Hamlet Act 3 scene 1 Essay

Hamlet is a tragedy by William Shakespeare. It recounts how Prince Hamlet of Denmark goes about taking revenge for his father by killing his murderer, Claudius. In act 3, scene 1 Rosencrantz and Guildenstern fail to report the reason for Hamlets ‘madness’, so Ophelia, Hamlet’s lover, is instructed by Claudius to see if his ‘madness’ is caused by her. I chose to perform this scene because it shows key elements of Hamlets character, his contemplative yet cynical side, shown fully in his famous â€Å"to be, or not to be† soliloquy and Hamlet’s rash and impulsive side, showing his anger at Ophelia as well as his unpredictability. The area that I focused on was from the start of his soliloquy to where he leaves Ophelia before her â€Å"oh what a noble mind† speech. I started the scene in silence, keeping a neutral body posture, and slowly began with â€Å"to be, or not to be†, instead of making it a huge dramatic statement, I chose to make it more hesitant, with a lengthened pause at the comma, this was done to make it look like it was a statement that had just come to Hamlet. Hamlet is a scholar and a philosopher and I was trying to portray this by making it seem as if he had discovered this notion of the ‘point of existence’, a key recurring theme throughout the whole of the play. Hamlet is not talking about a wish to commit suicide, in fact he does not use the words â€Å"I† or â€Å"me† throughout the whole speech, which meant that the speech was more rhetorical than personal. I tried to portray this by conducting the speech as if it were two balanced sides of an argument. In an underlying tone that would be used to say the phrases like on the one hand for the line â€Å"whether tis nobler to suffer the slings and arrows of outrageous fortune† and on the other hand, â€Å"or to take arms against a sea of troubles†. I also had to show how Hamlet related to the speech, showing how he contemplated the idea of ending all his troubles through death, but without actually expressing the actual desire to kill himself, so I put emphasis on lines like â€Å"to die, to sleep† and using lengthened pauses to make is seem like he was in pensive state. This ‘argument’ then brings him to the issue with his issue of â€Å"being†, which was that of not knowing what comes after death, which Hamlet concludes is what all men fear, â€Å"thus conscience does make cowards of us all†. I said this line with a defeatist tone, lowering my voice and adding a sigh to show Hamlets philosophical and cynical attributes made him come to this conclusion. When Ophelia enters, Hamlet is initially glad to see her, although he is still in his pensive mood, this was achieved by him smiling when facing her and returning to a more sombre expression when turned away, emphasised by the three â€Å"well†s which are in response to Ophelia demanding how hamlet is. The first is higher pitched, and said with a smile to show how hamlet is happy to be standing in front of his love, the second is more to himself, said with a more questioning feel to it, and the last is more for the audiences benefit who previously participated to his† to be, or not to be speech†, said in a lowered voice almost through gritted teeth to show how Hamlet is thinking about the conclusion to his soliloquy, and the uncertainty of life after death. Ophelia has been instructed by her father to return several tokens of Hamlets love to him, this hurts Hamlet who thinks it odd and makes him start to question her motives; concluding that Hamlet might think that she might have a sent by someone else, at which point I look around stage looking for this ‘other man’ to show how Hamlet is cynical. At this point Hamlets anger comes out, which is where I raise my voice to a near shout, throwing the tokens, in this case, books, to the floor. Hamlet then tells her how he really feels for her, saying, â€Å"I did love you once† which is where I lock with the actress playing Ophelia to show how Hamlet is in fact saying his true feeling, to which she replies â€Å"indeed my lord, you made me believe so†, this blunt statement just angers Hamlet’s character even more, which makes him want to hurt her feelings, so he retorts with â€Å"I loved you not† which is in fact a lie, was portrayed by Hamlet looking in the opposite direction to Ophelia, so I could give Hamlet a pained expression that expressed his true feelings. Hamlet then has his â€Å"get thee to a nunnery† speech, which is where Hamlet again addresses the wider public with his notions; a key speech which is the dramatic climax of the scene, here I had to show Hamlet releasing all his anger and frustration by essentially saying that Ophelia should lock herself away never to be a temptation for any other man ever again. Being quite a vicious message, I chose to put emphasis, on the key words and phrases such as â€Å"get thee to a nunnery† and â€Å"breeder of sinners†, to show it was like Hamlet was actually trying to hurt her with each metaphorical â€Å"blow†. At the end of his speech Hamlet asks the question â€Å"where is your father†, I interpreted this as Hamlet giving Ophelia one last chance, to show his compassionate and loving side. This was done by getting closer to the actress playing Ophelia and instead of demanding as a loud command which is what would have been expected, I whispered it, to show how Hamlet was testing her, as he knew that there was someone else, observing them. And when Ophelia fails his test, I expressed disappointment instead of anger, again to show how really he would have wished for her to be truthful to him, so that he could continue to love her as he always had. Now Hamlet is resigned to not being able to trust Ophelia, so he returns to his previous way of abusing her. I again used this chance to show Hamlets hasher, angrier side. Emphasising his more powerful images such as â€Å"chaste as ice† where I elongated the sound of the sibilance. Toward the end of the scene is where Hamlet says a line that indicates that he is referring to the other person in the room; â€Å"all but one shall live†. This shows how the aim of revenge is ever present in Hamlets head; I showed this by focussing all my characters attention on a spot that had previously been accidentally pointed out by Ophelia. In conclusion, I portrayed Hamlet as an impulsive and unpredictable character who did not always give the reaction expected by the audience. The scene contained a speech that was perfect to show Hamlets philosophical and cynical side, where key themes are introduced into the play. I also showed Hamlets ability to love through his relationship with Ophelia, where even though he knew she wasn’t acting truthfully, he still gave her a chance to prove herself to him. And finally, I was able to show how Hamlet reacted in anger, which was the state that he is in for the better part of the scene, portrayed through a number of little venomous speeches directed at Ophelia.

