Managing Human Resources 16th Bohlander & Snell Essay

1.Place yourself in the position of general manager of a service department. How might formally written job requirements help you manage your work unit? 2.Discuss the various methods by which job analysis can be completed. Compare and contrast these methods, noting the pros and cons of each. 3.Why is accounting for employee motivation such an important aspect of designing today’s job? 4.The job characteristics model has five components that enhance employee jobs – skill variety, task identity, task significance, autonomy, and feedback. Give an example illustrating how each component can be used to improve the organization and the job of the employee. (Suggestion: Consider your present or a recent job to answer this question.) 5.Figure 4.6 shows the different forms of employee teams. Provide an example of where each type of team can be used. How do teams create synergy. 6.As a small business employer, explain how nontraditional work schedules might make it easier for you to recruit employees. CHAPTER 5 1.Name some companies with whom you have done business. Then discuss how you view their employer brands. Would you want to work for them or not? How might these firms improve their employer brands. 2.More than 50% of all MBAs leave their first employer within five years. Although the change may mean career growth for these individuals, it represents a loss to the employers. What are some of the probable reasons a MBA would leave his/her first employer? 3.In what ways do executive search firms differ from traditional employment agencies? 4.Explain how realistic job previews (RJPs) operate. Why do they appear to be an effective recruitment technique? 5.What contributions can a career management program make to an organization that is forced to downsize its operations? 6.What are some of the barriers to advancement opportunities for women and minorities in many organizations? CHAPTER 6 1.Is there a â€Å"best† employment process stepwise? What steps must come first and last? 2.What is meant by the term criterion as it is used in personal selection? Give some examples of criteria used for jobs with which you are familiar? 3.Compare briefly the major types of employment interviews described in this chapter. Which type would you prefer to conduct? Why? 4.What characteristics do job knowledge and job sample tests have that often made them more acceptable to the examinees than other types of tests? 5.In what ways does the clinical approach to selection differ from the statistical approach? How do you account for the fact that one approach is superior to the other?

Identity And Belonging: Skin. “We find strength where we belong” Essay

Little Mike is only five years old. Clenching onto his mother’s fingers, he stands intimidated in front of a confronting building, which is seemingly to be called his School for the next thirteen daunting years of his life. Not wanting to leave his mum, his sharp screech breaks through the usual drone of the passing crowd, accompanied by the crocodile tears trickling down his blushed cheeks. It is rather his fear of being separated from his parents which troubles him more than making new friends outside of his niche. â€Å"I can’t do it mom!† Mike roars, â€Å"I don’t want to go!† Unfortunately, his beg for mercy is unheard, or rather disregarded under his father’s order. â€Å"Mike! Get over it, you have to go now; we are freaking late for work!† Although it is expected by Mike to do what his father demands, it is his mum who unwillingly pushes him towards the School. â€Å"You’ll be fine love,† she assures Mike, â€Å" trust me.† The two words, â€Å"trust me,† strike Mike like nothing else present around him; not the School bell, not even his father’s uninterrupted rumble, yet only the two words. Mike somehow gathers the courage to defy his fears, and proceeds several steps further to the School. While the sight of his mother seems to disappear, he notices more children surrounding him, besides whom stands the principal griming at Mike. â€Å"Hey young man!† he waves. Anxious of this unknown domain, Mike bursts into tears and sprints back to his mother, â€Å"Don’t leave me, Please!† he grabs onto her hand. This, is where little Mike belongs, where he finds his strength, his family. â€Å"Enough Mike!† she says, â€Å"go out there and make some new friends!† Mike is compelled to view his parents leave him. He now feels that they have excluded him, in fact, he believes they do not love him anymore, after all, they left him all alone without considering his feelings, however deep down inside, he understands that that’s not the case; he know that his mum still loves him as much as before. Panning his attention towards his classmates, Mik e observes what they are doing. He notices a group of boys hitting a ball around a square, soon enough realising that its his favourite game of down ball. â€Å"Aye come play with us!† one of them calls out to Mike. â€Å"we need more players.† This evokes a strong sense of confidence within Mike, after all he knows he’s the king of down ball, he aces that game! And now, since he has got a chance to show off his skills, he is more than happy to join them. Mike rushes to the squares; â€Å"sure!† he utters. â€Å"Hey man what’s your name?†Ã‚  Ã¢â‚¬Å"Mike, and you?† â€Å"I’m James, this is Dylan, that’s Andrew, and she’s Bianca. Here, you’re supposed to be in this square.† James continues. The boys start playing their game, and its not late before Mike is promoted to â€Å"Kings† from â€Å"Dunce,† neither is it late before Mike’s friends realize his skills. â€Å"Far out! Andrew he’s actually good,† Bianca compliments. While Mike pretends not to care, he is blushing, and his appreciation is clearly visible on his face. â€Å"Brah do you wanna play tomorrow?† Dylan asks, amazed of Mike’s talent. â€Å"Yeah man,† he replies, feeling much more accepted in the premises of what was once only his anxiety. It seems as if it was just a matter of minutes before Mike would find his strength in his new School and amongst his new strength, his new mates. â€Å"Mike!† his mum screams, â€Å"You forgot your lunch! Come here and get it!† â€Å"Yeah mom, wait a minute!† He shouts back â€Å"We’re nearly finished!†

