analyze throughout the operational process. Credit risk, is the potential that a borrower fails to meet his obligations on the terms that were agreed. There are 2 key components on defining credit risk, quantity of risk and the probability of default. The banking system manages credit risk using exposure ceilings, review renewal, risk rating, risk based in scientific pricing and portfolio management. Market risk is the possibility of loss caused by changes in market variables, it sums up to four components.Liquidity risk, this is divided into funding risk, time risk and call risk. Interest rate risk, which is the potential of negative impact coming from changes in rates. Foreign exchange risk and country risk. Operational risk: Human error risk. Regulatory risk: The risk implied by the government ‘s ability to make n ew laws and modify regulation. . 2 Wars to measure risk There are several methods to measure risk, we will be focusing on the most common ones and the ones that are better suited for Hedge Funds. Vary is used to quantify the exposure to the market risk, using standard statistics techniques.It measures the minimum expected loss that a firm may suffer under normal circumstances, over a set time period at a desired level of significance. One of the biggest setbacks with Vary is that it's useless in times of booms and crisis as it doesn't prevent you from being part of them. Another big problem with Vary is that it is one of the most moon risk measures and people tend to trust it too much without hesitation. (CITE) Standard deviation is a measure of dispersion of a set of data from its average. It is usually applied to the annual rate of return of an investment to measure the investment ‘s volatility. CITE) After taking a look at these 2 methods that are the most commonly used, we will be talking about the ones more suitable for the Hedge Fund industry, which are the following: Seminarian's or downside deviation is the average of the squared deviation of values that are less than the mean or a â€Å"minimum acceptable return†. This method is similar to variance, the difference between the two is that seminarian's focuses only on the negative fluctuations of the asset neutralizing all the values above the mean. This method primarily provides the estimate of loss that a portfolio could incur, keeping the estimated risk realistic. CITE) Kurtosis is a statistical measure used to describe the distribution of observed data used around the mesas. Kurtosis is also known as the measurement for the volatility of volatility. Its main purpose is to describe the trends in charts. Keenness describes asymmetry from the normal distribution in a set of statistical data. Keenness can come in the form of â€Å"negative keenness† or â€Å"positive keenness† , depending on whether data points are skewed to the left (negative skew) or to the right (positive skew) of the data average. CITE) After analyzing these methods, we can conclude that for a Hedge Fund and especially for clients investing in these it is better to use the seminarian's, kurtosis and keenness methods to analyze the risk of an investment. These three focus more on the downside risk of the portfolio instead of using the Vary that is only good on stable periods and doesn't account for drastic mimes, besides standard deviation and variance can be very deceiving in the context of analyzing the real risk that a portfolio can have focusing also on outlying positive returns. 3.Private banking What we want to analyze is the way private banks operate and especially how clients needs are met, how they are treated, how their money gets almost frozen with interest rates that barely covers their money from the effect of inflation, and how private banks earn a lot of money while clie nts barely earn real returns. Banks offer annulled returns between 3 and 5 percent which is usually not enough to meet paving expenses or inflation for the wealthy clients. An American study showed the following: â€Å"Americans said they need to earn average annual gains of 9. Percent above inflation to make their financial needs. Natives officials noted that inflation since 1964 has averaged 4. 2 percent annually, which means the average American has to generate 14 percent to meet their needs. â€Å"fee,2014) having this in mind clients can realize that they need to expect a bigger profit on their investments because they are actually losing money, their money is losing value and the only way f stopping this from happening is by demanding higher returns using alternative investments. High returns while taking minimal risk is a pipe dream; if asset growth is your priority, taking risk is crucial† Oaf,2014), and that is why clients need to be sure that risk is being managed in the most efficient manner. 3. 