Working Personality free essay sample

In â€Å"A Sketch of the Policeman’s Working Personality,† Jerome Skolnick discusses and analyzes how a police officer’s personal outlook is affected by his or her involvement in police work, creating an â€Å"us versus them† mind-set, as well as the frequent inability to â€Å"turn off† the police mentality outside of a work environment. While he states that a person’s work has an impact on his or her outlook of the world according to a recurring theme in the sociology of occupations, police work has a particularly strong impact on those cognitive lenses (Skolnick, 1966, p. ). Because of the nature of their job, police have a tendency to look at the world in a way that makes it distinctive to themselves. This can be associated with the danger that they face on a day-in, day-out basis, how their position as a police officer affects their social relationships, as well as how they are generally perceived by the public. We will write a custom essay sample on Working Personality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Contributing to the overall working personality of a police officer is the need to be efficient, the continuous presence of potential danger, and the need to establish authority in the face of ever-present public relations issues. Skolnick (1966) likens a police officer to a soldier, a school teacher, and a factory worker because of the dangers he faces, his issues with establish his authority, and the need prove his efficiency, but points out that this overwhelming combination of tasks is unique to police culture. Thus, the â€Å"us versus them† mentality begins to take shape, making officers feel the need to separate themselves from civilian society. The propensity now is that police work is no longer a job, but a way of life. Janowitz refers to the military profession as a â€Å"style of life† because the duties of the job extend pass occupational boundaries, and that any position that performs â€Å"life and death† tasks furthers such claims (Skolnick, p. 3). These split-second decisions that police officers have to make also contribute to their separatist way of thinking. It is also clear that the intensity or lack thereof of a police officer’s assignments can help develop his working personality. Basically, experience corroborates one’s outlook. The threat of danger is continuously present, which contributes to the officer’s constant suspicion in trying to identify a potential danger or a law being broken (Skolnick, p. 4). Because of this constant mode of thinking, many people find themselves not wanting to establish a social relationship or friendship with police officers. The danger element isolates the police officer from citizens that he finds representative of danger as well as isolating him from the more predictable people that he might ordinarily identify with (Skolnick, p. ). The police officer’s requirement to enforce morality laws such as traffic laws usually leads to citizens denying his authority and raising his threat level (Skolnick, p. 4). Skolnick states, â€Å"The kind of man who responds well to danger, however, does not normally prescribe to the codes of puritanical morality. † Because of this, many people view police officers at hypocrites, which gives the police community further reason to isolate as well as further reason to build strong rapport between themselves (Skolnick, p. 4). Skolnick points out that it appears that British police are better about following procedural guidelines than are American police, but that the reason is that they face less dangers than do the police officers of the United States, thus they are better at creating the appearance of conformity (Skolnick, p. 4). Police officers develop a perceptual shorthand that allows them to identify symbolic assailants. This identification can come through the use of certain gestures, language, and even a type of clothing that police have come to associate with particular crimes or violence. Even if the a person has no history of violence or no criminal record, that is overlooked when an officer feels even a vague sense of danger (Skolnick, p. 5). Because of this constant threat of potential danger, police officers may even create certain emotional boundaries which help them continue to function successfully on assignment. Half of the officers in the Westville police department that Skolnick surveyed indicated that they would prefer an assignment of police detective, which involves direct danger. It is believed that while officers may be fearful of the dangers of their jobs, they may also find it exciting, finding enjoyment in potential danger (Skolnick, p. 6). Officers are, of course, trained to be suspicious. Skolnick mentioned a statement from a patrolman that pointed out that â€Å"the most important thing for the officer to do is notice the normal. † By this statement, the officer meant that in order to notice what could be deemed as suspicious, an officer must recognize what is considered normal for a particular area. Notably, whether or not an officer has personally experienced a hazardous situation doesn’t determine his level of suspiciousness. Police officers identify with their comrades who have endured hazardous situations such as beatings or who have even been killed (Skolnick, p. 7). In spite of racial issues that were in existence at the time Skolnick wrote this article, his interview with the Westville police department indicated that racial issues were not the most serious problem that police faced. It was, instead, issues regarding public relations such as citizens’ lack of respect for the badge, failure to cooperate, and the misunderstanding of what all police work entails (Skolnick, p. 8). Relating both to how the public views officers, as well as back to how they are perceived in social settings, Skolnick gives from the Westville police department of an officer and his wife who, while at a party, was hit in the leg and burned from a firework. Even though this occurred in a social setting, he was subjected to another party-goer’s exclamation of, â€Å"Better watch out, he’s a cop. † Another officer mentioned that he didn’t even identify himself as a police officer outside of work because once he did, he could no longer have a normal social relationship with them (Skolnick, p. 9-10). For much of the reasons mentioned previously, the solidarity of police officers has been reaffirmed. Another reason for this, however, is the threat of danger. Again, police officers experience a lack of support and understanding from their communities, and officers believe that the community should not be relieved of their responsibility for law enforcement just because there are uniformed officers who are paid to enforce the law and protect the community (Skolnick, p. 11). The work of police officers increases their solidarity as a group, further separates them from society, and it also taints his character in the eye of the judging public (Skolnick, p. 11-12). Danger faced by officers also acts to further alienate him not only from criminals, but to people he would ordinarily find himself being friends with. This also acts to increase solidarity. Janowitz stated, â€Å"any profession which is continually preoccupied with the threat of danger requires a strong sense of solidarity if it is to operate effectively† (Skolnick, p. 12). Thus, that strong sense of camaraderie is needed to function properly. This same level of solidarity allows police officers to be themselves around other polices officers, and ssentially enables them to â€Å"let themselves go† and engage in behavior that they otherwise wouldn’t because they are always facing public scrutiny (Skolnick, p. 15). It should also be noted that the police officers don’t cooperate with and look out for one another simply because the chief says that’s what they should do or because policy tells them that’s what they have to do, but instead, they do it because they truly believe in the value of team work and know that it can be the difference of life or death out on the street. The brotherhood between police officers is so strong, it is sometimes described as â€Å"clannishness† (Skolnick, p. 16). Contributing to the already abundant level of public resentment, city administrations and courts may use their police force to meet budgetary requirements by setting speed traps, or may increase their fines. The police officers are the â€Å"face† of those fines, which creates even more separation between police officers and the communities they serve. Additionally, at events where officers are hired to keep order, they are essentially restraining citizens’ freedom of action, which leads to even more resentment (Skolnick, p. 3). However, police offers are often faced with situations in which they have administrative discretion, such as putting a drunk in a taxi instead of placing him under arrest. They could have arrested him, but chose to issue a kind of warning instead. Through their requirement to establish authority in order to effectively enforce the law, police officers feel that they are taken for granted, and that they are often â€Å"fighting alone† on the streets (Skolnick, p. 11). They are expected to be conventional, while also being knowledgeable of street expressions in order to put on a suspect (Skolnick, p. 18). They face public scrutiny at every turn, are alienated by one-time friends due to their profession, and in an effort to keep themselves and other safe, are forced into a constant mentality of seeing every one as potential suspect or constantly sensing the threat of potential danger. It is, then, no wonder that police officers have a working personality that is completely different from any other occupation.