Sources for Rrl

Fajnzylber, Lederman and Loaysa (2002) – (Fajnzylber, P. , Lederman, D. and N. Loayza (2000). â€Å"Crime and Victimization: An Economic Perspective†, mimeo) â€Å"In fact the economics of crime interacts with different and heterogeneous fields (i. e. sociology, criminology, psychiatry and geography). It is closely related to poverty, social exclusion, wage and income inequality, cultural and family background, level of education and other economic and social factors that may affect individual’s propensity to commit crimes such as cultural characteristics, age and sex. â€Å" A spatial analysis of neighborhood crime in omaha, Nebraska using alternative measures of crime rates. By haifeng zhang and Michael p. peterson. internet journal of criminology 2007 Many researchers – (Ackerman (1998), Anselin (2000), Kershaw and Tseloni (2005), Nagle (1995), Osborn et al (1992). ) Substantial neighborhood crime research has documented that urban crime occurs most frequently in stressful and disadvantaged areas with disproportional concentration of poverty, unemployment and minority populations. The social disorganization theory argues that socio-economic stress (e. g. poverty, racial/ethnic issues, etc) undermines social control level and strikes the foundations of social cohesion, which results in occurrence of crime. The routine activity approach/theory claims that criminal activities are related to social environment and the behavior patterns of people who live in the neighborhood or community. Unfavorable environment settings (poverty, low education or li teracy and unemployment) are frequently used to evaluate the effects of crime correlates. (CRIME AND POVERTY) Fleisher (1963-1966) – (Fleisher, B. , (1966), â€Å"The Effects of Income Delinquency†, American Economic Review, 56 (1/2). Pp. 118-137) â€Å"The principal theoretical reason for believing that low income increases the tendency to commit crime is that it raises the relative cost of engaging in legitimate activity and that the probable cost of getting caught is relatively low, since they (low-income individuals) view their legitimate lifetime earnings prospects dismally they may expect to lose relatively little earning potential by acquiring criminal records, furthermore, if legitimate earnings are low, the opportunity of lifetime actually spent in delinquent activity, or in jail is also low (Fleisher 1966, p. 20)† Marc Hooghe, Bram Vanhoutte, Vim Hardyns and Tuba Bircan. Unemployment, Inequality, Poverty and Crime. Spatial Distribution Patterns of Criminal Acts in Belgium 2001-2006. British Journal of Criminology, 51 (1), pp. 1-20. Oxford University Press, Oxford 2011. A concentration of poverty, a lack of resources and various indicators for social disorganization have all been invoked to explain a concentration of crime. Pg1 Kelly (2000) – (Kelly, M. , (2000). â€Å"Inequality and Crime†. The Review of Economics and Statitics, 82 (4), pp. 30-539) â€Å"in the economics theory of crime, areas of high inequality place poor individuals who have low returns from market activity next to high-income individuals who have goods worth taking, thereby increasing the returns to time allocated to criminal activity† â€Å"strain theory argues that, when faced with the relative success of others around them, unsuccessful individuals feel frustration at their situation. The greater the inequality, the higher this strain and the greater the inducement for low0status individuals to commit crime† Machin and Meghir (2004) (Machin, Stephen and Costas Meghir. â€Å"Crime and Economic Incentives. † National Bureau of Economic Research. 9 Feb 2009 ) When there are larger numbers of people with low wage rates, the crime rate usually goes up. Handbook of crime correlates. Lee Ellis, Kevin Beaver, John Wright. Academic Press, Oxford, UK Many of the most popular theories of criminal behavior have focused on poverty as a major causal factor (Mesnner and South 1986:977) pg 36 Deteriorated neighborhood conditions in an urban area were almost always associated with higher rates of official crime. Pg 237 (CRIME AND EDUCATION) (the socioeconomic determinants of crime. A review of literature. Paolo buonanno. Univerita degli studi di Milano-bicocca. p18) Crime appears to be strictly related to the level of education attained and to individual’s economic and social background. Freeman (1991,1996), Grogger (1995,1998) and more recently Lochner and Moretti (2001) attempt to clearly identify the relationships between crime and education. – Usher (1997) (Usher, D. , (1997). â€Å"Education as Deterrent to Crime†. Canadian Journal of Economics, 30 (2), pp. 367-84. ) â€Å"Education promotes good citizenship. Education does more than teach skills to enhance one’s capacity to earn income. It perpetuates the values of society, enculturates people to serve their communities and promotes virtues of hard work and honesty. † Education may also have a â€Å"civilization effect,† tending to reduce the incidence of criminal activity. Ehrlich (1975, p. 333) (Elrich,I. , (1975). â€Å"On the Relation between Education and Crime†. In Juster, F. T. (Ed. ), Education, Income and Human Behavior. New York: McGraw-Hill, pp. 313-337. ) Positive relationship between the average number of school years completed by the adult population (over 25 years) and particularly property crimes committed across the U. S. in 1960 Wilson and Herrnstein (1985) (Wilson, J. Q. and R. Herrnstein (1985). Crime and Human Nature. New York: Simon and Schuster) Several studies have shown that criminals tend to be less educated and from poorer economic backgrounds than non-criminals. Lochner (1999) (Lochner, L. , (1999). Education, Work and Crime: Theory and Evidence†, Working Paper No 465, Center for Economic Research (RCER) – University of Rchester) â€Å"crime is primarily a problem among young educated men. Individuals with low skill level are more likely to participate in criminal activities because the returns they can earn from work or school are low. Both high school graduation and ability directly lower criminal propen sities† p. 34 Lochner and Moretti- (Lochner, L. and E. Moretti (2001). â€Å"The effect of education on crime: evidence from prison inmates, arrests and self-reports†, NBER Working-Paper no. 605) â€Å"Schooling increases the returns to legitimate work, raising the opportunity costs of illegal behavior. † P. 1 â€Å"Schooling significantly reduces criminal activity† p. 30 Education and Crime. Lancer Lochner. University of Western Ontario. December 13, 2007. Empirically there is a strong negative correlation between educational attainment and various measures of crime. Using OLS, Lochner and Morretti (2004) estimate that one-year increase in average education levels in a state reduces state-level arrest rates by 11 percent. pg9 Handbook of crime correlates. Lee Ellis, Kevin Beaver, John Wright. Academic Press, Oxford, UK The vast majority of studies have concluded that as an individual’s years of education increase, his or her probability of criminal behavior decreases. Two studies of the relationship between years of education and antisocial behavior both concluded that a significant negative correlation existed. Pg 36 The crime reducing effect of education. Stephen machin, Olivier marie. Suncica vujic. Institute for the Study of Labor discussion paper no. 5000. June 2010. IZA Bonn Germany Pg 2-4 There are a number of theoretical reasons why education may have an effect on crime. From the existing socio-economic literature there are (at least) three main channels through which schooling might affect criminal participation: income effects (education increases the returns to legitimate work raising the opportunity costs of illegal behavior therefore, those who can earn more are less likely to engage in crime), time availability (time spent in education may also be important in terms of limiting the time available for participating in criminal activity. The time spent at school during the year is negatively correlated to the probability of arrest that year. It was found that property crime increases significantly in areas where youths have days off school) and patience or risk aversion. For most crimes, one would expect that these factors induce a negative effect of schooling on crime. CRIME AND UNEMPLOYMENT Arvantes and Delfina 2006 High unemployment rates also provide incentives to perform all kinds of criminal acts. John P. Allison (1972) (Allison, John P. Economic Factors and the rate of Crime. † Land Economics 48 (1972): 193-96. JSTOR. 9 Feb 2009 ) Allison finds that unemployment rate is one of the biggest factors that contribute toward crime rates. Both unemployment and poverty rates have significant and positive effects on crime rate. Handbook of crime correlates. Lee Ellis, Kevin Beaver, John Wright. Academic Press, Oxford, UK Pg 107 Regarding the frequency of unemployment, numerous studies have been conducted with res pect to criminality. The majority of these studies have indicated that frequently unemployed persons are more likely to have a criminal record In Ehrlich model, individuals divide their time between legal activates and risky illegal activities. If legal income opportunites become scare relative to potential gains in crime, the model predicts that crime will become more frequent. Increased unemployment could be one such factor. Identifying the effect of unemployment and crime. Steven Raphael and Rudolf winter-ebmer. Journal of law and economics. Vol. xliv. April 2001. The university of chicago Pg 260 Declines in crime rates may be due in part to the current absence of legal employment opportunities. To the extent that increase legitimate employment opportunities deter potential offender from committing crimes, a decline in the unemployment rate such as that observed during the 1990s may be said to cause the declines in crime rate. CRIME AND LITERACY Handbook of crime correlates. Lee Ellis, Kevin Beaver, John Wright. Academic Press, Oxford, UK Pg 150 The vast majority of studies have found that individuals who receive high grades tend to be less criminal than those with low grades. The academic performance of delinquents and criminals tends to be especially poor in those subject areas requiring reading and other linguistic skills rather than in areas where the primary demands are on mathematical and scientific reasoning skills. Pg241 – 243 There is a strong evidence that academic performance as measured by grade point average was inversely associated with both official and self-reported criminality in nearly all investigations. Slow reading development was positively correlated with involvement in crime and delinquency. Theories the Criminological theories past to present. Essential Readings. Third edition. Francis T. Cullen and Robert Agnew. Roxbury Publishing Company LA California, Pg 5-8 Classical theory by Beccaria Central Thesis: Crime occur when the benefits outweigh the costs – when people pursue self-interest in the absence of effective punishments. Crime is a free-willed choice Positivist theory Crime is caused or determined by sociological factors Social Disorganization/Chicago School – Shaw an McKay, Sampson and Wilson, Raudenbush and Earls Disorganized communities cause crime because informal social controls break down and criminal cultures emerge. They lack the â€Å"collective efficacy† to fight crime and disorder. Strain/General Strain by Cohen, Cloward and Ohlin, Agnew When individuals cannot obtain success goals (e. g. , money, status in school), they experience strain or pressure. Under certain conditions, they are likely to respond to this strain through crime. The strains leading to crime, however, may not only be linked to goal blockage (or deprivation of valued stimuli0 but also to the presentation of noxious stimuli and the taking away of valued stimuli. Critical Theory by Bonger, Quinney, Currie and Colvin Inequality in material well-being creates conditions that lead to street crime and corporate crime.

Healthcare Consultancy description. Formal Report Essay

Healthcare Consultancy description. Formal Report - Essay Example After a thorough exercise, the consultant pinpoints the grey areas and suggests remedial measures to the management for improvement. The educational requirement for choosing this profession is a bachelor’s degree or a master's degree from a certified pharmacy school or college. The health care institution hires qualified consultants either on a full time basis or a part time basis as the case may be to seek their assistance to address the problematic areas to improve organizational efficiency and to re-organize existing structure in the light of the consultant’s recommendations. Corporate entities usually acquire the services of healthcare consultant to identify the loopholes in their system and its rectifications. However, companies that are small in size hire them when they feel it necessary or when they feel that one of the segment of the business is not performing to the desirable level. In order to streamline the things at their end, the health care business entity, hire the services of consultant to identify grey areas in their business and its possible solutions. The whole exercise requires initial research and to examine the data relating to the specific problem. The exercise in question comprised head counts, revenue generation capacity besides interviewing the existing employees of low and high profile to understand the on going problem. After completion of research, consultant has to submit his/her comprehensive report in black and white. In addition to that, an oral meeting between the client and the healthcare consultant could be fruitful provided that the findings are openly discussed in an appropriate forum. Requirements What sort of education is needed by the healthcare consultant? In general, aspirant applicant for the employment should be a bachelor or a master degree holder in his/her profession. However, the academic requirement may vary in accordance with the need of the employer. The employer prefers those degree holders (bachelor or master) who have majors like economics, marketing, human resource and business. Specialization in healthcare would be an added qualification (Education-portal.com, 2013). It is interesting to note that certification is not a mandatory requirement for the chosen career. The apex Institute offers designation to healthcare consultants who have good references and the required education. In order to keep the designation intact, healthcare consultant re-validates the certificate after every three years (Education-portal.com, 2013). There are number of educational institutions in the United States of America, which are providing online quality education. One such example is

Effects of Font Size in Standardized Testing Research Paper

Effects of Font Size in Standardized Testing - Research Paper Example In an experiment to determine how types of font and font sizes affect people’s ability to read as well as the time they take to read a given piece of writing, researchers reported that font size of 14 is more legible than font size of 12. Similarly, people could read faster under font size 14 as compared to font size 12 (Bernard, Liao and Mills n.p.). This identifies impacts on ability to understand and respond to written materials such as written tests and is essential in determining effectiveness of a test. A test on course content is for example effective when it is free from confounds such as font size barriers. This paper investigates existence of font size effect on standardized tests. It aims at determining existence of a significant relationship between font size in tests and students’ performance. Such a relationship will establish a basis for determination of the most efficient font size for testing potentials and will allow for accurate determination of stude nts’ abilities through written tests. Results of the research are further applicable to employers in their employee selection process. It allows them an efficient basis for determining recruiters’ accurate potentials. ... In this experiment, font size defines the size with which words are presented in tests, while students’ performance defines students’ scores from tests. The research anticipates a significant positive relationship between the variables. Methods Participants The research participants will be a group of psychology students. A sample size of 45 students will be used. Materials Research materials will include sets of examination materials; test papers with different font sizes, answer booklets, and pens. Design The research proposes a quasi-experimental design with a within group testing. The sample will form a single group that will be subjected to repeated tests. Stratified random sampling design will be applied in generating the research sample because of its advantages of generating a representative sample without inducing bias (Lim and Ting 14- 17). Procedure Ethical approval will be obtained for the research before seeking the school administration’s consent fo r implementation. Stratified random sampling method will then be used to select students from different psychology classes but who share a common unit. The sampled students will then be informed of the scope of the research, its application, and involved ethical issues before asking for their voluntary consent to participate. The participants will then be subjected to an examination, under normal test conditions, but with different font size print outs that will be randomly allocated to participants. The fonts will be 10, 11, 12, 13, and 14. The procedure will be repeated for four different tests. Quantitative analysis will be used for the data. Descriptive statistics will be generated to identify characteristics of students’ performance by