Theroies of Child Development

Professor:Linda Derscheid, Ph. D. Office:Wirtz 160Fax: 753-1321 Office Phone:753-6341 with voice mail or 753-1543 (receptionist); Helpdesk: 815-753-8100 E-mail: [email  protected] edu; Blackboard: http://webcourses. niu. edu n development. Thousand Oaks, CA: Sage. Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development (5th ed. ). Boston, MA: Pearson Education, Inc. READINGS:Other assigned readings will be placed on Blackboard e-reserve from the NIU library. COURSE DESCRIPTION: Analysis of the major theories of chilfor syllabus and assignments; computer help email: [email  protected] du Office Hours:Open: M noon-1 p. m. ; Adv. : TTh. 1 2 p. m. & Fri. 11-noon or by appointment REQUIRED TEXTS (These are typed in APA 6 style except they need to be double spaced): Salkind, N. J. (2004). An introduction to theories of humad development and their implications in working with young children. PRQ: FCNS 230, FCNS 280, and at least junior standing. OBJECTIVES: 1. St udents will be able to identify and compare and contrast (in-depth) theories of child development. (Activities: 1, 2, 4, & 5) 2.Students will apply some of the knowledge acquired about theoretical approaches to practical issues in child development using technology. (Activities: 1, 2, 4, & 5) 3. Students will evaluate the contributions and limitations of the major theories of child development. (Activities: 1, 2, 4, & 5) Family and Child Studies (FCS) B. S. Program Obj: Graduates of the FCS program will be prepared for successful professional careers serving children, families, & individuals throughout the lifespan by demonstrating: 1) use of self-understanding for personal & professional development (Obj. ); 2) use of a variety of theoretical & scientific approaches used to study & work with children, individuals, & families (Obj. 1-3); 3) application of methods for affecting change in family and social systems through empowering intervention strategies (Obj. 2); 4) application of professional expertise regarding human development & family relationships when disseminating knowledge to children, individuals, & families (Obj. 2); 5) professional communication skills & use of technology (Obj. 1,2); and 6) integration of knowledge & skills to work with individuals & families of diverse backgrounds (Obj. ). Early Childhood Studies Conceptual Framework: The ECS program is part of the NIU Community of Learners, which builds upon knowledge, practice, and reflection to build exemplary Early Childhood Professionals. EVALUATION: (Grades are based on the 90%, 80%, 70%, 60% scale. ) Undergraduate students 4 Exams (10% each) =200 pts. (50%) 2 Short Papers (10% each) =100 pts. (25%) Quizzes & Question Sets 100 pts. (25%) 400 pts. (100%) Note: Incompletes given at the end of the semester, will only be given if the form has been signed by you and your instructor by the last class period.See your NIU student handbook for approved reasons. Note: Both undergrad and grad students ’ assignments and grades are posted under the same Blackboard posting, so all points will be displayed. Just figure your points according to the above points. 1. Exams: The exams will involve multiple choice questions that will cover the readings, lectures, and class discussions. The exams will be worth 200 points. Quizzes (5) will be given after 1 or 2 theories have been discussed. These will be given at the beginning of class. If you are late; you will miss the quiz. No Make-Ups for quizzes.Leave only when exam is completed; during exams and quizzes, no hats with brims may be worn; no cell phones or other technology equipment; no cheating. Students are expected to arrive for exams and quizzes on time. No student will be allowed to take an exam if s/he arrives after the first student has completed the exam and left the room. If quizzes are given in class, you must be present when quizzes are distributed in order to be eligible to take a quiz. All exams and quizzes must be re turned to the instructor before the student leaves class. A student who removes an exam from the classroom will be given an F for that exam.Bring a #2 pencil. Also refer to #5 and Grading Criteria below. Make-up Exams: Make-up exams will be allowed only when prior notice is given with an approved excuse with proof. Make-up exams are scheduled on Friday afternoons at 1:30 in WZ 118. 2. Short Papers (2, see the due dates on the class calendar): In these papers (4-6 text pages in length), you will be required to integrate, apply, and communicate the appropriate theories. All papers must be typed and written in APA style (with cover page, citations in your text, including citing all theoretical constructs (see end of this syllabus for citation info. , & reference page). Turn in & submit on Blackboard’s Assignments button. Re-do of these papers are available for those achieving a 70% or better. 3. Question Sets (5 Take Home Mini-Exams for study guides): These will be available on Blackboard. Type in your paraphrased responses to each question with the text page number and submit via Blackboard through the Assignments button by 9:15 a. m. Tuesday morning. Late question sets & those with quotes will be given a 0. Typos, spelling, grammar, and punctuation will be factored into your points (1 pt. /error after 2). So proof read!!!Think of these as study guides for yourself, so be thorough and accurate. Check the chapter lecture outline that is on Blackboard for helpful tips if you can’t find the info in the textbook/s. 4. Class Policies: a. Class Participation: Participation is encouraged and appreciated! Each week you will be assigned readings from the text and/or articles. You are expected to have read or skimmed these assigned readings before class in order for you to participate meaningfully in class discussions and small group exercises. It is important we have a safe atmosphere for discussion and learning.Unprofessional class conduct that impedes oth er class members’ learning (e. g. , eating, talking, whispering, shuffling, reading or writing in a newspaper, cell phone use, sleeping, etc. ) while others (including the professor) are talking or watching videos will result in the lowering of one grade (Refer to the Student Judicial Code). Two tardies will count as one absence. Attendance counts only if attending the whole class period. More than 2 weeks missing class will lower your final grade at least one grade. Students must ask the professor’s permission before any guests can attend class. b. Americans with Disabilities Act.Any student who, because of a documented disability, may require some special arrangements in order to meet course requirements should contact the professor as soon as possible to make necessary accommodations. c. All written assignments must be completed. A missing written assignment will result in lowering your final class letter grade by double the original points. Keep a hard copy of all written assignments when you submit them. Save your files in multiple places. d. Professional behavior. You are in college or graduate school because you plan to be a professional (or are enhancing your professional status).Part of what you are here for is to learn/enhance your professional skills. If at work you don’t show up, or come in late, or exhibit grossly unprofessional behavior, you will be fired. Please use this class, and all your classes, as places in which to learn and practice professional behaviors! Then on your own time and when work is done, party hearty! e. Do not bring electronic devises to class. If your beeper/pager goes off or your cell phone rings during class, you will be asked to leave and you will be considered absent for that class period. Refer to the Judicial Code for details. ) If a pager or cell phone is required for your job, please inform the professor PRIOR to class. In this instance, the pager/cell should be on vibrate mode. Any cell phone t hat is out &/or used during a quiz or exam will be confiscated and you will receive an F on that quiz or exam. f. Confidentiality: Students are expected to be professional. One of the issues that you will face when you enter the workforce is the issue of confidentiality. All written work is confidential. During discussions, personal information may be shared with the class.It is expected that what is said in the context of class discussions will be given the confidentiality it deserves. Because some of the topics discussed may touch on personal issues, you are encouraged to regulate how much you decide to share based on your comfort level. Should issues arise as a result of class discussions, please inform the professor. Names of children will not be used in class discussions. g. Contacting your professor: You have several ways to contact me. I check email several times a day every week day and at least once on weekends.There is never an excuse for not being able to contact me. I am available before and after class, by email and phone. Common sense says if you leave me a message and I do not respond within 24 hours, contact me again. I will never accept that a student did not know something, do something, etc. because he or she could not find me. If students need something from me, it is the student’s responsibility to locate the professor. It is not the professor’s responsibility to find students and ask if they need something! Students are professionals and can take responsibility for themselves and their needs.Contact me only after checking your syllabus & assignments first! Do not email me about grades after posting because grades cannot be discussed via email. SHORT PAPERS’ GUIDELINES: There will be two short papers. The 1st paper will include analyses using a social and emotional theories; the 2nd paper will include analyses using cognitive and learning development theories. This paper should tie together observations from your exper iences with appropriate theoretical content from the class sessions. You will be given a choice of paper topics, which will be handed out later.Your papers will be graded with A–F (on a % basis). All papers must be TYPED. They should each be 4-6 text pages (not including title and reference pages) long with citations included, double-spaced in APA 5 style with title and reference pages. Turn in one hard copy & also submit on Blackboard using the assignment button. Any paper with more than 7 typos past 2 per page will be failed. After 3 grammatical errors, 20 pts will be deducted. A paper longer than 6 text pages will drop a letter grade. In other words, take the time to proof read and follow directions! GRADING CRITERIA: A† PaperYour ideas are well organized and presented clearly. Thorough and appropriate course content is used accurately to analyze and discuss the assigned topic. Relevant examples are included. â€Å"B† PaperThe course material may be either acc urately or thoroughly presented. The interrelationships between the course content and the paper topic and examples are either not clear or not integrated clearly. â€Å"C† PaperOverall, the coverage is not integrated and incomplete or inaccurate. Selection of material from one area is not based upon what materials were chosen from other areas.This paper tends to be basically a simple repetition of readings and/or class discussions and/or personal experiences with little integration. There is little analysis, and/or there are some inaccuracies. â€Å"D† PaperThe course content is presented in an incomplete and isolated manner, with basic misunderstandings of course material. Examples, if presented, are fragments. â€Å"F† PaperThe paper is irrelevant to the course or demonstrates plagiarism. Note:Late papers will not be accepted unless arrangements for an extension are negotiated between student and professor prior to the due date.Reminder: Students guilty of or assisting others in either cheating or plagiarism on an assignment, quiz, or exam may receive a grade of â€Å"F† for the course and may be suspended or dismissed from the university. Refer to the University Undergraduate or Graduate Catalog and the Student Judicial Code. Early rough drafts are strongly encouraged. Bring to class, email or fax them to me for early feedback. FCNS 432-Fall, 2009 TENTATIVE COURSE OUTLINE & ASSIGNMENTS DateTopic/sAssignment/s Aug. 25Intro. & Overview of terms & Theories of DevelopmentChap. 