The Complete List of NCAA Division 2 Colleges (Most Recent)

The Complete List of NCAA Division 2 Colleges (Most Recent) SAT / ACT Prep Online Guides and Tips The NCAA, the major governing body for intercollegiate sports, separates its member institutions by divisions. Division II colleges are generally smaller and have fewer athletic department resources than Division I schools, but they’re larger and more well funded than Division III institutions. While Division II schools may not have the money or get the publicity of Division I institutions, many Division II colleges have passionate fan bases that show enthusiastic support for their sports teams, especially for those teams that regularly compete for championships. In this article, I’ll give you a basic understanding of Division II and a complete list of current Division II schools by state. Why Are There NCAA Divisions? The NCAA created divisions in order to have competitive balance and level the playing field in NCAA sports. The idea behind divisions is for schools to be competing against other schools of a similar size and with similar resources. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What Makes Division II Unique? Typically, the level of competition and caliber of athlete is lower than in Divison I but higher than in Division III. There are about 300 schools and thousands of students who participate in Division II sports. Division II schools offer athletic scholarships, but there is less athletic aid available in Division II than in Division I. The majority of athletes at Division II institutions are on partial athletic scholarships. There are 24 athletic conferences in Division II. NCAA Division II offers championships in 14 men's sports and 14 women's sports. Division II Fun Facts Division II student-athletes consistently graduate at a higher rate than other students at Division II institutions. Division II is the only division that has member institutions in Puerto Rico. It also has one Canadian institution. Divsion II has 6 schools with enrollments over 15,000 and 133 schools with enrollments below 2,500. The average enrollment of a Divsion II school is 3,848. 2015 NCAA Division II Football Champions How Should You Use This List? If there's a college you're considering, you can determine if it's a Division II institution. If you're interested in a particular sport, check to see which colleges are Division II in that sport. Some Division II schools will compete in Divsion I for one or two sports. Alabama University of Alabama in Huntsville Auburn University at Montgomery Miles College University of Montevallo University of North Alabama Spring Hill College Tuskegee University University of West Alabama Alaska University of Alaska Anchorage University of Alaska Fairbanks Arizona Grand Canyon University Arkansas Arkansas Tech University University of Arkansas, Fort Smith University of Arkansas, Monticello Harding University Henderson State University Ouachita Baptist University Southern Arkansas University British Columbia Simon Fraser University California Academy of Art University Azusa Pacific University Biola University California Baptist University California State Polytechnic University, Pomona California State University, Monterey Bay California State University, Chico California State University, Dominguez Hills California State University, East Bay California State University, Los Angeles California State University, San Bernardino California State University, Stanislaus California State University, San Marcos University of California, San Diego Concordia University Irvine Dominican University of California Fresno Pacific University Holy Names University Humboldt State University Notre Dame de Namur University Point Loma Nazarene University San Francisco State University Sonoma State University Colorado Adams State University Colorado Christian University Colorado Mesa University Colorado School of Mines Colorado State University-Pueblo University of Colorado, Colorado Springs Fort Lewis College Metropolitan State University of Denver Regis University Western State Colorado University Connecticut University of Bridgeport University of New Haven Post University Southern Connecticut State University Delaware Goldey-Beacom College Wilmington University District of Columbia University of the District of Columbia Florida Barry University Eckerd College Embry-Riddle Aeronautical University Flagler College Florida Institute of Technology Florida Southern College Lynn University Nova Southeastern University Palm Beach Atlantic University Rollins College Saint Leo University University of Tampa University of West Florida Georgia Albany State University Armstrong State University Augusta University Clark Atlanta University Clayton State University Columbus State University Emmanuel College Fort Valley State University Georgia College Georgia Southwestern State University Morehouse College University of North Georgia Paine College Shorter University Valdosta State University University of West Georgia Young Harris College Hawaii Brigham Young University, Hawaii Chaminade University University of Hawaii at Hilo Hawaii Pacific University Idaho Northwest Nazarene University Illinois University of Illinois at Springfield Lewis University McKendree University Quincy University Indiana University of Indianapolis Oakland City University Purdue University Northwest University of Southern Indiana Saint Joseph’s College Iowa Upper Iowa University Kansas Emporia State University Fort Hays State University Newman University Pittsburg State University Washburn University of Topeka Kentucky Bellarmine University Kentucky State University Kentucky Wesleyan College Maryland Bowie State University Massachusetts American International College Assumption College Bentley University University of Massachusetts Lowell Merrimack College Stonehill College Michigan Davenport University Ferris State University Grand Valley State University Hillsdale College Lake Superior State University Michigan Technological University Northern Michigan University Northwood University Saginaw Valley State University Wayne State University Minnesota Bemidji State University Concordia University, St. Paul Minnesota State University, Mankato Minnesota State University, Moorhead University of Minnesota, Crookston University of Minnesota Duluth Southwest Minnesota State University St. Cloud State University Winona State University Mississippi Delta State University Mississippi College Missouri University of Central Missouri Drury University Lincoln University (Missouri) Lindenwood University Maryville University of Saint Louis Missouri University of Science and Technology Missouri Southern State University Missouri Western State University University of Missouri-St. Louis Northwest Missouri State University Rockhurst University Southwest Baptist University Truman State University William Jewell College Montana Montana State University Billings Nebraska Chadron State College University of Nebraska at Kearney Wayne State College New Hampshire Franklin Pierce University Southern New Hampshire University Saint Anselm College New Jersey Bloomfield College Caldwell University Felician College Georgian Court University New Mexico Eastern New Mexico University New Mexico Highlands University Western New Mexico University New York Adelphi University Concordia College (New York) Daemen College Dominican College (New York) Le Moyne College Mercy College Molloy College New York Institute of Technology Nyack College Pace University Long Island University/LIU Post Queens College (New York) Robert Wesleyan College The College of St. Rose St. Thomas Aquinas College North Carolina Barton College Belmont Abbey College Brevard College Catawba College Chowan University Elizabeth City State University Fayetteville State University Johnson C. Smith University Lees-McRae College Lenoir-Rhyne University Livingstone College Mars Hill University University of Mount Olive University of North Carolina at Pembroke Pfeiffer University Queens University of Charlotte Shaw University Saint Augustine’s University Wingate University Winston-Salem State University North Dakota University of Mary Minot State University Ohio Ashland University Cedarville University Central State University University of Findlay Lake Erie College Malone University Notre Dame College (Ohio) Ohio Dominican University Tiffin University Urbana University Ursuline College Walsh University Oklahoma Cameron University University of Central Oklahoma East Central University Northeastern State University Northwestern Oklahoma State University Oklahoma Baptist University Oklahoma Christian University Oklahoma Panhandle State University Rogers State University Southeastern Oklahoma State University Southern Nazarene University Southwestern Oklahoma State University Oregon Concordia University Portland Western Oregon University Pennsylvania Bloomsburg University of Pennsylvania California University of Pennsylvania Chestnut Hill College Cheyney University of Pennsylvania Clarion University of Pennsylvania East Stroudsburg University of Pennsylvania Edinboro University of Pennsylvania Gannon University Holy Family University Indiana University of Pennsylvania Kutztown University of Pennsylvania The Lincoln University (Pennsylvania) Lock Haven University of Pennsylvania Mansfield University of Pennsylvania Mercyhurst University Millersville University of Pennsylvania University of Pittsburgh, Johnstown University of the Sciences Seton Hill University Shippensburg University of Pennsylvania Slippery Rock University of Pennsylvania West Chester University of Pennsylvania Puerto Rico University of Puerto Rico, Bayamon University of Puerto Rico, Mayaguez University of Puerto Rico, Rio Piedras South Carolina Anderson University Benedict College Claflin University Coker College Converse College Erskine College Francis Marion University Lander University Limestone College Newberry College North Greenville University University of South Carolina Aiken Southern Wesleyan University South Dakota Augustana College Black Hills State University Northern State University University of Sioux Falls South Dakota School of Mines Technology Tennessee Carson-Newman University Christian Brothers University King University Lane College Lee University LeMoyne-Owen College Lincoln Memorial University Trevecca Nazarene University Tusculum College Union University Texas Abilene Christian University Angelo State University Dallas Baptist University University of the Incarnate Word Lubbock Christian University Midwestern State University St. Edward’s University St. Mary’s University (Texas) Tarleton State University Texas AM International University Texas AM University-Commerce Texas AM University-Kingsville University of Texas of the Permian Basin Texas Woman’s University West Texas AM University Utah Dixie State University Virginia The University of Virginia’s College at Wise Virginia State University Virginia Union University Saint Michael’s College Washington Central Washington University Seattle Pacific University Saint Martin’s University Western Washington University West Virginia Alderson Broaddus University Bluefield State College University of Charleston (West Virginia) Concord University Davis and Elkins College Fairmont State University Glenville State College Ohio Valley University Salem International University Shepherd University West Liberty University West Virginia State University West Virginia Wesleyan College Wheeling Jesuit University Wisconsin University of Wisconsin, Parkside What's Next? Learn more about the differences between NCAA divisions. Also, check out the complete lists of Division I and Division III schools. If you're a prospective student-athlete, find out the SAT and ACT scores you need to be eligible to compete in the NCAA. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Accounting Business And Corporate Banking