The efectivness of our court systems Research Paper

The efectivness of our court systems - Research Paper Example However not much ray of hope can be ascertained because one can encounter a number of problems left, right and center within these ranks and specifically within the United States of America. Within the domains of the United States, as statistics have proven, in 2006-07, adult criminal courts processed around 372,000 court cases which involved 1,080,000 charges. These figures were more or less unchanged as one compares the same with 2005-06. The number of cases that were termed as complete from the criminal justice domains was therefore slow but work was underway all the same. The delay process is so lengthy that a number of suitors find it hard to comply with the cases, asking them to drop the case and move on with life. The effectiveness of the court systems therefore takes a nosedive, and this is one aspect that must be properly understood before moving ahead any further (Vanhala, 2011). What is staggering to state the least is the fact that males are accused more than their female counterparts. United States has seen that around 78% of all involved were males while the remaining 16% were females within the adult criminal court cases, which saw an undisclosed 6% not naming the gender that was involved. How cases get processed within any court system in the world is something that one needs to properly comprehend and that too in a quick way (Clear, 2009). Bringing an accused to trial is one of the most significant pointers that one can think of when understanding the nuances linked with the court systems. Since this is a fundamental principle within a number of criminal justice systems of the United States courts (Kostulski, 2011). Whether or not the court systems are doing their jobs properly could easily be ascertained from the fact that there is immense disharmony within the related realms. The court systems need to be made tougher so that the offenders cannot take the entire criminal justice system for granted. United States needs to broaden the horizon th at surrounds the thinking of working along the court systems where the accused find more time than the party which has been hard done by. One can think of these regimes as being subverted due to the fact that the entire incorporation of the court systems has been ransacked as the ‘system’ metaphor is flawed. If stricter measures are ensured within the United States court systems, it will mean that the effectiveness of the same would be guaranteed to a greater extent than these are at the present. There would be less repeat offenders and such individuals would be discouraged before undertaking an offensive act which might ruin their reputation, careers or just about anything which is deemed as significant for their entirety (Apparicio, 2008). Stricter measures would ensure within United States that there is harsh compliance with the rules and laws of the land and the court systems would not go astray as far as the work realms of the court systems are concerned. There wou ld be immense significance on the way the United States courts are being held and the manner in which their work is being manifested, day in and day out. Within United States, the aspect of the punishments being harsher in this day and age holds a great amount of significance because

Invstmnt Climat in Uzbkistan Assignment Example | Topics and Well Written Essays - 2500 words

Invstmnt Climat in Uzbkistan - Assignment Example ThÐ µ transfÐ µr of cross-bordÐ µr invÐ µstmÐ µnts has bÐ µcomÐ µ a daily rÐ µality of today’s morÐ µ and morÐ µ globalizÐ µd world. In ordÐ µr to promotÐ µ intÐ µrnational invÐ µstmÐ µnt Ð µxchangÐ µ, thÐ µ statÐ µs insist on mutual facilitation of transfÐ µr of intÐ µrnational capital and arÐ µ trying to takÐ µ all advantagÐ µs connÐ µctÐ µd with thÐ µ inflow of forÐ µign invÐ µstmÐ µnts. For dÐ µvÐ µloping countriÐ µs, thÐ µ placÐ µmÐ µnt of forÐ µign invÐ µstmÐ µnt in thÐ µir tÐ µrritoriÐ µs doÐ µs not mÐ µan only acquiring financial capital, but also an opportunity to strÐ µngthÐ µn thÐ µ stagnating Ð µconomy, acquiring thÐ µ latÐ µst forÐ µign tÐ µchnologiÐ µs, dÐ µcrÐ µasing unÐ µmploymÐ µnt, as wÐ µll as raising thÐ µ qualification of thÐ µ laborÐ µrs and managÐ µrs Ð µmployÐ µd by forÐ µign companiÐ µs. ThÐ µ advantagÐ µs for forÐ µign invÐ µstors liÐ µ Ð µspÐ µcially in thÐ µ opportunity to us Ð µ chÐ µapÐ µr labor forcÐ µ in thÐ µ host statÐ µ, opportunity to Ð µntÐ µr nÐ µw markÐ µts and gÐ µtting an accÐ µss to natural rÐ µsourcÐ µs, which arÐ µ not availablÐ µ in their homÐ µ country. ThÐ µ forÐ µign invÐ µstors, howÐ µvÐ µr, do not fÐ µÃ µl comfortablÐ µ to invÐ µst in forÐ µign tÐ µrritory, unlÐ µss thÐ µy fÐ µÃ µl that thÐ µir invÐ µstmÐ µnt is sufficiÐ µntly protÐ µctÐ µd against non-commÐ µrcial risks. OnÐ µ of thÐ µ indispÐ µnsablÐ µ conditions for attracting forÐ µign invÐ µstmÐ µnts is, thÐ µrÐ µforÐ µ, thÐ µ crÐ µation of favorablÐ µ lÐ µgal Ð µnvironmÐ µnt in thÐ µ host statÐ µ.In ordÐ µr to stimulatÐ µ intÐ µrnational invÐ µsting, thÐ µ statÐ µs arÐ µ usually concluding bilatÐ µral invÐ µstmÐ µnt trÐ µatiÐ µs, accÐ µssing to multilatÐ µral trÐ µatiÐ µs dÐ µaling with intÐ µrnational invÐ µstmÐ µnt protÐ µction and passing national lÐ µgislation aimÐ µd at protÐ µction and promo tion of forÐ µign invÐ µstmÐ µnts.... nformation about thÐ µ invÐ µstmÐ µnt lÐ µgislation of UzbÐ µkistan, its implÐ µmÐ µntation in practicÐ µ and to point out spÐ µcific problÐ µms thÐ µ forÐ µign invÐ µstors havÐ µ to dÐ µal with oncÐ µ placing thÐ µir invÐ µstmÐ µnt in this country. ThÐ µ paper will introducÐ µ somÐ µ basic facts concÐ µrning thÐ µ transfÐ µr of intÐ µrnational capital and thÐ µ main mÐ µans of intÐ µrnational invÐ µstmÐ µnt protÐ µction in addition to discussing thÐ µ currÐ µnt invÐ µstmÐ µnt lÐ µgislation and thÐ µ problÐ µms connÐ µctÐ µd with its application in practicÐ µ. LitÐ µraturÐ µ RÐ µviÐ µw InvÐ µstmÐ µnt Risks ThÐ µ transfÐ µr of cross-bordÐ µr invÐ µstmÐ µnts has bÐ µcomÐ µ a daily rÐ µality of today’s morÐ µ and morÐ µ globalizÐ µd world. In ordÐ µr to promotÐ µ intÐ µrnational invÐ µstmÐ µnt Ð µxchangÐ µ, thÐ µ statÐ µs insist on mutual facilitation of transfÐ µr of intÐ µrnational capital and arÐ µ trying t o takÐ µ all advantagÐ µs connÐ µctÐ µd with thÐ µ inflow of forÐ µign invÐ µstmÐ µnts. For dÐ µvÐ µloping countriÐ µs, thÐ µ placÐ µmÐ µnt of forÐ µign invÐ µstmÐ µnt in thÐ µir tÐ µrritoriÐ µs doÐ µs not mÐ µan only acquiring financial capital, but also an opportunity to strÐ µngthÐ µn thÐ µ stagnating Ð µconomy, acquiring thÐ µ latÐ µst forÐ µign tÐ µchnologiÐ µs, dÐ µcrÐ µasing unÐ µmploymÐ µnt, as wÐ µll as raising thÐ µ qualification of thÐ µ laborÐ µrs and managÐ µrs Ð µmployÐ µd by forÐ µign companiÐ µs. ThÐ µ advantagÐ µs for forÐ µign invÐ µstors liÐ µ Ð µspÐ µcially in thÐ µ opportunity to usÐ µ chÐ µapÐ µr labor forcÐ µ in thÐ µ host statÐ µ, opportunity to Ð µntÐ µr nÐ µw markÐ µts and gÐ µtting an accÐ µss to natural rÐ µsourcÐ µs, which arÐ µ not availablÐ µ in their homÐ µ country. ThÐ µ forÐ µign invÐ µstors, howÐ µvÐ µr, do not fÐ µÃ µl comfortablÐ µ to invÐ µst in forÐ µign tÐ µrritory , unlÐ µss thÐ µy fÐ µÃ µl that thÐ µir invÐ µstmÐ µnt is sufficiÐ µntly protÐ µctÐ µd against non-commÐ µrcial risks.

Media Journal Assignment Term Paper Example | Topics and Well Written Essays - 1250 words

Media Journal Assignment - Term Paper Example In order to do so, Walter gets engaged in the drug dealing profession as well as other criminal activities and gradually becomes remarkably expert in executing his operations of producing and marketing drugs accompanied by one of his former students named Jeese Pinkman (AMC Network Entertainment LLC., â€Å"Returns Summer 2013†). Typical Setting The entire series was aired through several episodes. From an overall perspective, the entire series can be observed to represent the negative psychological effects of a fatal disease on an ordinary person which often gets boosted by his feel of insecurity. The objective of the series has thus been to demonstrate how a deadly disease can completely change an average man into a criminal. Major Characters There are nine major characters in the series comprising of Walter White, his wife Skyler White, his son Walter Junior and his former student Jesse Pinkman. The other characters included Mike Ehrmantraut, a former police officer of Phil adephia, Saul Goodman, a criminal lawyer, Hank Schrader, a ‘Drug Enforcement Administration’ officer and Marie Schrader, sister of Skyler White. Other sub characters included Jesse’s friend Brandon, Hank’s companion Steven Gomez Schrader and Jesse Pinkman’s neighbor Jane Margolis (AMC Network Entertainment LLC., â€Å"Returns Summer 2013†). Who/What is missing from the text? No gaps have been observed in the television program setting maintaining a effective flow from one episode to another for the audiences to follow and interpret the information in an unambiguous way. Step 2: Textual Analysis Description Breaking Bad season 3 explores profoundly into the atmosphere of drug dealership and generates an intense and credible situation for the viewers representing the role of media is the revealing of psychology related motivational causes of criminal activities. Using the term ‘breaking bad’, the producer intends to tell that once a person has conducted criminal act and gets involved in bad activities, the psychology of that particular person becomes unable to adapt his/her previous mental frame. The entire series is about how Walter White gets deeper into the drug business and conducts the activities which were entirely new to him with superior skills. He therefore decided to alter his profession from teaching to drug dealing. However, witnessing the consequences of his decision, Walter was also shown to regret and try his best to bring the circumstances at a normal pace. Analysis The series ‘Breaking Bad Season 3’ does not promote people to sell drugs; rather it shows the negative consequences of continuous mental pressure led by dissatisfaction and the fear of inadequate time to accomplish the desired. For instance, in the episodes it has hardly been observed that Walter White gets benefited from the drug business. Due to this unethical profession, his marital relationship gets hampered signif icantly. Although by engaging in drug business, he might have earned significantly more than being in the teaching profession, Walter had lost the support from family for whom this huge earning was meant. As a consequence of drug business, Walter nearly lost his family, as Skyler decided to end her