1 & 2 (w/o pp. 34-38) Sept. 1Sigmund Freud's PsychoanalysisChap. 5 Sept. Life Stages Approach: Erikson's Psychosocial Chap. 6 Perspective Ques. Set #1 Due 9/8 Sept. 15 Exam 1 over Chap. 1, 2, 5, & 6 minus pp. 34-38Ethology w/ AttachmentChap. 4 Sept. 22Sociobiology & Ecological TheoryChap. 4 & Chap. 2 pp. 34-38; Reading #1 Short Paper #1 Due 9/22 Sept. 29 Exam 2 over Chap. 2 (pp. 34-38), & 4 Behavioral Model: Basic Assumptions & CCChap. 7 Oct. 6Behavioral Analy sis – Operant ConditioningChap. 7 Ques. Set #2 Due 10/6 Oct. 13 Social Learning Theory Chap. 8 Oct. 20Exam 3 over Chap. 7 & 8; PiagetChap. 9 Oct. 27Cognitive-Developmental Approach-PiagetChap. 9; Wadsworth Chap 1-2 Ques. Set # 3 Due 10/27Nov. 3Cog. -Dev. – PiagetWadsworth Chap. 3-6 Nov. 10Vygotsky Chap. 10 Nov. 17Information Processing Reading #2 – Reserve Ques. Set # 4 Due 11/17 Nov. 24 NeoPiagetians & Theories of Moral DevelopmentReadings #3 Short Paper #2 Due –11/24 Dec. 1Theories of Moral Dev. ; Eval. of Dev’al TheoriesWadsworth (ends of Chap 3-6 & pp. 160-161) & Chap. 11 Quest. Set #5 Due 12/1 Dec. 10FINAL EXAM: Thursday Dec. 10 at 10-11:50 a. m. over content since exam 3 E-Reserve Readings found on our Blackboard site: #1. Thomas, R. M. (2005). Ecological psychology, (Ch. 11). #2. Thomas, R. M. (2005). Computer analogues and the self, (Ch. ). #3. Thomas, R. M. (2005). Kohlberg’s moral developmental model, (Ch. 14). FCNS 432 References (APA 6 references are double-spaced) Aldridge, J. , Sexton, D. , Goldman, R. , & Werner, M. (1997). Examining contributions of child development theories to early childhood education. College Student Journal, 31(4), 453-459. Baddeley, A. D. , & Hitch, G. J. (2000). Development of working memory: Should the Pascual-Leone and the Baddeley and Hitch model be merged? Journal of Experimental Child Psypchology, 77 (2), 128-137. Barnett, D. , Butler, C. M. , & Vondra, J. I. (1999).Atypical patterns of early attachment: Discussion and future directions. Monographs of the Society for Research in Child Development, 64(3), 172- 192. Blair, C. , Peters, R. , & Lawrence, F. (2003). Family dynamics and child outcomes in early intervention: The role of developmental theory in the specification of effects. Early Childhood Research Quarterly, 18(4), 446-446. Boom, J. , Brugman, D. , & van der Heijden, P. G. M. (2001). Hierarchical structure of moral stages assessed by a sorting task. Child Developme nt, 72(2), 535-548. Bowen, N. K. (2005). Histories of developmental task attainment in aggressive children and their elationship to behavior in middle childhood. Journal of Emotional and Behavioral Disorders, 13(2), 113-124. Chen, Z. , & Siegler, R. S. (2000). Across the great divide: Bridging the gap between understanding of toddlers’ and older children’s thinking. Monographs of the Society for Research in Child Development, 65(2), 1-96. DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187-213. DeVries, R. , Edmiaston, R. , Zan, B. , & Hildebrandt, C. (2002). What is constructivist education? Definition and principles of teaching. In R.DeVries, B. Zan, C. Hildebrandt, R. Edmiaston, & C. Sales (Eds. ), Developing constructivist early childhood curriculum: Practical principles and activities. (pp. 35-51). New York: Teachers College Press. Dilg, M. (1999). Why I am a mu lticulturalist: The power of stories told and untold. In M. Dilg (Ed. ), Race and culture in the classroom: Teaching and learning through multicultural education. (pp. 99-107). New York: Teachers College Press. Draghi-Lorenz, R. , Reddy, V. , & Costall, A. (2001). Rethinking the development of â€Å"nonbasic† emotions: A critical review of existing theories. Developmental Review, 21(3), 263-304.Edwards, S. (2005). Constructivism does not only happen in the individual: Sociocultural theory and early childhood education. Early Child Development and Care, 175(1), 37-47. Ethridge, E. , & King, J. R. (2005). Calendar math in preschool and primary classrooms: Questioning the curriculum. Early Childhood Education Journal, 32(5), 291-296. Fischer, K. W. & Pare-Blagoev, J. (2000). From individual differences to dynamic pathways of development. Child Development, 71(4), 850-853. Gelman, R. (2000). Domain specificity and variability in cognitive development. Child Development, 71(4), 85 4-856. Gilbert, J. L.Getting help from Erikson, Piaget, and Vygotsky: Developing infant-toddler curriculum. U. of Kentucky. 12 pages. Accession No: ED457968. Golbeck, S. L. (2001). Socioeconomic differences in children’s early cognitive development and their readiness for schooling. In S. L. Golbeck (Ed. ), Psychological perspectives on early childhood education: Reframing dilemmas in research and practice. (pp. 37-63). NJ: LEA. Griffin, S. (2004). Building number sense with Number Worlds: A mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-173. Harwood, R. L. , Miller, J. G. , & Irizarry, N.L. (1995). Culture and attachment: Perceptions of the child in context. NY: The Guilford Press. Hodapp, R. M. (2001). Advancing findings, theories, and methods concerning children with disabilities. Monographs of the Society for Research in Child Devleopment, 66(3), 115-126. Lally, J. R, Lerner, C. , & Luire-Hurvitz, E. (2001). National survey reveals gaps in the public’s and parents’ knowledge about early childhood development. Young Children, 56(2), 49-53. Martin, A. , & Oliva, J. C. (2001). Teaching children about money: Applications of social learning and cognitive learning developmental theories.Journal of Family and Consumer Sciences: From Research to Practice, 93(2), 26-29. Parent, S. , Normandeau, S. , & Larivee, S. (2000). A quest for the Holy Grail in the new millennium: In search of a unified theory of cognitive development. Child Development, 71(4), 860-861. Piaget, J. (1993). Development and learning. In M. Gauvain & M. Cole (Eds. ), Readings on the development of children (pp. 25-33). NY: W. H. Freeman and Company. Piaget, J. ; Smith, L. (Trans. ). (2000). Commentary on Vygotsky’s criticisms of language and thought of the child and judgement and reasoning in the child. New Ideas in Psychology, 18(2-3), 241-259.Raines, S. C. (1997). Developmental appropriateness curriculum revisited and challenge d. In J. P. Isenberg & M. R. Jalongo (Eds. ), Major trends and issues in early childhood education: Challenges, controversies and insights. (pp. 75-89). New York: Teachers College Press. Rothbaum, F. Pott, M. , Azuma, H. , and others. (2000). Trade-offs in the study of culture and development: Theories, methods, and values. Child Development, 71(5), 1159-1161. Smetana, J. G. (1999). The role of parents in moral development: A social domain analysis. Journal of Moral Education, 28(3), 311-321. Suizzo, M. A. (2000).The social-emotional and cultural contexts of cognitive development: Neo- Piagetian perspectives. Child Development, 71(4), 846-849. Vondra, J. I. , Hommerding, K. D. , & Shaw, D. S. (1999). Stability and change in infant attachment in a low-income sample. Monographs of the Society for Research in Child Devlepment, 64(3), 119-144. Williams, M. M. (2000). Models of character education: Perspectives and developmental issues. Journal of Humanistic Counseling, Education and Dev elopment, 39(1), 32-40. Wolfgang, C. H. (2000-2001, winter). Another view on â€Å"Reinforcement in Developmentally Appropriate Early Childhood Classrooms. Childhoood Education, 77(2), 64-67. Note: To cite within your text, remember there are 3 ways: (a) a quote (only 3 per short paper), then put author's or authors' last name/s, year, page # in ( )s, e. g. , â€Å"†¦ † (Salkind, 2004, p. 34); (b) paraphrase, then put author's or author's last name/s and year in ( )s, e. g. , †¦ (Vondra, Hammerding, & Shaw, 1999); and (c) paraphrase after saying, According to Martin and Oliva (2001), †¦. If you use 4 or more words in a row from an author you must quote them and use example â€Å"a† above for proper citation; otherwise, you are plagiarizing =; F for a grade.Not citing any theoretical construct is also plagiarizing even if you paraphrase/put in your own words. These theoretical ideas/concepts/constructs are not yours originally! It is best to cite each se ntence that contains an idea that is not yours. One citation at the end of a paragraph with lots of sentences with ideas that are not yours is not enough! Each idea must be attributed to a source, if it is not a general idea. If all the ideas in a paragraph come from 1 source, you can wrap the paragraph by citing at the beginning of the paragraph (or end of the 1st sentence) and then at the end of the paragraph.Note: All papers must include a typed cover/title page & a reference page when appropriate using APA style. All papers will be graded on accuracy and thoroughness of responses. Note: Your grade will be lowered at least one grade for late work. Note: Come to class with your rough drafts or email them to me so that your questions about accuracy of your responses can be answered. Save your work in multiple places, e. g. , jump drive, email it, etc. Note: All papers are considered late if missed the time for submission on Blackboard, usually 15 minutes before class or at the begi nning of class. STUDENT ACKNOWLEDGEMENT FORMI, _____________________________________________ have been given the syllabus for FCNS 432, (please print entire name) Theories of Child Development for fall 2009. My signature affirms that I have read and that I understand all policies, procedures, and expectations, associated with this class. My signature also affirms that I have been given an opportunity to discuss questions regarding the syllabus and class outline during the first class session, and that I understand that it is my responsibility to seek the professor’s assistance if I have further questions. (student’s signature)(date)