Internal and External Audits of Westpac The financial declaration of Westpac Group is prepared and presented as per the conditions stipulated under Australian Accounting Standards (AAS) Interpretations as declared by AASB Corporation Act 2001 as well as banking at 1959 modified. In addition to this, the financial statement also complies with IFRS and ISB. As per the declaration of the auditor independence stipulated 307c of the Corporation Act, there exists no contravention of the requirement of independence of the auditors under Corporation Act 2001 in association to audit. Furthermore, there also exists no contravention of any professional conduct code in association to audit. Corporate Governance of Westpac encompasses the major principles for serving the rights of the shareholders. Board is committed to highest standards in aligning with Corporate Governance in recognizing fundamental for all the activities. This involves regular analysis of improved government practices for monitoring the global developments as per best practices in Corporate Governance[2]. Corporate Governance Statement of Westpac sets out the given principles covering the main aspect such as: The management of Westpac confirms with ASX Corporate Governance Principles as well as Recommendations namely third edition declared by Corporate Governance Council of ASX Limited. This tactics refers to the commitment of the company towards achievement of excellence in governance stipulations. Business Strategy of Westpac involving in conducting customer-focused those will deliver superior customer experience as well as broadening of customer relationships. In other words, driving operational efficiency for Westpac in balancing risk and reward As per the Director report presented in the annual declaration of the company, Westpac intends to attract and retain talented workforce. This means the company also adopts innovative recruitment strategies, superior working conditions for meeting up altering expectations of the employees and developing right people for right job. The company has retained â€Å"Employer of choice for Gender equality provided by workplace Gender equality agencies†. The company also abides by legislative liabilities â€Å"Workplace Injury Management and Workers Compensation Act 1998†, Accident Compensation Act (1985), Workers Rehabilitation and Compensation Act 1986. Employee working at Westpac is provided with efficient formal as well as training session at the time of induction programs[4]. Commitment to employees at Westpac involves staff member receiving adequate training as well as development selected on merit basis. 2. It reveals conducting appropriate research for determining the Australian Accounting Standards in case for reporting as well as non-reporting entities. By summarizing, it can be noticed that Board list entity after approving from entity financial statements for given financial period. From the financial records, information are taken out regarding the reporting standard and non-reporting entities in compiling with appropriate accounting standards for rendering true and fair view of financial position[5]. The general purpose of financial report for preparing financial statement in accordance with Australian Accountant Standards from the Corporations Act 2001 Shim J, Siegel J and Shim J,  Financial Accounting  (McGraw-Hill 2012) 'Westpac - Personal, Business And Corporate Banking' (Westpac.com.au, 2016) accessed 10 November 2016 'Westpac - Personal, Business And Corporate Banking' (Westpac.com.au, 2016) accessed 10 November 2016. Jae K Shim, Joel G Siegel and Jae K Shim,  Financial Accounting  (McGraw-Hill 2012). Westpac - Personal, Business And Corporate Banking' (Westpac.com.au, 2016) accessed 10 November 2016. Westpac - Personal, Business And Corporate Banking' (Westpac.com.au, 2016) accessed 10 November 2016. Westpac - Personal, Business And Corporate Banking' (Westpac.com.au, 2016) accessed 10 November 2016.

Law of Evidence Essay Example | Topics and Well Written Essays - 1500 words - 1

Law of Evidence - Essay Example For example, in the case of Scott v Sampson3, the Court refused to receive evidence of specific acts of misconduct of the plaintiff. According to Cave J, both the principle and the authorities appear to be against admission of such evidence because it would in effect â€Å"throw upon the Plaintiff the difficulty of showing a uniform propriety of conduct during his whole life†¦.†4 Eve can be protected in her position as a complainant witness by this general rule. Evidence provided through implied assertions may also be inadmissible, an aspect that Allen has discussed in his article, demonstrating how excluding evidence from third parties (in this case the records of the American case) could be flawed when the constitutional rights in relation to determining guilt of the accused are at stake.5 The admissibility of evidence is governed by Sections 11, 12 and 13 of the Civil Evidence Act, which emphasizes that evidence must be relevant before it will be admissible. Since the issue in this case is Dan’s alleged rape of Eve, previous convictions or lawsuits against either of the parties may not be admissible since they could be deemed to be prejudicial to the interests of the parties. Section 74(1) of the criminal Evidence Act of 1984 deals with previous convictions of persons other than the defendant, in this case the complainant Eve. This section states that such evidence would be admissible only if they are relevant to the issue before the court – which in this case, is Dan’s alleged rape. However, Section 78 also allows the judge the discretion to exclude such evidence if it would have such an adverse effect on the proceedings that it could prejudice the interests of the parties, in which case it may not be allowed. (b) In this case, Dan is being accused of rape. In general, no character evidence or evidence about prior misdeeds of the accused can