The Evolution of leadership Essay Example | Topics and Well Written Essays - 1500 words

The Evolution of leadership - Essay Example These are very essential in ensuring patient's wellbeing. Workers in healthcare sectors also deserve to be treated fairly in order to serve patients well. Ethical issues in healthcare sector have also evolved with time. Initially, leaders in the healthcare sector were greatly concerned about the patients' welfare only. Later on the government made decisions that greatly helped in running of healthcare facility smoothly. (Bridgit, 2005) Leaders in healthcare facilities have to ensure that ethical issues have to be adhered to. Generally, there are moral values that have to adhere to in healthcare sector. Each judgment or decision that is made in healthcare facilities has to adhere to these rules. Ethics in the healthcare sector is an issue that has not been started today. This issue can be traced back to the eighteenth and the nineteenth centuries. During this time leadership has changed hands and the leaders that have been in power have in one way or the other influenced the decisions that are made in the healthcare sector. In the year eighteen forty seven, there was the overall adoption of the overall code of ethics in the healthcare sector by the American Medical Association. Between the sixties and seventies, there was such a dramatic shift in the ethics sector. There were major changes that were made including liberalization of the whole theoretical aspects. In fact there was reconfiguration from justice that was procedurally based to bioethics in general. There are various values that underpin the entire practice in healthcare sector. These are concerned with ethical decisions and actions taken in healthcare sector. The values actually provide a framework where conflicts can easily be understood in case of occurrence in the healthcare sector. They include the following. Dignity This aspect means that patients attending a healthcare facility have the right to dignity. This does not just refer to the patient only, but the doctor or the nurse too. Autonomy Another value in line with healthcare profession is overall acceptance of right of an individual making choices by him or herself but it should be an informed one in line with their care. This means that people have the right to make their own decisions in line with health care they prefer. (Kerridge, 2006) This however should be done after being given complete and accurate information by nurses etc. This means that nurse should inform patients about care available and then respect their decision. This is whereby the patient has the overall right to choose or even accept the treatment. This means that the patient is the final decision maker concerning his or her treatment. In case the patient I incapacitated, then a close relative can make the health decisions of their behalf. Beneficence This is whereby a medical practitioner is required to act to the patient's best interest. This means that whatever action is taken by a doctor or nurse has to enhance the well being of the patient. If the action that is to be taken is not to the patient's best interest, then it would not be ethical at all. This concerns all the actions that are taken including surgery. This concept is generally very much in line with the principles of humanity. Justice This aspect involves distribution of resources in healthcare facilities. This also concerns the resources that are scarce. In this case those that are involved or the medical practitioners have to ensure that they are fair when distributing such

IBM Essay Example | Topics and Well Written Essays - 500 words

IBM - Essay Example Market to book ratio of IBM is favourable at 11.32 times. On the other hand, the industry average is lower at only 4 times. Further, the above computations indicate that the difference between the performance of IBM and the industry’s average outcomes. In terms of price earnings ratio, the IBM price to earnings ratio is 13.33 times. On the other hand, the industry average generated the unfavorably lower 13 times price to earnings ratio (Crosson, 2011). Likewise, the above computations show the difference between the performance of IBM and the industry’s average outcomes. In terms of price earnings ratio, the IBM price to earnings ratio is 13.33 times. On the other hand, the industry average generated the unfavorably lower 13 times price to earnings ratio. The above table shows IBM’s performance, in relation to the performance of the company (Crosson, 2011). IBM’s year end 0.4 percent dividend yield for 2012. On the other hand, the industry average performed more favorably with its 3 percent dividend yield. The company’s inventory turnover ratio is 22.21 times. The ratio is more favourable to IBM than lesser 12 time periods. The above table also shows that the IBM entity generated a favourable day’s sales inventory of 16.21 days. The industry average of 30 days is less favourable compared to the IBM days sales production output. IBM generated a 20 percent net profit margin. The total amount is favourably higher than the 12 percent net profit margin generated by industry competitors. The company’s return on equity figure indicates the company generated a favourable 31 percent return on equity. The ratio is favourably higher than the industry average of 15 percent. The ratio deals with how long managem ent or the owner can recover the amount invested in the business. The above table indicates that IBM’s financial performance in terms of collecting the customer’s receivables (Warren, 2009). The above table shows

The changes and continuities in political Essay Example for Free

The changes and continuities in political Essay The Roman Empires imperial bureaucracy, economy, and governing instructions were left to Byzantium at the end of its reign. Although Europe didnt have very extensive unity or political order, the Byzantine policies brought Europe to a state of economical and political order, with a big area for trade and interaction, and cultural unity. Only Byzantium survived the declining population, outside military threats, economic contradiction, epidemic disease, and political trouble after the fall of Rome. The rulers of the Byzantine empires were sporadically increasing their borders, and The Constantine came to be ruler, he had a big part in supporting Christianity and ecclesiastical affairs. And once rule switched over to Justinian, he influenced the codification or Roman Law, and because of his code, most of Europes laws were influenced by Roman law. The Slavic peoples also benefited from being able to shift over into the Byzantine Empire when the Byzantine military resources were sent over to the Western Mediterranean by Justinian. Before the 8th century Bulgaria and Byzantine had taken part in cultural, political, and commercial affairs. Starting around the 5th century and leading up to the 12th, economical prosperity and political stability was brought to Eastern Europe by the Byzantine empire. Cultural and commercial exchanges were also supported in the post-classical world, which would help shape the development of the commonwealth in Eastern Europe. The political leaders also set up a sequence of independent states while enduring economical and political reform in western Europe, and supported their society. So, generally speaking, all of the different societies that were established under Byzantiums economic, political, and cultural influences from 476 to 1450 still changes some of the countries from today.

Statement of Purpose Essay Example for Free

Statement of Purpose Essay â€Å"The future belongs to those who believe in their dreams. †I firmly believe in this quote made by Eleanor Roosevelt. I have always dreamed of making it to the top in the field of business in general and that of finance in particular. However, to realize my dream I need to understand and appreciate the fact that I must arm myself with a professional degree from a reputed business school. This would be an important and decisive step in my journey towards success. A full-fledged program in finance would enable me to form a vision of business and of finance in the twenty-first century and the way it is going. The only career option in today’s competitive environment which creates an opportunity for an aspirant to pursue a career in the field of his choice is to acquire a management degree. Management qualification is a tool to build skills, gain knowledge and insight into modern business techniques At the same time and with equal mind, I recognize clearly the fact that what I wish to do would not be really possible without a robust theoretical framework and base. I fully acknowledge and appreciate the fact that I need to build up intellectual ability in me and arm myself with techniques of analysis, case studies and proper critical examination as well as the ability to acquire information and to get to the bottom of a matter. All that can come only from being part of a complete academic program that would test and try me out and in which I would grow and broaden. That is what I expect to happen to me as and when I become part of a Masters program at an outstanding university where I shall encounter the best minds engaged in constant discussion and ever absorbed in understanding not just the theoretical foundations of finance but also its new and emerging trends. What do I have to offer? First is the fact that I have done my graduation in business along with specialization in finance, which puts me in a somewhat unique position. I already have a theoretical framework that encompasses a fairly advanced and analytical view of society, its institutions and the transition that is part of those institutions in the world of today which is moving from an earlier concept of laissez faire capitalism and is becoming a global village where economic interests predominate and function as primary determinants of political action. The qualities that I have inculcated as a result of the academic ndeavors I have gone through are perseverance, patience, good communication skills, and flexible working procedures and at the same time highly disciplined working capability, qualities which I believe are absolutely necessary not just for success but also for mere survival in today’s fast paced and dynamic socio-economic environment. Most importantly I have the basic quality of self discipline and target oriented approach in consequence whereupon success is automatic. â€Å"All work and no play make Jack a dull boy†. I wish to add that I love driving and I love playing tennis and traveling. I also spend time reading about Finance books, about Finance management and about general management. I do that when I’m not listening to music, which too I love. I like watching lawn-tennis matches. Yes, with all that, I am setting out to learn as well as I can and as fast as I can at a reputed institute and pick up the training and skills of assessment, of decision making, of leadership and of communication which would benefit me to enter the complex world of business and to make my endeavors in that world profitable and advantageous. I must add that I am particularly interested in finance and look very much forward to getting into the course specifically related to finance. I see as well something equally important, namely, the fact that a program, when entered into fully and with a complete mind, builds up into an experience one can’t ever forget. A good world-class university with its vast pool of resources in terms of faculty, its up to date curriculum and its wide student membership is an active and dynamic world that provides an exposure as nothing else can. It is this exposure that I seek, as I know that it would enable me to get closer to my dream of working in the area of finance in the way I want to My role models are Mahatma Gandhi, Dhirubhai Ambani and Swami Vivekananda. Though the three come from different walks of life, each has inspired me in some or other way. In particular, their sense of leadership, their impeccable oratory and their communication skills as well as their infinite vision and talent mean a great deal to me. Finally, I believe that I would be able to steer my career in the right direction if I am armed with a professional (Masters) degree from a world renowned institute. I understand that just a qualification won’t be helpful without sincere and intelligent efforts. However, it will definitely go a long way in helping me achieve my goals. I have always been very serious about achieving my goals and to conclude, in the words of Swami Vivekananda: â€Å"Awake! Arise! Stop not till the goal is reached!!