1 Clients The most important part of any financial institution are the clients, and most important thing about them is recognizing that every client is different and every client has different needs. Every client has to be treated differently to help them meet his/her goals. As the investigation of Dry.Rene Fischer and his team in the book â€Å"Wealth Management in new Realities†, â€Å"we identify 7 engagements that are shaping client behavior and needs† (Fischer, De Conge, OK, Topper, 2013), with this in mind we will take a look at those seven trends to give clients the best service possible while maintaining a steady margin of returns. Engagement one: Changing demographics. The population is growing and also the markets, clients need security and information that their money is secure and generating profit.Engagement two: Globalization and future markets. With the Gap's of various developing countries rowing at a fast pace, clients are starting to look at investing in new markets. Engagement three: Scarce resources and climate change. Global awareness is growing for environmental issues that can create new opportunities in clean energies, and a new set of investments in ecological matters for clients. Engagement four: Economic crises and insecurities. With the volatility of the market, clients are starting to be insecure about their money.It is the financial institution ‘s Job to keep clients informed about the situation their money is in, and make them feel safe that their money is in good hands. Engagement five: Dynamic technology and innovation. With all the changes in information technologies, â€Å"more and more people are getting connected and are sharing information on the go' (Fischer, De Conge, OK, Topper, 2013), this makes clients better informed and more aware about what is happening to their money.Engagement six: Sharing global interest responsibility. With the shift towards global cooperati on and MONGO ‘s gaining power, clients are demanding socially responsible investments. Engagement seven: Global knowledge society. This trend goes hand in hand with trend number five, with new technologies of information, society has easier access to new information and the tools to know what is happening.With all these trends happening, clients want to be more informed and still get the same yield, but with the misinformation, manipulation and misunderstood promises from the monetary agents, the clients think that having their money working to win Just a little over inflation Just to avoid losing money might be wrong, because with the globalize economy that we have this days studies that are being made all around the world can be generalized, so if something is happening in Europe you could assume that something similar is happening morpheme else.So with this in mind after taking a look in some studies made in India we saw that the inflation is not the same for every social c lass and that the general inflation that everyone takes for granted does really have much effect on the middle and high class, because it is made out from an average of items that don't really affect does two classes, and we are focusing on them because they are the ones that are clients of the financial institutions, and the prices of the items that they acquire are going up stronger that the regular inflation, so that is why they are not retorted with the interest rates that they receive, and they are in fact losing money which is the one thing that they were trying to avoid. 4. Behavioral finance There are many factors involved in the process of understanding behavioral finance.To understand this you have to start with risk perception, understanding why people tend to make certain decisions, and after that study the behavioral biases investors exhibit to see what drives the intuition of most individuals. Behavioral finance can help a financial institution prevent certain human fa ctors that can be mitigated at the mime of making decisions and preventing psychological factors to play an important role in the decision making process. 4. 1 Risk perception Risk perception is one of the most important elements of psychological effect on the market. Trying to understand why people tend to make certain decisions at certain times is one of the biggest questions in this matter.Many investigations have been made about the subject, one that stood out was: â€Å"The Psychological Impact of Booms and Busts on Risk Preferences in Financial Professionals† by Cohn, Fear and Marcella. During this experiment they decided to manipulate two different kinds of lotteries giving different options in different controlled markets. Their final conclusion was that there will always be a psychological/emotional factor that can't be measured with precision but you can be sure that during times of booms people tend to be overly optimistic and risk is not their biggest concern, and during times of busts people usually tend to be overly conservative and almost allergic to risk.This can be obvious in both cases as it is when biases come into play. This is why risk can be a risky thing when you are not certain that is being measured the right way. If the risk is being measured correctly, psychological factors shouldn't have any weight in the decision making process. 4. 2 Behavioral bias Behavioral biases in finance are tendencies to act in a certain way; they can lead someone to a systematic deviation from a standard of rationality or good Judgment. Five biases that we believe can be the most common ones in an investor are the following: 1. – Confirmation bias is the tendency that makes people believe in information only if confirms their beliefs and hypothesis. 2.Optimism bias is the tendency to think that you are less at risk of experiencing a negative event than others. 3. – Loss aversion bias is the tendency that agents take on when they prefer the option of avoiding a loss than the option of acquiring gains. 4. – Self-serving bias is the tendency to distort a process because of the need to maintain and enhance once self-esteem. 