Ethnography. Patrons Flock the Supermarket Research Paper

Ethnography. Patrons Flock the Supermarket - Research Paper Example Key Observations and Findings 9 6. Validation 11 Application of Ethnography: When Patrons Flock the Supermarket 1. Introduction 1.1. Research Question Through personal observation it was found that when customers walk into a supermarket, the only things they set their eyes on are products that are displayed. On the other hand product producers have their eyes set on wallets of customers that walk in, to gain as much profit as possible. But both groups of the customers and suppliers play an important role in affecting each other directly and indirectly. In addition the entire set up of the supermarket, its environment and customary changes that are brought also influence customers. With reference to the current subject matter i.e. ethnographic study of clientele in the supermarket, following are the research questions that have been framed: What specified factors influence a customer’s behaviors towards the sales process?’ ‘How the associations of culture of such a clientele modify their routine product consumption?’ ‘Whether the cultural affiliation of people affect their communicational procedures or not?’ Maguire and Ball (1994) presented alarming results regarding various ethnographical studies conducted in the United Kingdom. This study brought forth that the contemporary setting had a large amount of strain, which still continues to exist. The reasons behind these strains are numerous (2006: pp.269-285). As per my perspective, a less participant observational method application in ethnographical researches has been found to be a major contributing factor and reason behind a less number of these researches. It has also been found out that the persons involved in the researches were unable to understand the circumstances on personal experience which caused this deficiency in previous researches (Maguire, 1994). So in order for an ethnographic research to be a successful a personal involvement of the researcher is indis pensible. 1.2. Purpose and Rationale This research paper has been conducted to bring in light the various sides of the state of affairs, and the course of action when various customers congregate in the supermarket. Other than the above provided motive, this paper aims at; a) understanding and a close observation of the people from many different backgrounds, b) Understanding the effects of the environment of the shopping are on the shoppers, c) the effects of the principles of certain people surrounding a populace. Thus a guidebook or some specific guidelines can be established by the marketing companies so that they could be able to understand the need of the customers. It is obtainable from Boddy’s research that 17% of the research organizations in the United Kingdom used the ethnographic research method to gain the results for better development of customer-supplier relationship (2009: pp.49). 2. Context of Research The field work of this research procedure was carried ou t in many markets which include Tesco Supermarket, in the West End area of Central London for two weeks. This specific supermarket was selected due to the reason that it was a simple superstore with a wide range of food items, clothing and accessories, DVDs, items of technical use, home-ware accessories, bakery items, available opticians, fresh meat, fish and items for kids such as toys etc. Though this store was uncomplicated with reference to the alignment of aisles and item availability, yet, a lot of attention was given to the atmospheric set-up and development of the ambiance. In accordance to Atkinson and Hamersley’s verification, the research procedure which I carried out mainly, or at least partially, (1994: pp.248). This meant that I had to be an active participant and it was necessary for me to gain access to the insights of

Justify the use of IT for this problem compared to other methods Essay Example for Free

Justify the use of IT for this problem compared to other methods Essay In my opinion I feel that IT would be most appropriate for this problem. I can justify this by using an example such as; if a large corporate company that have millions of bills to produce all the time and used the manual approach, they would be paying out more money than they are making. This would mean they would have to charge the customer more for their services and some customers may not feel satisfied with the prices, and this may cause them to end their contract with the company. I do think that the total cost for hardware, software and their maintenance can seem overwhelming, however once these costs have been taken care of the company can produce millions of bills quickly and efficiently, saving time and money. The cost of initially training staff may also seem like a lot of money, however once the staff have been trained they will have the knowledge for a long-time and so the company wont have to keep paying out for new staff to learn special skills. However, if someone wanted to produce one bill buy a whole new computer system with new hardware and software wouldnt really justify the cause. Producing 1000 letters by hand would be ridiculous because using this method to solve this type of problem would only cause inconvenience and further problems. The best way to deal with this problem would be to use IT, using IT would quicker and more economical. And if all the letters had the same framework and only a few details needed to be changed each time one could use something like a mail merge system. However, when producing only one letter it is better to do it by hand rather than investing in a whole new computer system. When using the IT approach to the situation of producing many bills, it has many advantages one of the most important ones in my opinion is security. If the system is done by hand, anyone has easy access to the personal details of any customer, these details are very confidential. However, when everything is done with a computer system the security is increased and additional passwords and precautions can be taken if required which are usually needed when working with a huge-communication company. Would the use of IT in expert hands have produced better results than those you produced? In my opinion, I feel that if this particular dilemma was placed in the hands of an IT expert they would have handled it different to the way I have. Firstly I think they would have solved the whole Is the use of latest technology always an improvement? (Try to give examples in IT where the latest technology has been helpful in achieving results and also where there have been problems using latest technology. Draw some sort of conclusion.)

EMMA :: essays research papers fc

The differences between Emma By Jane Austen and The History of Mary Prince By Mary Prince   Ã‚  Ã‚  Ã‚  Ã‚  The differences between Emma by Jane Austen, a classical novel, and the autobiographical slave narrative, The History of Mary Prince are many and varied, but what stood out in my mind most prominently was the difference in character development. The novel delved very deeply into the life, character, breeding, make-up, and personality of it’s subjects, but the narrative, instead, developed Prince in breadth, not depth. While each approach gave the reader insight into the respective lead characters, one came away with a better understanding of who Emma was and why.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  A novel is a long work of written fiction. Most novels involve many characters and tell a complex story by positioning the characters in a number of different situations. A novels chief interest is in the human character as it manifests in society. The individual naming of the characters in a novel gives singularity to each person. Novels tend to be richly detailed and often have an exhaustive analysis of human relationships. In a novel, the writer has the freedom to develop the plot, characters, motifs, and theme slowly. The novelist can also circle the main plot with subplots that flesh out the tale. Furthermore, novels have numerous shifts in time, place, and focus of interest. Because a novel is a concentrated segment of life, the ending is usually drawn to a pre-designed conclusion.   Ã‚  Ã‚  Ã‚  Ã‚  A narrative is the autobiography of one’s life experiences and views. It is usually written in the first person point of view and records a long and complicated journey from one’s life experiences. Many narratives are documents of propaganda, which have a clear sense of their audience. The question of identity is often central to the genre in narratives,   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‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 as many are quests for identity. In many female slave narratives, motherhood tends to be a central theme. Ultimately, narratives elicit sympathy and empathy from their audience and are written to win approval of different actions.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that the major differences between a novel and a narrative are characteristic detail and development and the level of interactions between characters. Furthermore, a novel is a fictional piece of writing which is created by the author, who uses imagination and past life experiences of their life to make the story. In contrast, a narrative is a one dimensional autobiography which is created by the narrator who shares their own personal life story with the reader.   Ã‚  Ã‚  Ã‚  Ã‚  After a close-reading of each text, I found both writings to be very different from EMMA :: essays research papers fc The differences between Emma By Jane Austen and The History of Mary Prince By Mary Prince   Ã‚  Ã‚  Ã‚  Ã‚  The differences between Emma by Jane Austen, a classical novel, and the autobiographical slave narrative, The History of Mary Prince are many and varied, but what stood out in my mind most prominently was the difference in character development. The novel delved very deeply into the life, character, breeding, make-up, and personality of it’s subjects, but the narrative, instead, developed Prince in breadth, not depth. While each approach gave the reader insight into the respective lead characters, one came away with a better understanding of who Emma was and why.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  A novel is a long work of written fiction. Most novels involve many characters and tell a complex story by positioning the characters in a number of different situations. A novels chief interest is in the human character as it manifests in society. The individual naming of the characters in a novel gives singularity to each person. Novels tend to be richly detailed and often have an exhaustive analysis of human relationships. In a novel, the writer has the freedom to develop the plot, characters, motifs, and theme slowly. The novelist can also circle the main plot with subplots that flesh out the tale. Furthermore, novels have numerous shifts in time, place, and focus of interest. Because a novel is a concentrated segment of life, the ending is usually drawn to a pre-designed conclusion.   Ã‚  Ã‚  Ã‚  Ã‚  A narrative is the autobiography of one’s life experiences and views. It is usually written in the first person point of view and records a long and complicated journey from one’s life experiences. Many narratives are documents of propaganda, which have a clear sense of their audience. The question of identity is often central to the genre in narratives,   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‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2 as many are quests for identity. In many female slave narratives, motherhood tends to be a central theme. Ultimately, narratives elicit sympathy and empathy from their audience and are written to win approval of different actions.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that the major differences between a novel and a narrative are characteristic detail and development and the level of interactions between characters. Furthermore, a novel is a fictional piece of writing which is created by the author, who uses imagination and past life experiences of their life to make the story. In contrast, a narrative is a one dimensional autobiography which is created by the narrator who shares their own personal life story with the reader.   Ã‚  Ã‚  Ã‚  Ã‚  After a close-reading of each text, I found both writings to be very different from