Experienced Stigma in Severe Mental Illness

Experienced Stigma in Severe Mental Illness Exploring experienced stigma in severe mental illness – contributing to validation of a psychometric instrument Luà ­s Pedro Santos de Mendonà §a Table of contents (Jump to) Acknowledgements   Acronyms 1 Introduction 1.1 About stigma 1.1.1 Why to focus on stigma? 1.1.2 Evolution of the concept 1.1.3 Development of stigma 1.1.4 Different concepts of stigma 1.1.5 Correlates and consequences of stigma 1.2 Stigma research 1.2.1 Instruments to measure stigma categories and criteria for psychometric properties 1.2.2 Perceived stigma 1.2.3 Self-Stigma 1.2.4 Experienced stigma 1.2.5 Stigma studies in Portugal 1.3 Consumer experiences of stigma questionnaire (CESQ) 1.3.1 Main research with psychometric data involving CESQ. Acronyms CASS Clinician Assessment of Schizophrenic Syndromes CAT Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment CESQ – Consumer Experiences of Stigma Questionnaire CFA – Confirmatory Factor Analysis CI – Confidence interval CRPD Convention on the Rights of People with Disabilities DISC – Discrimination and Stigma Scale DSSS – Depression Self-stigma Scale EDS – Experiences of Discrimination Scale EFA – Exploratory Factor Analysis FBS Frankfurter Befindlichkeits-Skala GAF Global Assessment of Functioning GAS Global Assessment Scale HIV/AIDS – Human Immunodeficiency Virus / Acquired Immunodeficiency Syndrome HSRS Health Sickness Rating Scale HSS – Stigmatisation Scale ICCPR International Covenant on Civil and Political Rights ICD – International Classification of Diseases ISE – The Inventory of Stigmatising Experiences ISMI – Internalised Stigma of Mental Illness KMO – Kaiser-Meyer Olkin statistic M – Mean MIDUS – MacArthur Foundation Midlife Development in the United States MSA – Measures of sampling adequacy MSS – Maristan Stigma Scale NAMI National Aliiance for Mentally Ill PA – Parallel Analysis PAF – Principal Axis Factoring PANSS – Positive and Negative Syndrome Scale PCM – Polychoric correlation matrix PDD – Perceived devaluation and discrimination scale PD-S Paranoid-Depresività ¤ts-Skala QOLI – Quality of Life Interview RES – Rejection Experiences Scale RMSEA Root mean square error of approximation SD – Standard deviation SESQ – Self-esteem and Stigma Questionnaire SFS – Social Functioning Scale SLDS – Satisfaction with Life Domains Scale SRER – Self Reported Experiences of Rejection SS – Stigma Scale SSMIS – Self-stigma of Mental Illness Scale UDHR Universal Declaration of Human Rights WHO – World Health Organization WLSMV Means and Variance adjusted weighted least square 1 Introduction 1.1 About stigma 1.1.1 Why to focus on stigma? Stigma is defined as a sign of disgrace or discredit. Authors agree it is a powerful negative attribute, having its impact on all social relations. Stigma is present everywhere in our society. It affects different characteristics in people, ranging from sexual orientation to HIV/AIDS, several medical disorders, gender, race, unemployment or obesity. However, it is in mental health disorders that stigma has its most devastating impact, although not always obvious. Discrimination, the enactment of stigma, appears closely associated to it. While stigma lies at the base of discrimination, discriminatory practices also promote and reinforce stigma. Discrimination is also about the conditions in which patients live, mental health budgets and the priority which we allow these services to achieve.1 In other words, stigma and discrimination lead to social exclusion – a triad that is a key determinant of mental health. Stigma and discrimination are violations of human rights. Intention and commitment to fight stigma are present in the spirit of legally binding treaties such as the Universal Declaration of Human Rights (UDHR)2 , International Covenant on Civil and Political Rights (ICCPR)3, International Covenant on Economic, Social and Cultural Rights (ICESCR)4 and Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT)5, and are explicitly mentioned on the Convention on the Rights of People with Disabilities (CRPD)6. CRPD actually demands that signatories ‘take all appropriate measures to eliminate discrimination on the basis of disability by any person, organisation or private enterprise’, and to ‘adopt immediate, effective and appropriate measures †¦ to combat stereotypes, prejudices and harmful practices relating to persons with disabilities †¦ in all areas of life’.6 From the part of the World Health Organization, tackling stigma, discrimination and social exclusion is a major concern of the General Assembly, with of the General Assembly, with reflection in the WHO Mental Health Action Plan 2013-20207. At regional level, in European Union, commitment to fighting stigma and discrimination is a consequence of signing treaties like European Convention on Human Rights, European Social Charter, European Convention on the Prevention of Torture and Inhuman or Degrading Treatment or Punishment and, specifically, Recommendation Rec(2004)10, of the Committee of Ministers to member states, concerning the protection of the human rights and dignity of persons with mental disorder. Still at regional level, and in line with WHO Mental Health Action Plan, stigma and discrimination is one of the main action areas of European Mental Health Action Plan.8 At national level, fighting stigma, discrimination and social exclusion is a component of policies, plans and programs worldwide. In a time when quality mechanisms tend to be implemented into healthcare systems, there is also a trend to develop parts of quality standards that have statements on fighting stigma at a local level. NICE quality standards are a good example9. To implement stigma into quality standards is, by itself, a strategy to fight it, by turning each service user in a potential advocate, as Byrne noted1. Therefore, there is the need to foster development of indicators that can be used regarding mental illness stigma. 1.1.2 Evolution of the concept Stigma is a word that has its reminiscences in the Greek civilization. Stigma were body marks that were intentionally applied to individuals- the stigmatized that carried unacceptable moral or individual traits, as compared to standards in that society. Christians absorbed the concept, adding two other meanings to those body marks – to indicate a holy grace or to indicate a sign of deformity/physical disease. Anyway, even in early days of Christianity, stigma implied, from the social point of view, firstly, â€Å"imputing a meaning into something† even if it did not have that meaning, and, secondly, dealing with deviations to a social norm. Goffmann10 was the first author to theorize stigma. To Goffmann, stigma is the result of a gap between perceived attributes and stereotypes. It is a matter of perspective, not reality. it is â€Å"in the eye of the beholder†. Stereotypes are selective perceptions that categorize people, and that exaggerate differences between groups (‘them and us’) in order to obscure differences within groups.11 He defines three types of attributes: Body(physical) – e.g. visible deformities in the body, deformity caused by physical disease Character (personal) – e.g. mental illness, criminal conviction Tribal (Social) – e.g. stigma of one group against another. Goffmann also distinguishes between â€Å"discredited† and discreditable†. Those concepts were further developed by Jones et al.12 , who proposed six dimensions of stigma: Concealability indicates how obvious or detectable the characteristic is to others. Course indicates whether the stigmatizing condition is reversible over time. Irreversible conditions provoke more negative attitudes than others. Disruptiveness indicates the extent to which a mark blocks or diminishes interpersonal interactions. Aesthetics reflects what is attractive or pleasing to ones perceptions. When applied to stigma, it means whether a mark provokes a reaction of disgust. Origin refers to how the condition came into being. Perceived responsibility on the conditions will carry more negative attitude. Peril, refers to feelings of danger or threat induced in others. This can mean physical threat (as in â€Å"contamination†) or simply uneaseness. According to Byrne, stigma is connoted with a few negative attributes. Shame is its first expression, resulting from perception as indulgence or as a weakness, despite centuries of knowledge, media campaigns and â€Å"the decade of the brain†. Blame is also an attitude that appears associated to shame.1 Maintaining secrecy is the maladaptive way some people find to cope with shame, but it can lead to deleterious consequences. 1.1.3 Development of stigma Negative attitudes towards people with mental illness, according to Byrne 1, exist since playschool and extend into early adulthood. This is suggested by several studies: Weiss13 examined a cohort of children of elementary school age and confirmed the prejudices eight years after; Green14 compared attitudes between several studies using the same measures, that ranged over 22 years, and found consistent results indicating community had the same negative attitudes. This objects the common belief that with increased scientific knowledge about mental illness, stigma would tend to disappear. 1.1.4 Different concepts of stigma Stigma concept has evolved in the last fifteen years. Link and Phelan have added discrimination to Jones’ original dimensions.15 Still, in 2001 the same authors present two major challenges for the concept of stigma. The first challenge is that researchers who research stigma do so from their own vantage point, giving priority to their scientific theories and research techniques rather than words and perceptions about people they study, which lead to misunderstanding of the experience of people being stigmatized and to perpetuation of assumptions that are unsubstantiated. The second challenge is about individualization of stigma and the fact that in research it tends to be considered as an attribute or a mark of the individual rather than a designation or tag that others affix to a person. Thus, Link and Phelan propose a definition of stigma based on a convergence a few components: Distinguishing and labelling human differences – oversimplification of salient differences between human beings occurs, with further labelling of individuals. Associating human differences to negative attributes – Labels previously mentioned are associated to negative sterotypes, as previously described by Goffmann. Categories and stereotypes are often â€Å"automatic† and facilitate â€Å"cognitive efficiency†. Separating â€Å"us from them† – Social labels connote a separation between the group that stigmatizes (â€Å"us†) and the group that is being stigmatized (â€Å"them†). For example, some people talk about people who have schizophrenia as being â€Å"schizophrenics†. Status loss and discrimination – stigma leads to loss of status in social hierarchy, and to discrimination, both at individual and at structural levels. Link and Phelan also emphasize that stigma is a matter of power – certain groups in the society have the power to stigmatize. Stigma is also a matter of degree – there is a continuum between its existence and its absence. Corrigan16, has an opposing view, focused on cognitive and behaviour features of mental illness. He proposed a model in which stigma was categorized either as public or self stigma. Public stigma is defined as the reaction that the general population has to people with mental illness. Self stigma is the prejudice which people with mental illness turn against themselves. In each of the categories, stigma is broken down into three elements: stereotypes (cognitive knowledge structures) prejudice (cognitive and emotional consequence of stereotypes) and discrimination (behavioural consequence of prejudice)17 . Thornicroft et al.18, elaborate on this framework, stating that stigma is composed of problems at three levels: Knowledge, Attitudes and Behaviour. Mental health knowledge is also known in the literature as mental health literacy. A study by Jorm et al. in Australia has shown better knowledge was correlated with better recognition of the features of depression, and better compliance with help seeking or medication and/or psychotherapy compliance.19 Nevertheless, by citing contradicting evidence, Thornicroft18 states that â€Å"an increase in knowledge about mental illness does not necessarily improve either attitudes or behaviour towards people with mental illness.† Negative attitudes, also known as prejudice, is the most studied component. According to Thornicroft, it can predict more strongly actual discrimination than do stereotypes. Attitudes have been widely researched. There are studies regarding both public, healthcare practitioners (and medical students) and caregivers. Thornicroft emphasizes the importance of studying actual behaviour, stressing that most of the studies have focused on attitudes towards hypothetical situations, rather than actual stigmatizing and discriminative behaviour. Thornicroft proposes a shift from research focused on stigma to research focused on discrimination.18 1.1.5 Correlates and consequences of stigma Stigma can have profound impact both at individuals with mental illness and their relatives. Rà ¼sch et al.17 list four negative consequences of public stigma: Everyday life discriminations encountered in interpersonal relations and depictions in media Structural discrimination – inequity in the access to opportunities in private and public institutions. Self-stigma (versus empowerment) Fear of stigma as a barrier to use health services. About self-stigma and empowerment, Rà ¼sch et al. comment, firstly, that self-stigma and empowerment are on the same continuum of self-esteem. They also remark that people may have different reactions to public stigma – while some people react with low self-esteem (self-stigmatized), some people might react with anger or indifference. They point out a possible explanation for this resides both within group identification with public stigma and perceived legitimacy of it. They also point the issue of self-disclosure – a person who considers mental illness is a part of his/her identity will more likely reveal his/her condition to others. Secondly, Rà ¼sch et al. comment on the relationship between stigma and service use. People decrease usage of psychiatric services in order to overcome public stigma. This is supported by evidence showing associations of this lack of usage with negative reactions from family members and poorer social status. Lack of usage of psychiatric services is intrinsically linked to decreased treatment compliance and, therefore, poorer prognosis.20,21 Personal stigma has shown to be associated with variables at different domains, in a systematic review and meta-analysis conducted by Livingston and Boyd. In the psychosocial domain, stigma has been negatively associated with hope, self-esteem, empowerment/mastery, self-efficacy, quality of life and social support/integration, both at group and individual levels.22–24 In the psychiatric domain, stigma has been positively associated with symptom severity and negatively with treatment adherence22. There are mixed results regarding association of stigma to diagnosis, illness duration, hospitalizations, insight, treatment setting, functioning and medication side effects, with most of the studies failing to show any statistically significant association. Regarding socio-demographic variables, both gender, age, education, employment, marital status, income and ethnicity have failed to show any consistent results.22 We should note, however, that some studies have shown significant associations, both positive and negative, regarding each of the variables, with stigma. 1.2 Stigma research Wahl et al., in 1999, mention four types of stigma research: Research that involves self-reports from general public. Research using vignettes or profiles of individuals and study participants’ ratings of people described. Analogue behaviour studies,(â€Å"experimental studies†) in which people are led to believe they are dealing with a person with mental illness. They note, however, there was, at the time, few research focused on mental health consumer, and his personal experiences of mental stigma.25 The paradigm changed and nowadays there is a relatively large number of instruments to measure personal experiences of mental stigma. 1.2.1 Instruments to measure stigma categories and criteria for psychometric properties In 2010, Brohan et al. 26, reviewed systematically 75 studies with instruments to measure personal experiences of mental stigma. Quality criteria for health status questionnaires have been thoroughly reviewed by Terwee et al,27 and are briefly described in Table 1. Table 1 Criteria for quality of psychometric instruments26,27 Brohan et al.26 considered instruments to measure personal experiences of stigma in three categories: Perceived stigma Self-Stigma Experienced stigma The found fourteen measures, used in the studies, which are listed in Table 2, and that were, thus, grouped in each of those categories. Instruments used were also assessed as to their psychometric properties, according to criteria by Terwee et al.27 Table 2 Scales assessing stigma experienced by people with experience of mental illness (Adapted from Brohan et al.26) 1.2.2 Perceived stigma Perceived or felt stigma, according to Scambler et al46 original definition, refers principally to the fear of enacted stigma, but also encompasses a feeling of shame associated with the illness. Van Brakel et al47, however, remove the feeling of shame from that definition, considering research about perceived stigma as research in which â€Å"people with a (potentially) stigmatized health condition are interviewed about stigma and discrimination they fear or perceive to be present in the community or society†. Perceived stigma can refer both to what an individual thinks most people would believe towards a certain group of the society or what that individual thinks about him personally as a member of a stigmatized group.48 Components of perceived stigma reported in the literature as measurable variables include stereotype awareness (perception by the individual of how individuals with mental illness are viewed by â€Å"most other people† in the society)16 and personal expectations or fears of encountering stigma. Perceived stigma is addressed in the vast majority (79%) of the studies reported by Brohan et al. Seven measures were used in the literature to measure it: PDD, SSMIS, ISE, HSS, SESQ, DSSS and DISC. PDD26,28 is the most commonly used scale. It totals 12 items its two subscales measure perceived discrimination and perceived devaluation – a way of measuring stereotype awareness. Perceived stigma is also measured in 10 item stereotype awareness subscale in SSMIS30. HSS investigates perceptions of how the person feels they have been personally viewed or treated by the society. In 2 of its items, DISC addresses the expectation of being stigmatized in various aspects of life – a concept called anticipated discrimination. Although in a specific setting and about a specific group, MSS44,45 â€Å"health professionals† subscale measures in our opinion perceived stigma regarding healthcare professionals, so it would fit in perceived stigma category. Regarding psychometric properties, all of the measures above mentioned reported on content validity. PDD, SESQ and DSS did not report whether target population was involved in selecting items in the scale. DSSS and SESQ reported results on internal consistency. However, PDD; SSMIS, ISE and HSS, although have calculations for Cronbach’s alpha, do not have factor analysis. SSMIS and SESQ have measured test retest reliability. MSS has been multiculturally tested, and its content validity was assessed. Cronbach alpha, internal consistency and test-retest reliability have been reported and meet criterion level. 1.2.3 Self-Stigma Self-stigma is considered, by Corrigan, the internalization of the public stigma. For Corrigan et al, there are three components in self stigma: negative belief about the self (e.g., character weakness, incompetence) – cognitive response, agreement with beliefs expressed by the public or the society and negative emotional reaction (e.g., low self-esteem, low self-efficacy) – affective response and behaviour response to prejudice (e.g., failing to pursue work and housing opportunities)16,49 Self-stigma is assessed by ISMI, SSMIS, DSSS, SS and ISE. Alienation, stereotype endorsement and social withdrawal subscales in ISMI, measure self-stigma, which correspond to its affective, cognitive and behavioural dimensions50. SSMIS measures self-stigma through three sub-scales: stereotype agreement; stereotype self-concurrence and self-esteem decrement26,30. SS has a â€Å"disclosure† subscale, which focus on the three dimensions already mentioned26,35. ISE contains one item on social withdrwal36. DSSS addresses self-stigma through two subscales – general self-stigma and secrecy: general self-stigma measures personal stereotype awareness. Secrecy subscale can be comparable to social withdrawal subscale in ISMI and disclosure scale in SS33. MSS44,45 has a 4 item subscale on self-stigma. According to Brohan, all the measures reported on content validity. DSSS did not report on target population involvement in item selection. SSMIS and ISE reported on partial criteria for internal consistency, reporting Cronbach’s alpha calculation but not factor analysis. ISMI; DSSS and SS have full internal consistency analysis. ISMI, SSMIS and SS have been reported to have measured test-retest reliability. 1.2.4 Experienced stigma According to Brohan and van Brakel, experienced stigma is the â€Å"experience of actual discrimination and/or participation restrictions on the part of the person affected†26,47. For the purpose of this definition, measuring experienced stigma can refer to measuring experiencing stigma in general or a report of experiences of stigma in specific situations or areas of life.26 By measuring experienced stigma, one can, thus, assess direct effects of public stigma on the stigmatized individual. Measures of experienced stigma include ISMI, CESQ, SRES, DSSS, SRE, SS, ISE, MIDUS, DISC and EDS. CESQ will b