Benefits of computing gross profit on sales in contrast to contribution margin

The computation of gross profit on sales, which can be derived under the absorption costing approach, is a profitability measure normally conducted under financial analysis.   This accounting ratio outlines the gross profit generated from every $100 of sales.   Such measure is highly useful in financial analysis, because it provides indications on the profitability potential and cost efficiency of the company.  Ã‚   For instance, if there was an increase in sales of 10%, but the gross profit margin declined by 4%. This indicates that the cost efficiency of the organization deteriorated during the period.   Such analysis cannot be conducted under the contribution margin approach, because gross profit is not present.   However, under the contribution margin approach one can calculate the contribution to sales ratio which indicates the contribution determined from every $100 of sales.   This would also provide indications on the control of variable costs once compared over time. Difference in Net Income arising from different approaches. In the example of ABC Company the profit under the two methods is the same.   However, this is not always the case.   Profits under the two methods differ whenever there is movement in inventory.   This is due to the fact that since under the absorption costing technique fixed manufacturing costs are included in the cost of goods sold, a proportion of fixed costs will be included in inventory leading to such a difference. Contribution margin approach not allowable for external reporting. The contribution margin approach, despite being highly useful to provide valuable information for decision making, is not acceptable for external reporting.   This is due to the fact that it does not comply with the Generally Accepted Accounting Principles (GAAP). For example, under the GAAP the income statement layout should clearly outline the gross profit made by the company.   Under the contribution margin method this is not highlighted.   Another important reason why the absorption approach is allowable for external reporting and not the contribution approach is due to the way in which the income statement is classified. The GAAP state that the income statement is classified by function, like under the absorption method.   In the contribution approach it is classified by cost behavior.   Indeed separation between fixed and variable costs is made under such method. This conflicts with another requirement of the GAAP. Reference: Drury C. (1996). Management and Cost Accounting. Fourth Edition. New York: International Thomson Business Press.