Jekyll And Hyde Letter Essay

At last I can now relate to you regarding that quite awful episode at our friend Dr. Jekyll’s window a while back. I feel I must bring you up to date on the shocking events that have occurred since our last departure. I have just read the letter of our lost friend Henry on his demeanor before he disappeared. Little was I to know what was held within these few pages that would rock and distress my very soul. It appears that there was once more to Henry Jekyll, the simple and righteous doctor, than we once knew. In his letter he pays particular attention to a sort of â€Å"dual nature† which has been troubling him all his later life. His study has been directed by the ideas of man being not one but in fact two. This seems most unusual and out of the ordinary, he became obsessive about his work by experimenting with his very self, it appears that he purchased some chemicals for his personal consumption that he knew would â€Å"shake the very fortress of identity†. There was indeed more to come, and I still must, even now, reassure myself as to its truth or its couple with human sanity. It appears that the murderous intent from within Mr. Hyde is, in fact, from within the centre of Henry Jekyll, Henry Jekyll is Mr. Hyde. For when Henry should take this particular concoction it distorts his body and brings out the very worst of what we thought of as an ordinary man. It is hard to understand that such a fiend is locked up within all but some choose to let it out more than others with varying effects. Our poor friend had the choice between these two characters. When Hyde was true Jekyll was non-existent, enslaved to evil as the antidote wore off. And with this in mind he continued to use this unusual life changing ability, which would grow more troublesome. Only now do I come to realize that Henry Jekyll is no longer, forced to take his life because of man’s curiosity to know more and evil heart. I feel saddened to know that he could not feel happy enough to communicate his troubles to us decided to keep his troubles to his self. Now I now the answer behind his curious will which seemed so mysterious at the time. Though I feel sorry for him I also know an unsensing feeling that Henry Jekyll began to like Hyde despite his murderous character, for this I feel Jekyll had himself to blame. What could possess a man to do such an awful thing to himself as that. Yours Sincerely, P.S I have enclosed a copy of the letter from Henry Following for your own reading.

Critical Analysis of Mrs Lazarus Essay

Next line portrays that she must have got married on the day that her husband died if she had ripped her wedding clothes from her body. This stanza provides the reader with physicality by the use of the words â€Å"ripped†, â€Å"howled†, â€Å"shrieked†, â€Å"clawed†, â€Å"retched† etc. – onomatopoeic – portray a violent narrator. â€Å"howled†, â€Å"clawed† – anthropomorphic. Repetition – â€Å"over and over†, â€Å"dead, dead†. – symbolise that she thought of him repeatedly. This stanza displays as her almost hating him because he died. Sentence Structure – Short sentence to start – illustrates immediacy. Long sentence follows – symbolising how long she has grieved over the one she had lost – how long the process of recovery had been. Language – emotional, aggressive, sinister, chilling. Overall tone – depressing, graphic/gruesome. Themes – death, sorrow, aftermath. Stanza 2 Remains in past tense. â€Å"Gutted† – associated with gutting fish – unpleasant – symbolising destruction of her home. Colour change from â€Å"white† to â€Å"dark† – conveys â€Å"white† as being before he died (symbol of purity, holiness), and â€Å"dark† as the world she is in now that he is gone (symbol of evil, desperation) Symbolism of isolation – â€Å"Single cot† (relates to Mrs Quasimodo i. e. â€Å"Single silver fish†), â€Å"widow†, â€Å"one empty glove†, â€Å"half† – sense of her feeling incomplete. â€Å"White femur†Ã¢â‚¬â€œ bones – â€Å"dust† – ashes – relates to the fact that her husband is now reduced to this because he is dead. â€Å"Stuffed dark suits into black bags† – implies a murder? Could reveal her suicidal nature – her husband’s death had, inevitably, driven her to her own death. â€Å"noosed the double knot of the tie round my bare neck† – the only way she can dispel the isolation is to kill herself. â€Å"double† – sense of being whole again. Sense that her grieving continues. bare neck† refers back to the 1st stanza where she had stripped herself of her clothes. Sentence Structure – Short, simplistic, reflecting a child’ s dialect i. e. â€Å" Gone home† Language – unemotional – could symbolise her method of recuperation Overall tone – graphic, angry, vengeful, remorseful Themes – neglect, isolation, suicide Stanza 3 Continues on from second stanza. Religious reference – â€Å"gaunt nun† – reference to her imposed celibacy (duty to stay faithful to her dead husband). â€Å"Stations of Bereavement† – relates to Stations of the Cross – symbolising that she, like Jesus, has to struggle. icon of my face† relates to statues and figures in churches – also implies that her facial expression remains the same since the day of her husband’s death. â€Å"touching herself† – conveys that the only pleasure she is able to achieve would be by touching herself. Following lines imply that these were the only memories that she had of him i. e. he â€Å"dwindled† away. Her only memories of him were of his illness. â€Å"shrun k to the size of a snapshot† – modernisation – a picture remains only a memory, as had Mrs Lazarus’s husband. Sentence Structure – Long – broken with commas – symbolises constant bereavement Language – religious, frustrated yet sorrowful, modern Overall tone – frustrated, resentful Themes – celibacy, religion Stanza 4 Continues from third stanza with repletion of â€Å"going† – displays the fact that she does not feel as though he is gone yet. Tangible memories of Lazarus i. e. the hair fallen from his head, his scent – both vanishing – â€Å"the last hair†, â€Å"his scent went†. Imagery of their disappearing marriage – no value, no meaning. â€Å"ring† – supposed to symbolise eternal love – conventional meaning is diminished in this case. He is no longer worth anything to her as he is now only a â€Å"small zero†. Sentence Structure – Becoming shorter as she begins to forget about him. She is beginning to dismiss him from her life. Language – dismissive, unemotional Overall tone – guilt-free, disgusted Themes – independence Stanza 5 â€Å"Then he was gone† – simplistic – sense of immediacy, perhaps unexpected – he exists no more. â€Å"legend† – forgotten – he became just words – â€Å"language†. â€Å"schoolteacher† – perhaps he had taught her something in her life? â€Å"man’s strength† – protection But I was faithful for as long as it took† – as long as what took? Perhaps premeditated murder? Religious reference â€Å"faithful† – to whom? God? Lazarus? â€Å"Until he was a memory† – it took quite a while for her to come to terms with everything – perhaps she was trying to remain celibate? Sentence Structure – varied length – symbolise the normality of her life now. Language – settled (i. e. no anger, no strong emotion) Overall tone – defensive – â€Å"But I was faithful for as long as it took† Themes – deceit Stanza 6 Setting of scene – â€Å"field†, â€Å"moon† – night time Personification of atmosphere – â€Å"fine air† Observing and admiring landscape. â€Å"shouting† – disruption of new â€Å"healed† life. Were the men coming for her? Why were they shouting? Sentence Structure – Long, flows – illustrate the calm serenity of her current life – until the interruption of shouting men. Language – calm, descriptive Overall tone – serene Themes – admiration of the simple things in life Stanza 7 Continues from stanza 6. Images of people chasing her. Building up of tension – repetition of â€Å"I knew†. Personification of light – â€Å"sly† – even the light had betrayed her – labelled her as the wife of an ill man. shrill eyes† – piercing into her – evil – undeserved – highlights that the community had a prejudice of her husband because of his illness. Overwhelmed by crowds of people – feels consumed by the â€Å"hot tang† and the â€Å"hands bearingâ₠¬  her. Sentence Structure – varied. Broken with commas to illustrate the break in her normality. Language – anxious Overall tone – fearful Themes – betrayal Stanza 8 Illustrates the resurrection of her husband. â€Å"He lived† – shock, disbelief. â€Å"the horror on his face† – even he was terrified of her situation. She cannot escape the memory of him, no matter how far away he may seem. saw†, â€Å"heard†, â€Å"breathed† – use of the senses – immediacy – â€Å"rotting†. This stanza could be her mind revisiting the memory of Lazarus’s dead body. This could symbolise her reuniting with him – her escape from isolation. From beyond the grave, Lazarus maintains control over Mrs Lazarus – she is unable to rid him from her mind – eternally married to him – so she must be faithful. Does love defy death? Sentence Structure – Long – symbolise the return of bereavement. Language – graphic/gruesome – to describe disfigured body/their love Overall tone â₠¬â€œ depressing, horrific