5. – Planning fallacy bias is the tendency to underestimate the time that it will take to complete a task. These are only some of the behavioral biases that play a significant factor in the psychological process of making decisions. It has to be taken into account that all of them could affect an investor 5.Conclusion â€Å"The human brain has evolved to be very efficient at pattern recognition, but as the confirmation bias shows, we are focused on finding and confirming patterns rather than minimizing our false conclusions. Yet we needn't be pessimist, for it is possible to overcome our prejudices. It is a start simply to realize that chance events, too, produce patterns. It is another great step if we learn to question our perceptions and our theories. Finally, we should learn to spend as much time looking for evidence that e are wrong as we spend searching for reasons we are correct. † (Millions, 2008). After looking at previous evidence, it is clear that both Private Bankers and Clients have a misconception about risk.Behavioral biases transform risk into fear which if not mitigated by Private Bankers leads to inefficient allocation in Client's portfolios, and a controlling position in their relationship. This is why Bankers usually oversee those investments that they are not familiar with and reject them or cause Clients to reject them without studying their process and risk/reward ratio. This is the case with vast majority of Alternative Investments. We encourage Clients to keep a critical point of view with regards to their portfolios and continuously question their Banker's recommendations. By being involved in their investment decisions and being up to date on current market trends Clients will have a correct attitude towards risk when it comes to investing.

The Delivery Systems on Day Care Schools

Protecting children from abuse, physically and mentally is a major responsibility for all caregivers of children. This includes parents, teachers and childcare workers. According to research conducted by Spungen, Jensen, Finkelstein and Satinsky, it was estimated that one out of five females and one out of six males would be the victim of sexual abuse before the age of 18. In 1985 it was estimated that over 113,000 children between the ages of six through 18 were sexually assaulted in that year alone (Spungen, et al 1989, p127). Due to the increasing incidence of child sexual abuse, a need arose for prevention and training programs for families and caregivers of children. To fulfill this need, child sexual abuse prevention education programs were established. Research conducted in 1987, indicated that over nine million preschoolers and millions of school aged children were cared for by some type of daycare program. Consequently, daycare providers were in a unique position to provide this prevention program (Spungen, et al 1989, p127.) The first such program was established in Philadelphia at the Federation Day Care Services. The goal of the program was to enhance the knowledge of staff, parents and children and to help children develop skills to protect themselves from sexual abuse. The goal for parents and staff was to help them become sensitive about child safety issues and be prepared to cope with the feelings that the children expressed. This program was developed and coordinated by an interagency committee comprised of administrators, educational supervisors and masters prepared social workers who had expertise and training the area of child sexual abuse (Spungen, et al 1989, p127). In developing this program they used the eight basic steps for problem management (Halley, Kopp, Austin 1998, p 183). 1. Perceiving a need and then defining the problem that must be addressed 2. Stating a purpose to be achieved by addressing the problem. 3. Collecting data related to the situation. 4. Using the data to generate alternative responses, opportunities, or solutions to the problems. 5. Assessing the costs of pursing different solutions and weighing the choices. 8. Evaluating the results and beginning again, drawing on what is learned. To effectively implement this prevention program, each audience was identified to develop a different service delivery system. Staff training and parent workshops were conducted by social workers. Classroom teachers implemented programming for children. The linking policy that was used in these deliveries was that of direct practice with the consumer. According to Halley, Kopp, and Austin â€Å"Human service practitioners make, advance, retard and shape policy all the time during their interactions with consumers and with each other †¦the work of delivering human services is linked to all aspects of social policy† (Halley, Kopp and Austin, 1998 p100 & 101). The goals for staff were to increase awareness of child sexual abuse, increase their comfort level and improve their ability to teach prevention curriculum. In addition to providing a safe environment for children to express themselves and also be able to identify and react appropriately to disclosures of abuse (Spungen, et al 1989, p128). In the first year, two staff training sessions were held at each branch of the Federation Day Care Services. The first session focused on the identification and assessment of child sexual abuse, the second was on disclosures and reporting procedures. There was minimal discussion of the curriculum yet the staff was expected to follow it strictly. Due to the rigidity of the program, staff was resistant to the workshops and felt the training was unnecessary. The committee paid too little attention to the staff's feeling and attitudes regarding this issue. They