The Jamestown Fiasco Essay Example | Topics and Well Written Essays - 750 words

The Jamestown Fiasco - Essay Example Following the way the Spanish had dealt with the Indians, Smith used force to make Powhatan leave the lands, and he actually achieved that. Smith saw Indians in the English Virginia as slaves. Smith tried his best to encourage the English settlers to grow their own, but the settlers fancied the way Indians lived without much work, and many escaped to join the Indians. Smith had limited authority until the end of 1608 when most of the influential council members had either resumed for England or had died. Using the added authority that he gained after that, he forced the settlers to work by proposing that those of them that only those of them would get food that worked. Smith continued assaults on the Indians, but did not feel like killing them. Smith’s treatment of Indians was not consistent with the type of relationship the Virginia Company had aspired to develop with them, so the returning council members claimed that Smith had been unnecessarily rude towards the Indians. Th e council members were also granted a charter because the conciliar government had not been able to adequately control the settlers. Therefore, the company chose a governor that gained advice from the council but made independent decision. This improved the government in Virginia and the laws for all kinds of corruption were well-defined. The military discipline made the colonists work in an organized manner. The Lawes also formulated special rules that defined how the Indians were to be dealt with. The company aspired to make certain Indians part of the company, though they had generally even become more ruthless towards the Indians than Smith had been. Despite that, the colonists were short of corn and continued to retrieve it from the Indians even after ten years of military government. Lack of equal distribution of profits among the shareholders and private enterprises generated a disincentive for the colonists to work hard enough to grow the corn. The trend of independent farmi ng surfaced between 1609 and 1614. Meanwhile, Gates and Dale proceeded to develop the land all through James up to Henrico. Virginia was being rapidly developed. Gentlemen in Virgina became six times as many as they were in England. Gentlemen were knowledgeable people meant for strategic planning, not for menial jobs. Gentlemen were much more in number than the laborers, due to which the productivity suffered. Virginia needed more craftsmen than gentlemen. The company thought that there was a lot of steel, gold and silver to be found in Virginia, so it demanded workers skilled in their exploration. But the author thinks that the settlers would have faced an increasingly challenging time had the company received workers belonging to diverse vocations as it aspired. Having little to do in their respective professions in Virginia, many would resort to becoming gentlemen rather than joining the laborers in the fields. The company wanted the colonists not to spend their whole effort and time on farming, because it wanted precious things like silk, sugar and wine to be sent to England rather than grains, but there were hardly any riches to be transported to England in the early years. This discouraged both the leaders and the workers. Finally, the Virginia Company was able to cultivate tobacco and send it to England, but the original goal remained unachieved. I was convinced by the author’s arguments since most of them are supported with the original pieces of

If there are deep differences in the moral standards of different Essay

If there are deep differences in the moral standards of different cultures, what implications would this have for the nature of morality - Essay Example In this light, all persons are entitled to decide what is right for them. Thus, an act becomes true for one person if he or she believes it to be so. Moral relativism is a widely held position in a post-modern world, especially in places where people use it to excuse or allow certain actions. Furthermore, moral relativism comes in several forms: utilitarianism, evolutionism, existentialism, ‘emotivism’, and ‘situationism’. All of these variations of moral relativism share a single unifying theme, as highlighted in Moral Relativism – Neutral Thinking?, that rightness or wrongness is a product of human preference, which highly depends on cultural and historical circumstances. According to another online article entitled Book Review: Morality Matters, there are four essential consequences of moral relativism to human societies: cross-cultural criticism, intra-cultural criticism, intra-cultural conflict, and moral degradation. Firstly, cross-cultural conflict points at the difficulty of judging morally objectionable acts of one culture, such as murder and terrorism. Although such acts are inherently and naturally abhorred by human nature, these acts are deemed to be beyond the evaluation of another culture. Secondly, intra-cultural criticism underscores the problem in consulting one’s ethical standards to the moral codes of society since, more often than not, these codes are subject to the ruler’s subjective viewpoints which may be logically and morally erroneous. Thirdly, intra-cultural conflict states the impossibility of solving disagreements within a culture since all beliefs are morally equal. Thus, choosing one belief over another is difficult for there is no moral standard. Lastly, moral degradation claims that the perfection of moral standards is hardly attainable since it is the cultural circumstance and not the conceptual quality of the moral code that

The only role women play in war is that of the innocent victim Essay

The only role women play in war is that of the innocent victim - Essay Example Thesis statement: The comparison based on Mother Courage and Her Children by Bertolt Brecht and Women of Troy by Euripides proves that the only role women play in war is that of the innocent victims. Comparison: A. Role of women in Thirty Years' War of 1618–1648 and Trojan War First of all, one can easily identify that Brecht was totally against Fascism and Nazism. So, he made use of the context of German invasion of Poland (1939) as the plot of his play, Mother Courage and Her Children. But he infused the plot to another context, i.e., the Thirty Years' War. The plot revolves around the life history of Anna Fierling (Mother Courage) and her futile attempt to make a living by serving as a canteen woman. Besides, Mother Courage considers her job as an opportunity to help her family. Bloom makes clear that â€Å"In the opening scene, Brecht uses â€Å"the song of Mother Courage† to project an attitude- Anna Fierling’s response to war as an arena for commerce† ( 37). From a different angle, her involvement in the Thirty Years' War (say, her service in Swedish Army) was indirect but she was forced to face its after effects (the death of her children) in a direct way. Besides, her daughter Catherine was killed during the war, without any solid reason. On the other side, in the play Women of Troy, the playwright portrays the women characters as the victims of the Trojan War. Their status in the society as the members of the royal family does not help them to be safe from the after effects of the war. For instance, the women of Troy faced multiple problems due to the utter defeat in the war with the Greek warriors. Besides, the women characters were not responsible for the war but they were forced to undergo a number of problems. Salisbury states that â€Å"In the Women of Troy, at the end of the war the women of Troy are enslaved, and Euripides shows the horror of warfare through their eyes† (153). Almost all the women characters in the play, like Hecuba, Helen, Andromache and Cassandra were not directly involved in the war. But abduction of Helen was the grass root level reason behind the war. To be specific, the women characters in Play Women of Troy were the victims of the after effects of the Trojan War. B. Family crisis One can easily identify that Brecht makes use of the main female characters in the play Mother Courage and Her Children, as his mouthpiece to communicate with the viewers. For instance, Brecht makes use of the character Anna Fierling and her service in the Swedish Army to unveil the futility of war. Besides, Anna Fierling’s service did not help her to save her children from the after effects of the dreadful war. Instead, her children (Eilif, Kattrin, and Swiss Cheese) were killed during the war. But Carney opines that† When Mother Courage lose one of her children, her immediate reaction is businesslike: it is necessary to divide up the work anew† (101). Her attempt to se rve the Swedish Army in the Thirty Years' War and to save her family became unsuccessful. Her daughter Kattrin (Catherine) was one of the direct victims of the war. Besides, Yvette Pottier, a female character in the play, was a prostitute who used to entertain the soldiers. One can easily identify that these female characters (say, Anna Fierling, Catherine and Yvette Pottier) were not directly involved in the war, but were forced to be the direct victims. On the other side, in the play Women of Troy, the women charac