Criminal Behavior Conditioning Essays

Criminal Behavior Conditioning Essays Criminal Behavior Conditioning Essay Criminal Behavior Conditioning Essay Dr. Terrie Moffitt provides consent to the detection and early intervention concept for developmental/behavioral issues. Since 1993, Dr. Moffitt has focused on two youth types- both developmental in nature- that lead to delinquency. Dr. Moffitt defined these problematic individuals as either life-course-persistent (LCP) offenders, or adolescent-limited (AL) offenders. Where the AL offenders exhibit shorter cycles of delinquency that begin and usually end within his/her adolescent years, the LCP offenders begin at much earlier age and continues into the adolescent years. Researchers agreed with Dr. Moffitt that high-risk youth can be identified at an early age with great accuracy (Dodge Pettit, 2003; Hill, Lochman, Coie, Greenberg, 2004; Lochman Conduct Problems Prevention Research Group, 1995). But an important factor to note, is that they begin to parallel influence/cause during his/her adolescent years of delinquency. It is not enough to simply review statistics or parental accounts because it may confuse anyone trying to identify the two types of offenders (Moffitt, Caspi, Dickson, Silva, Stanton, 1996). Since Dr. Moffitt first standardized her developmental theory, she also brought forth the significance of many different but interwoven variables including: genetics, social pressure, observation, and parental nurturing (Moffitt et al, 1993, 1996; Moffitt, 1995, 2005). Another comparable theory also contends that younger offenders are at greater risk of more serious criminal offending (Gerald Patterson 1982, 1986). This (Coercion Developmental) theory cites parental involvement as major factor in psychosocial related delinquency. In addition, negative transitions or inconsistent monitoring of the child will contribute to the onset of delinquency (Brennan et al. , 2003; Patterson, 1982). A child may use temperamental actions to gain control. This behavioral pattern continues until the adolescent develops a consistent interpersonal approach of coercion. Whatever the root cause of delinquency, finality comes in the form of treatment or incarceration. However, more restraining measures for the serious offender- out-of-home treatment or incarceration- are not as effective and are extremely expensive (Henggeler, 1996). Indeed, data show that incarceration may not even serve a community protection function (Henggeler 1996, p. 139). † One theory is that prevention programs or treatment that only focuses on one risk factor â€Å"is unlikely to lead to long-lasting change in delinquency because multiple other forces act to support anti- social development (Dodge Pettit, 2003). † Alternately, selective pre vention (or incarceration) is designed to corral these â€Å"at risk† youth. The principle with selective prevention/incarceration is that ‘an ounce of prevention is worth a pound of cure. The programs may range from family involvement to exterior intervention; regimented treatment to outdoor activities. However, it is important to begin the selective prevention/incarceration early in the child’s life and cross-examine multiple influential factors. Then, continue the same preventive measures to ensure new influences do not create new risks (Tremblay and Craig, 1995; Dodge Pettit, 2003). Dr Moffitt encourages programs designed at identifying the â€Å"at risk† youth before defining the subsequent delinquency. A similar theory involving multiple planes of identification is multi-systemic therapy (Henggeler Borduin, 1990; Henggeler, Melton, Smith, 1992; Scherer, Brondino, Henggeler, Melton, Hanley, 1994). When interpreting this therapy approach, multiple major factors come into play- school, family, counselors. Based on Dr. Moffitt’s developmental theories and mindset, I believe that she would have the same opinion of some researchers- utilize every social and genetic variable and create selective prevention/incarceration as a (best practice) approach to early detection of potential delinquency. In my freshman opinion, I feel that it requires a multitude of data to determine exact cause and effect. If you combine the following: National Crime Victimization Survey; broad-spectrum interviews of delinquents; Census interviews; marital patterns; religious or faith data; medical-intervention records; and psychosocial observation in the form of treatment, one may be able to create a better understanding in the patterns of delinquency. Unfortunately, research-to-date is small in comparison to the magnitude of influence. The relationship between parenting (disciplinary practice) and family (background) with delinquency is far too in-depth for a few hundred words to define. Parental styles, genetics, social interaction, socio-economic factors, religion, academic standards- the list goes on, and on- all factor into the potential to become an offender. Simply stated, exposure is the common denominator. While many factors can be a major, let us first address parental styles. There are four types of parental styles: authoritarian; permissive; authoritative; and neglecting (Diana Baumrind 1991a). While one parent chooses to control child’s life, another parent may be permissive and render no control. Even as a parent tries to be rational and reasonable, a different style is neglecting and detached from the child. Alone, no style is without imperfections. Other factors combine with the parenting style to create a more complex behavioral pattern. Coercive, easier methods of parenting require less administrative energy when compared with a style that emphasizes emotional interaction and patience. A pattern of too much corporal punishment to maintain control promotes a negative self-concept in the child or may carry the cycle of violence to another victim. Nonetheless, it is not easy to assume which styles provide more â€Å"at risk† factors than others without additional rationale. Parental practices that involve consistent interaction are additional strategies employed by some. A child may be pushed to achieve specific academic, social, or athletic goals across different contexts and situations (Hart, Nelson, Robinson, Olsen, McNeilly-Choque, 1998). A child may receive monetary gratuity designed to teach him/her to manage money. Some children thrive in other event-specific interaction- reading, attendance to sports or arts events, or giving time to school rooms and/or activities. Herein, lies factors that produce the advent of self-esteem and results may vary. Studies also reveal that observation has a responsive affect and often leads to social competence, peer acceptance, and less antisocial behavior (Hart et al. ,1998). An inviting parent that elevates care and affection or one that encourages higher educational are examples of styles hat promotes rather than demotes development. Secondly, a child’s socio-economic situation may hinder development into a non-offender. While the parent can deter negative behavior and reinforce positive outlook, the child may nevertheless fall prey to social environmental factors. Observation of deviant behaviors may possibly encourage the same. The nation’s economic crisis of 2009 resulted in many parents assuming second jobs- such as low-paying part-time work on weekends- to keep the family financially afloat (Bartol, 2008, 2011). This may necessitate â€Å"juggling† child care duties among day-care centers, relatives, babysitters, and neighbors. Likewise, caregiver styles and practices can escalate negative results. The early relationship between an infant and a caregiver largely determines the quality of social relationships later in life (Bowlby, 1969). Similar to the notion that â€Å"it takes a village to raise a child,† interaction with perceived models of authority and care can mold a child into positive results or into patterned delinquency. In addition, impoverished parents (or family), may create internal stresses and possibly abuse- both physical and mental. Further, the child’s development may digress into inadequate social, self-regulation, or temperament skill sets. Stress caused by poverty in urban settings is believed to diminish parents’ capacity for supportive and consistent parenting (Dodge, Greenberg, Malone, and Conduct Problems Prevention Research Group, 2008; Hammond Yung, 1994). If anti-social peers reject someone who is already struggling, then there may be a compounded risk factor. As Terrie Moffitt (2005) provided, we know certain risk factors are closely linked to delinquency and criminal behavior, but how or why they are linked is largely unknown. Thirdly, depending on the definition of â€Å"family,† the structure necessitates the parenting style. It is estimated that over 12 million American families with children are maintained by only one parent (U. S. Bureau of the Census, 2001). Early studies based on official data found that delinquents were more likely than non delinquents to come from homes where parents were divorced r separated (Eaton Polk, 1961; Glueck Glueck, 1950; Monahan, 1957; Rodman Grams, 1967). This led to conclusions that the single-parent home- or the â€Å"broken home† as it was called- could be blamed for much delinquency and thus could be considered a risk factor (Bartol, 2011). More recently, researchers examine associated factors such as the quality of the relationship, economic status, and levels of emotional suppo rt provided to the family by other modeling adults- extended family members or community agents. However, there is definitive results that single-parent homes that are conflict-free produce children from that are less likely to be delinquent than those shaped in highly conflicted, but â€Å"intact† homes (Gove Crutchfield, 1982). A family of different origin, has become a normal part of today’s society. Many researchers agree to also define a family as persons related by blood or by legal arrangements- adoptions, legal guardianships, civil unions. Researchers also point out that long-term committed relationships- either as friends or as sexual partners- are also considered as family. No matter the style of the living arrangement, blood-relative, or single-parent family, the structure becomes the focal point. As Flynn (1983, p. 13) asserts, â€Å"One point is indisputably clear in the literature: A stable, secure, and mutually supportive family is exceedingly important in delinquency prevention. † Parental alcoholism elevates risk for a variety of negative child outcomes, including behavioral difficulties, antisocial behavior, and subsequent alcoholism (Loukas, Zucker, Fitzgerald, Krull, 2003; Zucker et al. , 2000). Interestingly, Loukas and her colleagues (2003) found that the presence of paternal alcoholism in the family may be more important than maternal alcoholism in contributing to a son’s antisocial behavior and maladjustment. The aggressive behavior that is demonstrated in domestic violence is clearly a form of parental psychopathology. Lastly, related to parental styles is the parental supervision or monitoring of children. In parental monitoring, â€Å"refers to parents’ awareness of their child’s peer