also did not focus enough attention on teachers' feedback on the curriculum. As a result, there was low staff enthusiasm and increased staff resistance to the training. By the end of the first year the committee became aware of the staff's resistance to the training approach and felt the need to address their concerns. To respond to these concerns and to meet the staff's needs, the committee used the feedback from teachers and actively involved them in the development of the next year's program (Spungen, et al 1989, p128). In the second year of training three staff sessions were held at each branch to meet the needs of new and previously untrained staff. To decrease staff resistance, theory was included in the training to explain the rationale for the program, while focusing on sensitizing staff to their feelings and reactions to child sexual victimization. The initial session focused on the nature and scope of the problem and its relationship to day care. Participants met in small groups and a discussion followed that focused on myths and facts, behavioral and emotional characteristics of abusive families and victims and stages of normal sexual development. The next two training sessions addressed attitudes toward the topic through small group exercises to help promote comfort with sexual language and included role-playing vignettes which focused on disclosure situations. Discussions followed that focused on the curriculum and a teacher's role in preventing child sexual abuse. To supplement the training, written materials and audio visual aids were used. The training then focused on supporting staff in becoming more comfortable with their role in helping children stay safe. Although the training curriculum focused on prevention education, training for staff primarily dealt with teaching them how to respond appropriately to children's reactions and concerns, including procedures for reporting suspected abuse. (Spungen, et al 1989, p128). At the end of the second year, feedback from the teacher evaluations was positive. According to Spungen, et al, it was difficult to assess the conclusive reasons for this. The satisfaction of the program appeared to be related to the staff's increased comfort with the topic and the program as well as a more effective training and curriculum (Spungen, et al 1989, p129). The goals for parents included an increased awareness and knowledge about child sexual abuse; inform them and share the content about the child personal safety program and to provide parents with the skills and resources to help keep their children safe (Spungen, et al 1989, p128). Parental support of the child personal safety program was a high priority. In the first year of the program two parent workshops were offered at each branch of the Federation Day Care Services. The program focused on the dynamics of child sexual abuse and the risk factors for young children, these workshops were provided to parents at no cost. The turnout for these workshops was very low, one possible reason was that parents were disturbed by the information presented and felt unable to protect their children (Spungen, et al 1989, p129). After the first year, more outreach and public relations efforts were used to reach the parents. The outreach included a brochure, individual letters to all parents inviting them to the workshop posters in each branch of the day care and reminder notices sent to families' two days before the program. Evening sessions were conducted at each branch and childcare and dinner were provided at no cost. (Spungen, et al 1989, p128). In the second year of training, parents were provided an opportunity to preview the curriculum and gave their input on it. They also were provided background information about statistics, myths and facts, behavioral and emotional indicators of victims of abuse and stages of normal sex play. A film and discussion about keeping children safe was also included. Parents who attended felt comfortable in expressing their concerns about the curriculum and sex education for their children. Parents were provided resource materials and in home activities to help alleviate their fears and help them support and reinforce the program's efforts (Spungen, et al 1989, p128). At the end of the second year, despite the outreach only a limited number of parents attended these workshops. The parents that did attend gave positive feedback about the program. Some parents were frightened by the statistics and anxious to learn how they could work with the agency to protect their children. Parents found the in-home activities most helpful in learning how to talk with their children about this topic (Spungen, et al 1989, p129). The goals for children included prevention of child sexual abuse and empowering children to keep themselves safe (Spungen, et al 1989, p128). In the first year of training, due to the sensitive nature of the training program, introductory classroom training was necessary to help children with the basic knowledge of the five senses, parts of the body, family members and feelings. Teachers were provided with resource material. By the second year teachers were encouraged to be creative in their presentations. Expanding on the introductory lessons, the child personal safety program was presented over three weeks. Activities included stories, group discussion, role-plays, games, songs, and art projects. Portions of the program were adapted for use based on the developmental needs of each age