Managing in organisations - Teams and groups and motivation Assignment

Managing in organisations - Teams and groups and motivation - Assignment Example The organization-provided tasks include certain set of activities that have been assigned to team members. The team members do not simply assigned tasks on wish of any senior manager or on the wish of the team member, but an intensive work is carried out in which certain characteristics are taken into account that establish whether a particular team member possesses the required skills essential for meeting the objectives of assigned task. After developing a role for an individual team member, the senior management or team leader attempts to incorporate the tasks and goals of the individual team member with the aggregate goals and tasks of team. This is the ultimate objective of team building. If there is no connection between team goals and the goals of an individual team member, it would be hard for the team to continue performing and obtaining the desired team objectives. However, it may not denied that the individual members of the team may be performing well and meeting their in dividual tasks and objectives. In the absence of achieving team goals, it would be useless to develop team and work collectively. Teams are built to attain synergistic effect from the aggregate contribution of all team members. The concept of synergy can be defined as an output which is more than the numerical total of units. Keeping this view in mind, team is expected to outperform the aggregate total of their individual performance and output and at the same time, the team is required to establish that the intended team objectives are being served. Team encompasses diversity, team size, personality and team leadership. These are the fundamental aspects normally carried out by team. A team is collection of few individuals who collectively makes up a team. In this team, the presence of diversity cannot be ruled out. This could be in the form of racial diversity, age diversity and so on. Subsequent to that, team size is another factor that influences on the aggregate function of team . There exists no ideal number representing an absolute team size. However, team size is largely built up on the basis of its aggregate team objectives. Simultaneously, the role of personality in team cannot be ruled out. Some personalities are introvert and others are extrovert. Each one has its own strengths and weaknesses that directly or indirectly affect team spirit and team members as well. In the following parts of the paper, a distinction between team and group has been provided along with practical work reflection segment. It is followed by diversity portion. After completing this part, team size part has been included. Subsequent to that, personality segment has been incorporated. After completing team leadership, motivation and intrinsic motivation have been discussed. Before the conclusion part, extrinsic motivation and a collective discussion on both intrinsic and extrinsic motivation and rewards have been included. Teams and Groups Team and group are rarely used interc hangeably in organizations. Both have considerable distinction when applied to an organizational context. â€Å"A group can be defined as two or more people who develop interactive relationships and share at least one common goal or issue† (Boyd, 2008, p.190). On the other hand, team can be defined as a composition of two or more persons performing organizationally assigned tasks; sharing one or more common goals; developing and

Gone With The Wind Essay Example | Topics and Well Written Essays - 750 words

Gone With The Wind - Essay Example In this story, the main character, Scarlett O’Hara, must come to grips with the loss of her childhood wealth and comfort as a true Southern Belle of the Old South as the Civil War rips apart the Georgia countryside of her home and renders her penniless in the devastation of the Antebellum South. This is an important distinction that is made much of in both the book and the subsequent film. At the beginning of the novel, the grandness of the plantation does not seem to equal later impressions of it. Scarlett herself doesn’t seem to really being placing the mansion and grounds into their sweeping concepts until somewhat later in the book, when the city of Atlanta is under siege. It is here that she begins considering â€Å"the sprawling white house with fluttering white curtains at the windows, the thick clover on the lawn with the bees busy in it, the little black boy on the front steps shooing the ducks and turkeys from the flowerbeds, the serene red fields and the miles and miles of cotton turning white in the sun!† (339). As the war rages on and Scarlett is forced to exist in the relative squalor and deprivation of the Reconstruction, these images become even more distanced from the real. For example, Rhett Butler decides to leave Scarlett to her misery as he goes to â€Å"hunt in old towns and old countries where some of the old time must still linge r† (1009) while Scarlett continues to place her memories of the old plantation in terms of the romantically idealized: â€Å"the banks of cape jessamine bushes, vivid green against the white walls, the fluttering white curtains† (1011). The ending impression of Tara before the war thus takes on the image that is eventually put forward at the opening of the film by the same name. For the film, it was important to portray the sprawling wealth of a southern plantation to explain both Scarlett’s headstrong, princess-like attitude as well as her expectations regarding other people’s behavior. The mansion

The Role Of The Three Chieftains In The Ballad Of The White Horse Essay

The Role Of The Three Chieftains In The Ballad Of The White Horse - Essay Example Together the three chiefs present the picture of selfless courage and a conviction for a cause. Eldred was a Franklin, not a noble man by birth, but a mighty man, huge and brave; dull of wit but warm-hearted, he hosted anyone who loitered into his ill kept farm. He was fond of ale and good food ; he loved to tend his swine and animals; issues of religion or country did not rouse him so much as did his friendship for Alfred for whom he rallied his forces. He was not enthusiastic about a fight, but he had fought fiercely in battles with Ethelred, the brother of Alfred. Mark was an Italian whose father arrived with Caesar into England by ship; he was a confirmed Catholic and at heart a Roman. He grew pine and orchard and drank wine, the drink of Christian sacraments, and not ale like common farmers. He lived among the ruins of Roman settlements; a strong bronzed man with eyes keen like a bird and he remained unaffected by the bickering and wars of the tribes around him, and for him Rome alone counted and it was for Rome that he was going to strike a blow when Alfred asked him for help. He advised Alfred to conquer London, keep Wiltshire and the white horse Wold while he himself was for fighting to keep his own Pines and vineyard. Colan of caerleon was partly Irish and partly welsh thus in him flowed the instincts of the Christian as well as the intuitions of the Druids. He lived in the valley of the Druids where the Usk flowed murmuring into the ghostly sea. He dreamt and sang about his race by now in ruins. His harp sang brooding songs while his sword swinging in war was a happy one."merry in war and sad while singing. His faith was imbued with Christian ideals but his Celtic past fired his spirits; danger and war drew him and his soul heeded to the CALL OF THE WILD. Thus the motive for fighting for each of the chiefs differed. But they had the united purpose and role of being Friends of Alfred and defenders of the civilization. Their Fight and Death It is these three chieftains whom Alfred approached for providing spears ,bows and swords and men for the war against the Danes. Marcus came with all his slaves in arms ,Colan with strange spears hung with ancient charms ,Eldred brought jars and stores of farm mead and rye on his farm beasts ,with his farm hands.The clan of Colan was Gaelic and wore torn and antique robes blowing wailing pipes ,and belonged to an ancient period of wars and strife. Mark's soldiers were mixed tribes of the west experienced in Arabia and Tyne.(Ballad of White Horse IV) Though each of them was brave ,each chieftain responded differently to the war .The Saxon Eldred kept recalling his Farm and the beans there,Colan's heart was filled with the longing for his lost tribe ,and Marcus smote for the religion he strongly believed in. They had no doubt about the side they had chosen to support. But they were perturbed by the prospects of victory

PACKAGING FUNCTIONS Essay Example | Topics and Well Written Essays - 250 words - 2

PACKAGING FUNCTIONS - Essay Example Some packages exist in metallic containers but the label is visible for attraction and is different from that of the major competitor, coca cola (Amazon 1). The plastic pack also identifies take away consumers, especially people on journeys, who wish to consume the product as they travel and portability as well as inclusive container charges suggests this. The label also has important information to consumers such as ingredients. Even though the product label is not explicit on environmental issues, it indicates recyclability and the producer has taken measures to reduce amount of solid waste from the package by reducing mass of each container. This extends to ease of disposal and ozone friendliness, though the package does not communicate the information. Additional package usage is also identifiable but the package is devoid of joint promotion. Innovation is however evident as the package has undergone changes towards reduced mass (Pepsico 1; Vieceli & Valos 93-