associates, free-time activities, and physical whereabouts, when outside the home† (Snyder Patterson, 1987, pp. 25–26). Just as a â€Å"structured† or â€Å"broken† home dictates, so too is the amount and quality of parental monitoring is influenced by a number of things- divorce, finances, job loss, parental psychological disorders, substance abuse, or death. Monitoring appears to be especially important from about age nine to mid-adoles cence, an observation that has received substantial support from several studies (Laird, Pettit, Bates, Dodge, 2003). Will a Substantially-Recruited High School Football Player Alter His Tackling Style By Observing His Favorite NFL Player Doing the Same? In recent months, the National Football League (NFL) has mandated various penalties to players for purposely making violent tackles on unsuspecting opposing players. The penalties were usually a monetary fine imposed; growing by each offense. However, the rash of career-ending and life-threatening injuries was not subsiding. In fact, Rodney Harrison, a former NFL player and NBC Analyst who was penalized for illegal hits at several points in his career was quoted, â€Å"that the NFL has to do more than fine offenders if it really wants to change the big-hitting culture.. Harrison further added, Ive had plenty of hits like this and fining me $5 or $10 grand really didnt affect me. But I got to a point where they suspended me and I knew the effect on my teammates, the disappointment of me not being out there; not the $100,000 that got taken away from me, but the fact that I wasnt out there. Thats what they are going to have to do if they want to change the nature of these hits. You hav e to suspend guys. † The NFL is currently utilizing other methods of penalty- suspension- as a method of deterrence. Will a substantially-recruited high school football player model himself and alter his tackling style by simply observing his favorite NFL player doing the same? If not, what if he met both the victim of a violent tackle and the offender? The independent variables are equally the favorite NFL players that give violent hits, and ones that received violent (and injury resultant) hits. The dependent variables are talented defensive players (decisions) about to leave high school and are being heavily recruited into college. Both Ordinal and Ratio data will be collected. To determine a level of persuasion, Ordinal data will be necessary (influenced more severe tackling, same/unchanged tackling; influenced less severe tackling); for both observation from afar, and actual/perceived interaction with victim and offender. Ratio data will be collected to determine the percentages of players that felt their respective play (influenced/uninfluenced) somehow altered their ability to be recruited. The hypothetical result is to segment how violence may be altered when measured through observation of others and through social interaction with participants. This may be able to translate how offenders may be able to recant their violent tendencies if a â€Å"role model† also recants. Operant conditioning is fundamental to some criminal behavior. It is present in all humans and probably less-focused as a pre-cursor to progressive criminal behavior. Do this, get response; do that, get a different response. Now, which response was â€Å"better or worse† in the offender’s opinion? And, if for the worse, how bad and is the offender prepared? Unfortunately, smaller crimes or even lawful activities can often lead to greater severity of deviant behavior. For instance, a male interprets the â€Å"mixed† sexual signals of a female during intercourse as â€Å"okay† this time. In fact, without knowing, is reinforcing the mixed signal by continually giving positive overall feedback without focusing on the things that are not okay. Then, the male continues this activity(s) to other partners until someone finally signals the behavior as improper or deviant. The reaction up to this point may not replicate the reaction in the instant- rejection. The eventual offender reacts in an emotional manner now considered criminal- an aggravated assault. Somewhere the operant conditioning has misaligned the offender to think that it was always â€Å"okay. † Now, it is not okay and the offender is not prepared for the response. On another angle, the victim is married to the offender. He/she has typically submitted to the behaviors and finally decides the behavior to be deviant. He/she has continually obliged due to conditioned reasons and pre-conceived consequences. Hopefully, the offender will see the reasoning, understand, and agree to dismiss harmful aggression. However, he/she may not and now operant conditioning is present for both sides. Sutherland’s (1939) position of differential association theory centers a neutrality of initial human behavior. The criminal tendency is learned through association with other, â€Å"bad company. † Likewise, good behavior can be attributed to the association with positive influences of other’s actions. Over the course of observation of others within a group, a subject is more likely to duplicate the consensus of behavior- good or bad. This is due, in part, to the conceived definition of what may be right or wrong because others are doing the same. While a valued approach, this theory did not break down the types of learning from other’s actions. By simply boiler-plating that all will do as the majority does, leaves many influences on the table. Differential Association-Reinforcement (DAR) theory gives greater detail into the interactions with others. In especially deviant behaviors, a subject would also need to observe other factors- strength, frequency, reinforcements (positive and negative) all packaged in a stimuli. In other words, a subject may run with a â€Å"bad company,† but if they receive other positive reinforcements for other aspects, then he/she is not pre-destined to become deviant. The physiological factors associated with aggression have great range- from genetics that some researchers parallel with animal instincts to cognitive reasoning for choosing how to deal with the aggression. The genetic and animal approach can easily be identified by observation of humans. Humans can be territorially aggressive in protection mode, as well as, in social matters. This trait is â€Å"built-in† through years of development and remains unchanged. I believe it may also be defined as impulsive- stimuli will invoke a reaction. However, humans have also developed a â€Å"knack† for deciding what is, or is not, appropriate behavior. Through social interaction and learned behaviors, humans as a whole can discern if aggression is necessary and to what level it should or should not be levied. Equally important is the ability to observe punishment and negative consequences in order to draw conclusion on appropriate (aggressive) behavior. Medicinal and medically-invasive measure may also be taken in order to subside aggressions. Later it was proposed (Zillmann, 1988) that arousal carries substantial weight in factoring situational aggression. These factors may include sexual, negative excitement, or other stimuli that combine to create an aggressive behavior. Pre-existing conditions can intertwine with real-time observations and carryout immediate aggression. Other recent researchers add that skill-sets and gender help determine the aggressor’s initial reaction. Once the arousal is recognized, the person may react with reflexive response and/or cognitively think before reacting. The research is varied when relying on simple factors such as, driving (road rage), video games, and peer rejection. Social observation (socialization) also factors into the potential aggressor’s reaction. Therein, I believe genders have an internal â€Å"triage† that quickly determines the most valuable return on behavioral investment. In addition, if aggression becomes favor with the person, he/she must then determine the types of overt aggression are pointed threats of bodily harm, physical assault, rape, murder, or road rage and can be linked to childhood tendencies of similar behaviors. Covert aggression is indirect and most often, unders of covert aggression are passive-aggressive exchanges, disguised theft or fraud, internet or electronic hassle. Social and aggressive behavior is managed largely through daily experiences by cognitive scripts. â€Å"A script suggests what events are to happen in the environment, how the person should behave in response to these events, and what the likely outcome of those behaviors would be†(Huesmann, 1988, p. 15). Scripts may be learned through direct experience or observing significant others (Bushman Anderson, 2001). Once learned and established, the script is usually adhered becomes resistant to change into adulthood. However, each script is different and unique to each person, and to become established must be practiced from time to time (Bartol, 2011) Furthermore, an important role in determining which scripts are stored in memory is the â€Å"evaluation of the appropriateness. † (Huesmann, 1988, p. 19). Conflicting scripts that intrude someone’s personal standards are unlikely to be stored or utilized. According to Blackman, chronic criminality can be understood as â€Å"an attempt to maintain status or mastery of a social environment from which they feel alienated† (1998, p. 174). The well-rehearsed cognitive script of persistent, lifelong offenders, therefore, is to dominate- often in a hostile manner- social environments they perceive as hostile. The other model has been developed by Kenneth Dodge and his colleagues (Dodge, 1986; Dodge Coie,1987), and is called the hostile attribution model. Insomuch, there is a bias because youth (and adults) prone toward violence are more likely to interpret unsuspecting actions as hostile and threatening than are their less aggressive counterparts (Dodge, 1993b). People described as having hostile attribution bias â€Å"tend to view the world through blood-red tinted glasses. † (Dill, Anderson, Anderson, Deuser, 1997). Children with a hostile attribution bias are much more likely than the average child to misinterpret actions from others as aggression (Hubbard et al. , 2001). Also, the bias is present in both boys and girls (Vitale, Newman, Serin, Bolt, 2005). Similarly, Serin and Preston (2001, p. 259) conclude, â€Å"Aggressive juvenile offenders have been found to be deficient in social problems of reactive aggression include: anger expressions; temper tantrums; and vengeful hostility- â€Å"hot-blooded† aggressive acts. Reactive aggression appears to be a reaction to frustration and is associated with a lack of control due to high states of arousal. In general, reactive aggression is a hostile act displayed in response to a perceived threat or provocation. However, proactive aggression includes: bullying; domination; teasing; name-calling; and coercive acts- more â€Å"cold-blooded† aggressive actions. (Dodge, et al. 1997). In difference, proactive aggression is less emotional, and hopeful of rewards. In theory, the basis of proactive aggression is found in social learning that is controlled and maintained by reinforcement.