group. The program was structured that the most sensitive topics were discussed after the children developed greater awareness and assertiveness skills. Topics covered in the story and discussion format included defining child personal safety; identifying good, bad and confusing touches; learning to handle a bad touch; and telling a trusted adult if a bad or confusing touch occurs. The program for children in preschool and kindergarten classrooms began and ended with puppet shows that were developed and performed by staff. The initial puppet show introduced the puppets and the theme of â€Å"No, Go, Tell†, a phrase often used in child safety programs to emphasize basic safety skills. The second puppet show involved more audience participation and reinforced the themes of the program. One of the differences between the preschool and the school-age program was that the school-age children participated in program development. They created their own artwork for a â€Å"No, Go, Tell† poster contest and demonstrated their knowledge by developing role-plays (Spungen, et al 1989, p128 – 29). According to teacher evaluations and parental reports, children were excited about the program, but the degree to which they benefited from the program varied depending on the child's age and duration of training. Children who participated in the program for the two-year period seemed to benefit the most from the training and were better able to apply the information. Children in the three to four year-old groups were able to model responses, such as repeating the â€Å"No, Go, Tell†, words but their understanding was limited. Kindergarten children had a greater ability to understand concepts and had an increased awareness of how to apply the information. They learned the vocabulary and developed basic prevention and assertiveness skills. Children 6 to 12 understood and applied the personal safety concepts that they learned in the program. They benefited from less structured programming because the flexibility reduced the boredom that results from the repetitive curriculum. In addition they needed to feel independent and in control of their learning (Spungen, et al 1989, p130). Outcomes and challenges of the training program This program faced many challenges, among them was the initial resistance of the staff of the daycare to attend training and use the curriculum for training. As the result of feedback by the teachers, the committee made changes to the training approach. This change allowed the teachers to have more input in the training of the curriculum and also gave them more freedom to implement it. These changes met several of the service delivery goals as outlined in â€Å"Delivering Human Services†. These included: collaboration between staff and the committee; managing the transitions to new delivery systems; and integrating by using the feedback from the teachers to help develop the second year of the program (Halley, Kopp, Austin, 1998, p180-81). Although gains were made, further study should be conducted in order strengthen collaborations between the teachers and the committee. The next challenge that they faced was that of involving the parents. (From my experience with working with parents and programming, I understand how difficult it can be to actively involve them in training or workshops.) The committee used outreach techniques to reach the parents in an effort to involve them in the program. The delivery goals that they met included: mobilizing to involve the parents and make them aware of the danger and of the need for the training, and relating to consumers by understanding the parent's concerns regarding the training program. By the second year of the training, because of feedback by parents, modifications were in place that met the goals of the program. These changes also helped the parents learn about the problem of child sexual abuse in a less threatening way and help protect their children (Halley, Kopp, Austin, 1998, p180). Although there were changes to the program and an outreach effort, parents were still resistant to training and only about 225 parents attended the program over the course of two years (Spungen, et al 1989, p129). This component of the training needs to be further explored to find out how to involve parents in workshops and training programs etc. Teachers of pre-school, kindergarten children and older children in the daycare encountered different challenges regarding the delivery of the program. After the initial year of the program, teachers were allowed to be creative in the delivery of the training program. This change enriched and helped empower the students who attended the training. Specific programming was geared to preschool students, kindergarten students and to older students. There was a different approach to each group of students, but the overall goals of the training program were met (Spungen, et al 1989, p128 – 30). The next challenge was that of the costs involved in implementing the child personal safety program. According to Spungen, it is very expensive to run a child sexual abuse prevention program at a daycare center. Staff expenses, time constraints and space issues are a factor that could inhibit the training (Spungen, et al 1989, p131). Further exploration of funding sources, community-wide cooperative agreements, such as partnerships with community centers or rape crisis centers may alleviate some of the expenses involved in this training, but further research is necessary.