An analysis of attempts deal with the problem of smuggling of human beings Essay Example for Free

An analysis of attempts deal with the problem of smuggling of human beings Essay 1. Introduction There are many factors that entice some people to use illegal means to reach the United States, the member states of the European Union and other countries. One of the illegal means is through human smuggling. Two of the main reasons are pegged on social as well as economic ties. Other reasons could be   the political instability, armed conflict, rapid population growth, environmental degradation, widening economic disparities between countries, and a worsening unemployment crisis in the Asia Pacific region are only a few of the reasons that have sparked several waves of human smuggling activities. Human smuggling always entails people leaving their home country where their loved ones are waiting for them to send back home money to pay for their family’s daily expenses. For, humans exhort to violating the immigration laws of their decision countries by entering through the smuggling channels because in order to acquire that elusive bag of gold offered in the destination country. In Congo, humans are smuggled to Europe by passing them off as musicians and dancers (Bafalikike 2003, 65).   This bag of gold includes protection from dangers to their life back home, employment, higher wages and a better life. Thus, these people are forced to leave their country of origin either voluntarily or   even involuntarily to improve their life to secure their lives, to secure their families and friends and their properties back home (Hampson, and Hay 2004). 2. Smuggling Operation-The Organisation Human Smuggling   from China to the United States has a long history. This started with the United States interpretation of the term refugee in 1996. Consequently, the last ten years saw the human smuggling of Chinese citizens   has increased   from a small –scale regional movement to a major global enterprise (Kung 2000, 1271). The Chinese smuggling network is run by big snakeheads that have institutionalized networks of small snakeheads, debt collectors and enforcers. With the good relationship with local Chinese government officials, many snakeheads   present themselves as philanthropists for they donate large sums of corruption money to improve their chosen home villages (Smith 2002). The smuggled humans do not ever meet these snakeheads but are only in communication with the snakeheads’ representatives or employees. Some of the smaller snakeheads are local Chinese residents who entice customers and collect down payments. In addition, droves of middlemen   tour the human smuggles from one transit point to the next until they reach their destination – United States. Upon arrival on the United States shores, these human smuggles are then imprisoned by the tour guides until they pay their fees. The big snakeheads normally hire gang members to collect the human smuggles’ debts. However, there is no flagrant evidence that organized crime holds the strings in the Chinese human smuggling business (Ruddock 2001). Evidently, the Chinese human smuggling business is controlled by so -called enterpreneurs who are involved in several criminal activities(Jandl, 2004). The tour guides and entrepreneurs juicily talk to their hapless victims that they have to pay only a small monetary price in exchange for a richer life in the United States. Thus, the willing Chinese victims endure the dangerous travel by sea, air and land in inhuman conditions that are worsened by the violent abuses of the enforcers (Chu 2000, 111). The entrepreneurs or Chinese smugglers   charges very exorbitant fees ranging from $30,000 to $60,000 for each person for their human smuggling services. To ensure success, the human smuggles pay   the smugglers lots of money in exchange for   passage through the high seas. The Chinese smuggles then are not forced to as indentured servants in American food services establishments or sweatshops to pay their smugglers. In fact, human smuggling has increased in alarming rate more (ORourke 2002, p1). For, the smugglers immediately collect the human smuggles’ debts from the friends and relatives of the newly arrived Chinese human smuggles in full upon arrival in the United States. Consequently, the smugglers will torture the human smuggles and inform the relatives that further harm will continue thus forcing their relatives and friends to pay the human smuggles’ debts if payment has not been made generally in one week’s time (Jandl, 2004). Usually, the Chinese human smuggles come from the Chinese province of Fujian. The smuggling networks starting the 1980s have already smuggled more than ten thousand Fujians into the United States. Fujian lies along the coastal Mainland side of China which is the main Chinese shipping route for export and import of goods.   In fact, Fujian is the birthplace of the founder of the Chinese Triad, San Lian Hui, which is the center of Chinese Smuggling. Human smuggling here was ignited when the war brought about by the Qing dynasty in the 19th century where thousands of Fujians fled the island to escape the war   and financial hardships then. The main source of the Fujian human smuggles are people living around Fuzhou City in the northern part of Fujian province. Here, several villages are housed many Chinese whose relatives are in the United States. The residents here are dependent on the money sent from their relatives in the United States. Unquestionably, money is the push factor that has forced many Chinese to illegally enter the United States. Along this line, many Chinese officials are being corrupted to allow a smooth transfer of the Chinese smuggles outside of China which weakens most levels of the Chinese society (Jandl, 2004). Further, one expert clarified that corruption of Chinese government officials plus the decentralization of the Chinese economy erupted into a massive unrest in the Chinese Society. Thus, this unrest increased the number of Chinese smuggled outside of China. The Chinese government could not stop the human smuggling because the Chinese officials in the smuggling areas were corrupt and cared more about the money they will receive through bribes than implementing the Chinese government’s efforts to curtail human smuggling in China. The ordinary Chinese citizen finds it an uphill climb in terms of procuring travel documents to enter the United States. On the other hand, the rich, educated and professional Chinese residents can easily travel abroad including the United States and members of the European Union States. For, the Chinese government are very strict in giving out passports to Chinese people applying for permission to go abroad. Normally, the legal way to go the United States includes applying for a passport from their local village officials. Then, the visa and passport applicant will apply at the United States Embassy in Beijing or the Consulate in Guangzhou.   After, the Chinese applicant must   apply with the Public Security Bureau for the final document needed to leave China. The final paper is the exit permit. However, there are many bureaucratic obstacles hounding the application in every step of the application process (Lubbers 2002). The human smugglers ply their trade by giving their clients fake documents   and passage to the United States.   Also, the lax immigration checkpoints in China and the transit countries until the United States have made human smuggling a very profitable and happy encounter. For, the smugglers make lots of money in return for a happy arrival into the United States. In addition, other authorities offer high prices to give their passports to clients. In addition, Chinese government officials themselves pay the human smugglers to smuggle their families and friends into the United States at an obviously discounted price.   The human smuggling travel passes through several transit points. There are dangers along bend of the way. The trip takes from a few weeks to even a year. The ride passes through Southeast Asian countries, Europe and South or Central America The human smuggles are at the mercy of the snakeheads and the enforcers. Not all human smuggling was successful. On June, 1993, the freighter Golden Venture ran aground in New York. It was discovered that more than three hundred Chinese smuggles were packed in 800 square feet of cargo space and had been at sea for more than three months with little food and water, no lifer preservers and only one ladder as escape route in case of danger. Upon discovery, an estimated two hundred Chinese smuggles jumped ship and swim across the literally ice –cold New York waters ashore where more than ten people died from froze bite   swimming in the freezing water. Ten of the migrants died while trying to reach the shore(Schneider, Steiner, and Romaine 2003). In addition, the early nineties saw thirty two ships carrying a total of more than five thousand Chinese migrants traveling towards the United States that were caught   many stop –over points in Asia, South America and Europe. After the Golden Venture Crackdown, still continued to brave the odds that were heavily stocked in miniscule fashion in the Chinese smuggles’ favour in fishing boats. In fact, one United States INS   officer   stated that at any given point in time, thirty thousand Chinese are   literary packed in sardine like safe houses around the world waiting for that rare and opportune time to enter the United States through the discreet smuggle entry points. Importantly, any clear and fast distinction between human smuggling and human trafficking seems spurious (Skeldon 2003 p.1). In 1998, the United States INS service uncovered a criminal syndicate that focused on smuggling up to one hundred fifty Chinese people per month into the United States through the Canadian border (Smart, 994, p 98). The criminal syndicate’s network encompassed five continents because they earn lots of money in this illegal activity. The method was to smuggle the Chinese through Canada by giving them fake passports. The Chinese smuggles then   were sent to New York City passing through the Saint Regis Mohawk Territory at Akwesasne. This was an American Indian Reserve the lies between the boundary of the United States and Canada.   This smuggling was busted and thirty seven members of the smuggling ring were jailed.   After the Canada bust, the smugglers focused their entry point through Mexico City (Cholewinski 1997, 4). Smuggling humans through Mexico had declined during the Great Depression of 1929 (Hansen 2006; Spener and Staudt 1998, null5). Recently, the Chinese smuggling ring is using Guam as its stop –over point (Jandl, 2004). Furthermore, many human smugglers use commercial airplanes to deliver their human smuggles so that the coast guard and the border patrol could not find them. Flying the human smuggles through the air lanes was more successful and comfortable as compared to the overly tight border patrols. The Chinese smuggles would wait an average of two months for their fake travel documents to arrives so they could fly to the United States passing through Asia, Europe and other transit points. It is difficult to estimate the magnitude of the human smuggles because of their discreet operations (Guiraudon and Joppke 2001, 107). When caught by the INS people, the Snake heads instruct their Chinese smuggles to say that they are applying for political asylum because they are escaping China’s one child policy (Newman and Van Selm 2003, 9). Then, the snake heads hire lawyers to get the smuggles on parole and out of jail. After leaving jail, the Chinese Smuggles then disappear in the Chinese communities hide from detection. In reality though, the United States benefits from the cheap labor that these Chinese smuggles offer (Jandl, 2004). 3. Protocols The United States INS detention centers could not keep the overbulging Chinese human smuggles who come in droves and in regularly smuggled fashion.   The current US jails could not keep the surge of Chinese human smuggles arriving.   And, a Chinese woman was jailed by the United States INS in October 24, 1999 who gave birth in a United States Jail. The jail guards rushed the pregnant mother to the nearest hospital. Naturally, many human rights groups including the American Civil Liberties Union have complained that jailing the human smuggles are a violation of their human rights. For, the jail was a harsh environment taking into consideration the hardships these Chinese had to face for three or more months inside inhuman ocean going containers. Despite the eighteen arrests of Chinese Stowaways in another ship in Seattle and the detention of more then two hundred Chinese human smuggles found in container vans bound for the United States and Canada, there are still more that have not be caught. The series of successful detection of the Chinese smuggles that were smuggled as part of cargo in ships is used by the United States INS as proof that they are successful in their endeavor to decrease or even stop the rampant human smuggling into the United States passing through the European Union countries, Asia, Canada, Mexico and the like. The difficulty in detecting the Chinese smuggles is because there are too many cargoes loaded in a Cargo ship. In addition, many of the shipping companies and their crew do not know if their ship is carrying human smuggles. In response, the United States INS are holding responsible the shipping lines if human smuggles are discovered hiding in their ships. To stave off the proliferation of human smuggling, the United States makes it a criminal offense for anyone to bring or to aid in bringing human smuggles into the United States.   Likewise, it is considered a violation of the United States law if a person aids in the smuggling of persons into the United States. In addition, any person who entices another to enter the United States illegally will be punished with the full strength of the United States law. The penalty for human smuggling could reach up to five years. In addition, the enticing human smuggler will pay dearly if his human smuggle dies on board. However, if the human smuggling is done on a large scale or business –like basis, the penalty would be fifty dollars. However, these sentences will not stop the Chinese smuggles from entering the United States through sheer luck.   The United States Congress in 1996 placed human smuggling and immigration related visa fraud as RICO predicate offense. The RICO approach focuses on the leaders of the smuggling rings and not on the smuggling middle men. The violation of the RICO protocol will give out a fine that may include imprisonment of up to twenty years (Jandl, 2004). The United States had partnered with the United States address human smuggling. However, the focus on the United Nations is on the human trafficking of women and children and also white slavery. Combating human smuggling is a combined world –wide effort. However, corruption of local governments officials in China and other countries had made the curtailment of human smuggling next to nothing.     Ã‚  In reality, the detection of Chinese human smuggles are generally successful if someone secretly tips the border patrols on possible hideouts of the jail escapees   (Kyle, 2003). Developed countries are trying to find ways to curtail human smuggling. However, they   are against any policy that would reduce the demand for illegal workers. Evidently, the more there are strict immigration policies, the more will be the smuggler’s will to smuggle people because of the money involved (Kyle, 2003).