Improving long term care for our nations Veterans Research Paper

Improving long term care for our nations Veterans - Research Paper Example This essay discusses that healthcare for military personnel, including veterans and active duty members spans a wide range of programs under the control and management of the Department of Defense (DoD) and the Department of Veteran Affairs. TRICARE is the primary health care program for active duty soldiers and veterans, including their families. This program covers three health coverage plans: the TRICARE Prime, TRICARE Extra, and the TRICARE Standard or CHAMPUS. The differences in these three plans mostly are in the eligibility, providers, and out-of-pocket costs. TRICARE for Life (TFL) covers Medicare-eligible military retirees and their family as well as their survivors. And in instances when both Medicare and RFL apply, Medicare takes precedence over TFL coverage. The Veterans Health Administration (VHA) covers and delivers health care to the veterans as well as their families. It also manages the largest integrated health system which covers millions of inpatients and outpatie nts veterans based on a wide network of hospitals and interworking systems of clinics, rehabilitation programs, residential programs, and nursing homes (Kaiser). The veterans are usually assigned to eight levels of prioritization, based on their service-connected injuries, income, and on other similar factors. Based on these considerations, the Secretary of Veterans Affairs often determines if the budget for veteran healthcare is adequate to meet the needs of the veterans requiring care. (Kaiser). The VA is available to all veterans, especially those who are uninsured and who have low incomes (Military Handbooks, p. 4). Despite its availability, about 1.8

Week 8 DQ 2 Essay Example | Topics and Well Written Essays - 250 words

Week 8 DQ 2 - Essay Example Federal Court judges are appointed for life. This poses a problem for majority rule, for American democracy. However, perhaps, they actually protect the rights of minorities and thus have the kind of open system that causes democracy to flourish (Edwards, et al, 2008). The federal courts are also quite powerful and have a large scope of judicial power in American society. Many argue that they should not be involved in policy making but in settling disputes. The United States judicial system is basically adversarial in that opposing civil law cases are presented to an arbiter. It consists of statutes and common law, the latter an accumulation of judicial decisions (ibid.) In the Judiciary Act of 1789, Congress established constitutional courts and subsequently legislative courts for specialized purposes. Courts with original jurisdiction are those where a case is first heard whereas appellate courts can review the legal issues in cases brought to