The Complementarity of Scientific and Religious Modes of Understanding

Scientific and religious approaches to comprehending reality are deeply complementary. I do not use the word ‘deeply’ for emphasis alone: the qualities that science and religion hold in common are anything but obvious. Viewed on the surface, science and religion often appear to be at odds. Details and dogmas frequently conflict, and misperceptions originating on either side can lead to rejection of the unfamiliar system. At the lofty level of philosophical abstraction, a satisfying reconciliation of science and religion will likely always remain elusive. At the level of personal experience, however, incorporating scientific and religious modes of understanding is not only possible, it is profoundly enriching. The impulses, methods, and themes that define both science and religion are strikingly similar. Curiosity and an insatiable desire to make sense of the world are qualities that are innate to human life; unsurprisingly, these impulses are the driving force behind bot h scientific and religious explorations. The means that facilitate such explorations are fundamentally alike as well: both science and religion are system-driven, with an emphasis on unflagging action in the pursuit of greater understanding. Finally, both scientific and religious modes of understanding inexorably return to a common set of recurrent themes, emphasizing the creativity, dynamism, and unity of the world we perceive. Curiosity is instinctive in humans. We are born knowing nothing but impatient to know all: where did we come from? Why are we here? How are we to live? Such questions represent more than a simple probing for objective "facts": they are attempts to derive meaning and order from the observed world. Responses to these questions often take t... ...we live in. Â   Isaiah 40: 3-8 The voice of one crying in the wilderness: "Prepare the way of the Lord; Make straight in the desert A highway for our God. Every valley shall be exalted And every mountain and hill brought low; The crooked places shall be made straight And the rough places smooth; The glory of the Lord shall be revealed, And all flesh shall see it together; For the mouth of the Lord has spoken." The voice said, "Cry out!" And he said, "What shall I cry?" "All flesh is grass, And all its loveliness is like the flower of the field. The grass withers, the flower fades, Because the breath of the Lord blows upon it; Surely the people are grass. The grass withers, the flower fades, Because the breath of the Lord blows upon it, Surely the people are grass. The grass withers, the flower faces, But the word of our God stands forever."

Writing with Rock with Blackberry Juice :: Teaching Writing Education Essays

Writing with Rock with Blackberry Juice I wanted to write in my own blood. I know where to find blood and I am familiar with its properties as a type of ink, thanks to one rather misguided seventh-grader. Unfortunately, the assignment forbade my first instinct and forced me to get a little more creative. Growing up, I was forced to pick berries with my parents every summer. All of my summer memories include stained, sticky fingers. The idea of using berries as ink was my next idea. Since berries grow in nature and not in my veins, they replaced blood as my ‘ink.’ My next task was to determine what I would use as a stylus. I didn’t think my dog would approve of me cutting his hair to fashion into a brush, so that idea was quickly discarded. While perusing my yard, I happened upon a stick. This small stick was a fortuitous find because each end of the stick could be used differently. One end was hard and even, so I could use it as a sort of chisel on soft material, or a stationary brush on hard material. The other end of the stick was a bit jagged and soft. This end would be like a painter’s brush on hard material, and virtually useless on soft material. Two of the three supplies I had in hand; the most challenging lay ahead of me. The produce section at my local Kroger provided some nice blackberries for ink, but I wasn’t getting much inspiration in the form of a writing surface. Lettuce? Too thin and flimsy. Corn husks? Same problem. Bananas? I felt that using a banana peel was worth a shot. If anything, I would have a nice, healthy snack while working. The area of my backyard that produced the stick stylus also produced two options for a writing surface: a rock and some bark. I choose the bark because it is a tree-product like the paper that holds this explanation.

Self-destructive Self-expression in The Yellow Wallpaper

Self-destructive Self-expression in The Yellow Wallpaper      Ã‚  Ã‚  Ã‚   In "The Yellow Wallpaper", a story by Charlotte Perkins Gilman, the conflict centers around the protagonist's inability to maintain her sanity in a society that does not recognize her as an individual. Her husband and brother both exert their own will over hers, forcing her to conform to their pre-set impression an appropriate code of behavior for a sick woman. She has been given a "schedule prescription for each hour in the day; [John] takes all care from me" (155). This code of behavior involves virtually no exertion of her own free-will. Rather, she is expected to passively accept the fact that her own ideas are mere fancy, and only the opinions of the men in her life can be trusted. She is expected to take their own uninformed opinions on her mental state over her own. While "Wallpaper" presents a powerful argument in favor of the feminist movement, the true issue behind the conflict is even more fundamental: the resiliency of human will in the face of social neg ation.    Obviously, it is impossible to maintain a healthy mental state in the oppressive environment surrounding the woman. Throughout the story, the author traces the woman's mental deterioration from a having a normal but weakened sense of self, to a complete inversion of her ego. She slowly inverts her orientation of her place in society, turning away from society completely in order to create a world where she can act on her own volition. In order to represent the stages of her gradually worsening state of mind, the author represents the woman's struggles through a parallel with her view of the wallpaper. The wallpaper is at first a seeming inversion of the woman's mind, but it is gradu... ...leasantville: Reader’s Digest, 1977.   195-206. Golden, Catherine, ed. The Captive Imagination: A Casebook on "The Yellow Wallpaper." New York: Feminist Press, 1992 Kasmer, Lisa. "Charlotte Perkins Gilman's 'The Yellow Wallpaper': A Symptomatic Reading." Literature and Psychology. 36, (1990): 1-15. Kessler, Carol Parley. "Charlotte Perkins Gilman 1860 -1935." Modem American Women Writers. Ed. Elaine Showalter, et al. New York: Charles Scribner’s Sons, 1991. 155 -169. Owens, E. Suzanne. â€Å"The Ghostly Double behind the Wallpaper in Charlotte Perkins Gilman’s ‘The Yellow Wallpaper.’† Scharnhorst, Gary. "Gilman." Reference Guide to Short Fiction. Ed. Noelle Watson. Detroit: St. James Press, 1994. 209-210. Wagner-Martin, Linda. "The Yellow Wallpaper." Reference Guide to Short Fiction. Ed. Noelle Watson. Detroit: St. James Press, 1994. 981- 982.   

Overpopulation: Famine and Planet Earth Essay

Overpopulation is a natural hazard we must all do something about. Not only is it destroying our natural habitat and ecosystem, it is also affecting every animal below us down the food chain. Besides the loss of biodiversity in our environment and the negative effects on our animal and plant life, overpopulating the Earth is severely cutting into our food supply. More and more people are going hungry every day due to our rising birth rates and the advancement in medical care for the elderly. We must figure out a way to provide our planet earth with the food it needs more efficiently without destroying what little bit of environmental biodiversity we have left. What do you call almost a billion people going hungry each day? Just a bad joke? No it is the reality we all must face. â€Å"From 2008 to 2009, 40 million more people around the world fell into the ranks of the undernourished† (Food and Agriculture Organization of the United Nations). This figure will continue to escalate due to the rising cost of growing, manufacturing, and distributing food around the world. It will push the malnourished population to the brink of starvation. On one hand, we use the technology available- (Genetically Modified Foods)-to relieve some of the pressure off of the main producers of our food. With GMF’s introduced to impoverished nations, food will grow in these regions of climatic diversity. On the other hand, we must attack the problem from a platform of population control. Our world’s population will continue to be a major obstacle to overcome. With our depleting natural resources around the world and the lack of food for the inhabitants of every nation, it does seem that we are on a downward spiral, spinning out of control, without a lot of hope for recovery. The only way to rectify this growing problem is to persuade the entire world that there really is an appalling crisis at hand, and the difficulty that we are facing, affects everybody. The ramifications from a moderate percentage of countries imploding from their economic breakdown, due to their lack of population control, will affect every nation worldwide. The world exists in a symbiotic relationship with every organism on this planet. From the dominant species on the planet to the tiniest creature, we all must contribute to the health and well being of our planet Earth. Most of the natural world—animals and insects—will adapt to their surrounding environment to make it healthier for their kind to live. Out of every other species on the planet, except maybe microorganisms, humans seem to be the only group on the planet that does not adapt to their environment. We spread and spread further out into the world disregarding the health of the environment, over harvesting our animal population, and invariably destroying what we need to survive. We tend to overlook the obvious population explosion, and the lack of food for the Earth and her people. This attitude will have to change worldwide, if the impoverished nations and the not so impoverished nations are to have a chance to feed their growing families. All children of the world have the right to feel full and happy.

Emily Dickinson Comparative Poems Essay

Emily Dickinson was a religious person, but she always questioned faith and religion in her poetry. She seems to not take a solid stance in the debate between science and faith. However, Dickinson seemed to particularly struggle with the idea of â€Å"faith† and what it really meant. This is evident in most of her poetry, but two poems that indicative of this are â€Å"Faith is a fine invention† and â€Å"I heard a Fly buzz–When I Died†. â€Å"Faith is a fine invention† is a short poem comparing faith and science. I see this poem as a concise and truly accurate claim. Dickinson is basically portraying that religion is okay, just as long as the individual is aware of when it is appropriate to depend upon it. I think this poem does mock religion a bit. She never says that all people who put their trust in their religion are ignorant, but I do believe that she is implying that some may be consumed by their faith, to the point of blindness. Faith cannot solve everything, and those who believe it does are somewhat ignorant to believe so. Dickinson also refers to â€Å"faith† as an â€Å"invention† in the first line of the poem. I feel that to imply that something has been invented would be to suggest that it’s artificial and not concrete. Maybe man has invented religion as a means of a scapegoat in situations, so that’s why faith, to Dickinson, is â€Å"†¦ a fine invention / When Gentlemen can see–† (Dickinson 1-2). It is an invention, because religion sometimes may become a tool to draw attention away from immorality. This is true about those who claim to have strong faiths, but are very quick to find faults in others. Faith should not be way of taking the blame off of oneself. If someone cannot view their own behavior as immoral, are they completely blind? This poem somewhat satirically mocks how people use faith in situations where it may prove to be completely useless. Certain life problems, health ailments especially, cannot be solved by reliance on faith. In a crisis, religion can’t be relied upon to save an individual. I feel that the â€Å"microscope† in line 3 holds multiple meanings. The microscope a tangible tool to help us see things that we cannot see with just the naked eye. This is a metaphor for humans being able to see the truth and reality of a situation. This presents a realness in the poem, as opposed to the â€Å"invention† of faith. â€Å"In an emergency† (Dickinson 4) science would prove to be useful while faith would not. I would argue that this poem definitely forces readers to contemplate her faith. The poem is short, but conveys a clear message. Many individuals turn to god when they are in the midst of a life crisis. However, faith is not the answer â€Å"in an emergency† (Dickinson 4). God cannot always save us, so we must open our eyes and take a closer look to realize this. We must save ourselves sometimes, despite the trust many people have put in their faith. The poem â€Å"I Heard a Fly Buzz – When I Died† is a poem about death. The speaker has already died, and speaking from the grave, they describe the last few moments of their life. Before the speaker is about to reach â€Å"the light† (Dickinson 14), the buzzing fly that is in the room comes between the speaker and the light. The conclusion of the poem is truly ambiguous and leaves the reader wondering whether or not the speaker reached what would seem to be heaven. It also causes the reader to question if heaven, to Dickinson, is even real or not. The fly coming between the speaker and heaven is representative of reality. The speaker was hoping that before they died, they would be greeted by god, or perhaps Jesus. Dickinson really seems to question god’s existence in this poem. She conveys the fact that many humans try to console themselves with stories about god and heaven. Even when the speaker is about to die, they are hopeful to be greeted by god or jesus, but this is really not the case. Heaven does not provide an afterlife, if heaven really even exists at all. Life is the only tangible thing. The fly interrupting the silence illustrates the ordinary, the average, every day tangible things. Although Emily Dickinson was a religious woman, I did interpret this poem as having an agnostic theme about it. It even leads me to believe that Dickinson was unsure herself if there was truth to faith, and if god was real. She recognized that people liked to almost fantasize about a softer side of death. I believe that people who claim to have very strong faith are guilty of that. Knowing, or at least hoping that you will be taken to heaven by god when you die is a comforting thought. People don’t like to think about the harsh reality of death. As in â€Å"Faith is a fine invention† Dickinson points out that faith is something that man has created. If man has created it, can it actually be real? The way she questions faith in many of her poems would convey to the audience to believe that she had very deep struggles with her own faith and religion.

Comparison of Novel and Film Adaption and Philip K. Dick’s Criticisms

Philip K. dick’s criticisms about the film adaption ‘Blade runner’ have been justified by the differences that have been shown. The theme of empathy throughout both texts has been shown through two different characters causing the effect to change. Rick Deckard has the hero sort of sign through human’s eyes throughout the novel whereas Roy Batty has the hero symbol in a replicants eyes throughout the film. The motivation for Deckard in the novel is to buy a real animal, playing on his want and needs, which is also a sign of empathy.Having this motive shows the selfish side of people and questions whether or not someone actually needs an animal to be happy. The idea is put across that killing for an animal (even if it is just killing an android) to be alright. Throughout the novel we watch Deckard’s development. Having only a glimpse of this development in the film adaption shown, the viewer won’t really understand that Deckard goes through a c hange. Ridley Scott has used a different way to put across the empathy by using a different character that was only a small part in the novel.Batty has been given the motive to find a way to live longer and be able to become more human. Batty became the super human figure with more intelligence and strength. However Dick wrote that androids died way before they could even begin to comprehend emotions, making sure they were as robotic as possible. Electric animals were just a little way from the bottom of the social ladder and having a real one puts you higher. Being able to take care of an animal shows the empathy that a human is able to have and not an android.The film adaption doesn’t revolve empathy around the animals like the novel does. A glimpse is seen through the wolf howls that Baty cries at the point when he feels so much pain and loss, again showing empathy through a replicant. Dick had that androids shut down at the moment they feel threatened towards their lives. Scott turns that around in the film adaption and has them fight back as shown with Pris as well as Baty. The minor characters in the novel have been taken out for the film adaption so this does change parts of the story.The novels characters contrasted with each other. Deckard had Iran to contrast with himself; he wanted to have an animal to keep his life meaningful whereas she had already given up. Irmgard shows the more gentle side of an android in contrast to Pris who is curious about how life works is still more violent to figuring it out â€Å"Restraining the spider with the edge of her hand. She was smiling. † This insinuates that she feeling some sort of emotion whether it be that it’s just that she trying to fake an emotion or she’s being sadistic.Having some of these contrasts cut out for the film adaption it’s hard to see what the character’s main intention is until later on in the film. Dick’s criticisms are justified in the way that the main parts of his story have been cut out. Some of the scenes make or break certain characters and not having them in the film adaption slows the story down in how it has been told. Characters even if they are minor are still relevant to the story and are used to put the point across. The film adaption does give a different point and is less straight forward than what Dick wrote ‘Do androids dream of electric sheep? ’

Superior Court Observation

Business Law 115 Superior Court Observation The Superior Court session I observed was an alcohol impairment case. The defendant in this case, had been found guilty in District Court, but had filed an appeal to the District Court’s decision. The morning began with the juryselection process. The potential juror pool began with approximately 30 people. The Clerk of Court, Wendy Williams,drew twelve names at random form a bowl to begin the selection process. Once the initial twelve names were pulled, both attorneys had the opportunity to â€Å"interview† thepotential jurors. The prosecution attorney, Emily Cowen, began the process by asking each person to givesome general background information on themselves. This information included where they were from, how long they had lived in the Hendersonville area, their maritalstatus, occupation, etc. After getting this information, the prosecutor asked questions, such as: Did they feel they could hear the case and form an unbiased opinion? Had they ever served on a jury in the past? Had they ever had any negative experiences with any law enforcement officer? Other questions were asked more specifically referring to the DUI, such as: Did they have any family or friends who had been charged with DUI? The defense attorney, J. Michael Edney, then had the opportunity toask his questions. His questions had an emphasis on items such as whether they had a problem with alcohol use, etc†¦ After the initial questioning, three potential jurors were dismissed. One was dismisseddue to being a past victim of a drunk driver. The second was dismissed due to religious beliefs and the third was dismissed by the prosecutor for reasons that were not obvious to an observer. The Clerk of Court drew three more names from the bowl and those potential jurors were basically asked the same questions as the initial twelve. Of this group of three, the defense attorney dismissed two. The first was apparently dismissed because his brother had multiple DUI convictions. The reason for the second dismissal was not obvious. The Clerk of Court then drew two more names. These two potential jurors were questioned in the same manner and accepted by the attorneyson both side. After the jury of twelve was seated, the process was repeated to find an alternate. The purpose if the alternate was to step in if, for any reason, any of the jurors could not serve during the whole trial. The remaining jury pool was excused from the courtroom. The attorney for the Prosecution began with her opening statement, followed by the defense attorney. The prosecution called the first witness, an officer with the Henderson County Sheriff’s Department. The officer was sworn in and then questioned by the Prosecutor about the events of the night when the defendant was placed under arrest. The defense attorney then cross-examined the witness, followed by a prosecution re-direct and then a defense re-cross examination. The witness was then excused. What struck me during the questioning were the actions of the judge. He sat with his head resting in his hand, almost like he was sleeping. However, he did not miss a beat when an objection was made. He either quickly sustained or over-ruled the objection without even raising his head. At this point in the proceedings, the judge called for a lunch recess. He instructed the jury of six rulesto follow during breaks, briefly these were: They were not to discuss the case amongst themselves. They were not to discuss the case with anyone else outside the courtroom. There should be no formation of an opinion until deliberation. They are not to communicate with anyone involved with the case. They should not read or listen to any media coverage about the trial. Lastly, if applicable, there should be no visitation of the crime scene or no independent inquiry. He explained that any violation of these rules would be considered contempt and punishable as so. After the recess, the prosecution called two more witnesses, another Sheriff’s deputy and an officer with the Highway Patrol. They were both questioned by the prosecution, then the defense. Both were also faced with a re-direct and a re-cross. The witnesses were excused after theirtestimony. At this point, the prosecution rested its case. The defense than began theircase presentation. The defense called the defendant to the stand to testify on his own behalf. After his initial testimony, he was cross-examined by the prosecution. There was no re-direct or re-cross. The defense rested their case. The jury was then sent out of the courtroom so the charge conference could take place. This process involves discussions the prosecution and defense as to which instructions would be given to the jury. There is a large set of written instructions and they discussed which are relevant to the case and would be provided to the jury. Once this was completed, the jury was called back into the courtroom and given instructions on the closing statements. These instructions were the same as they were for the opening statements. The defense gave his closing statement first, followed by the prosecution’s closing statement. The judge then instructed the jury on proper application of the law. He stated that if the prosecution did not prove its case beyond a reasonable doubt, then they must find the defendant not guilty. However, if they did prove their case, the jury must find the defendant guilty. He also instructed the jury on the items agreed upon during the charge conference. The jury then retired to the deliberation room. At this point, the alternate juror is excused. While the jury was deliberating, I observed a conversation between the two attorneys and some other attorneys that happened to be in the courtroom. The prosecutor made the comment that the defendant admitted he had been drinking and that was basically the whole of the case. To that, the defense attorney relied, â€Å"The truth is irrelevant. † I found that statement quite surprising and it has stuck with me, I think, more than any other information. The jury did not come back with a verdict by the end of the day. When I called the Clerk of Court office the following morning, I was told that they had come back at around 10:30 am with a guilty verdict.

Race Relations Act Essay Example | Topics and Well Written Essays - 1500 words

Race Relations Act - Essay Example To satisfy the huge public outcry the McPherson Inquiry was initiated and in this report several recommendations in order to counter racism were made. Some of these recommendations were to incorporate cultural diversity into the National Curriculum, to check the correlation between school admissions and academic achievement and to assess the success of teachers' activities in these areas. Despite seeming to be related to the statutory education system these recommendations have a very important bearing on the education of adults in respect of racism. The National Neighbourhood Renewal Strategy (2001) has specified that inadequate availability of education, health; employment and housing greatly affect a significant number of people from the minority communities. In 2001, it was estimated that the black and minority communities comprised 8% of the total population of England. In England, fourteen percent of students belong to the black and minority group. Therefore, in education the opportunities made available to the black and minority communities have to be increased significantly. ... viders to make certain that members of the black or minority community are provided with better access to education, employment and training (Increasing participation and raising achievement of black minority group adults in post-16 education, n.d.). The objective of the Race Relations Amendment Act 2000 is to address this problem. It requires the public authorities to reassess their policies and procedures and thereby take such measures as will promote racial equality and get rid of discrimination. It comprises an amendment to the Race Relations Act 1976, which prohibits discrimination on the basis of race, colour, nationality, ethnic or national origin. This Act applies to "Ministers, Central government departments, Local Authorities, regional agencies and enterprise networks, Police authorities, Health authorities, health boards, NHS Trusts and primary care trusts, Education authorities, grant aided and self governing schools, colleges and universities, Communities Scotland, Professional bodies, Libraries, museums and galleries". It empowers individuals or groups to oppose unlawful discrimination by resorting to judicial review. The Commission for Racial Equality is empowered to initiate inquiries, resort to judicial review and issue compliance orders if a public body infringes the Act (The Race Relations Amendment Act 2000, 2002). In the Act these are known as the general duty of public authorities, the specific duties of authorities and the publishing of a race equality scheme, which has to specify as to how it will ensure equal opportunities and good race relations, and as to how it will refrain from racial discrimination (The Race Relations (Amendment) Act 2000, 2005). Many people have been barred either directly or indirectly from further education due to