Altruism among humans Essay Example for Free

Altruism among humans Essay This paper presents an examination of the phenomenon of altruism among humans. Altruism is defined as a behaviour that may be to ones advantage but is also to the advantage of others. The questions of why we behave this way or what motivates us to behave in this manner and the relevance to society today are the focus of this paper. Various research and theories has explained why altruistic behaviour is undertaken intentionally in the human world. Introduction We often read or hear about acts of generosity and courage, such as, fund raisers or concerts to  help homeless people, the fostering of a child and sponsoring his or her education, or of volunteers risking their lives to help victims in incidents like September 11 terrorist attack in the United States. We could have donated some money to orphanages or cared for a wounded dog. Such humane acts are defined by Psychologists as altruism (Moghaddam, 1998). Altruistic acts could be unselfish or done for personal gain or egoistic reasons. Indeed in a psychological paradigm, psychologists believe that true altruistic behaviour does not exist (Moghaddam, 1998). But how do we account for the behaviour of Mother Theresa or Mahatma Gandhi and many other unselfish acts of human endeavours? In order to explore this we have to understand the person variable and situational variable motivating the altruistic act (Simons, Kalichman Santrock, 1994). As we are aware behaviour is determined by personal and situational variables. A persons ability to empathise with the needy or to feel responsible for anothers welfare has great impact on altruistic behaviour. Situations influence the strength of the altruistic motivation. Reciprocity and exchange are important aspects of altruism (Simons, Kalichman Santrock, 1994). Humans give and receive from others everywhere. Reciprocity is the basic principle of every religion in the world for example, Judaism, Hinduism, Christianity, Buddhism and Islam (Brosnahan, 2003). To act altruistically, requires consciousness and caring, and similarly, pet owners can often cite altruistic behaviour or at least conscious acts of kindness on the part of cats and dogs (Simons, Kalichman Santrock, 1994). Another good example would be the nursing,  profession founded on the notion of helping people, sometimes even at a cost to nurses themselves. There are many ways people show altruism. To explain why we do altruistic acts like volunteering, donating or raising funds, we need to distinguish between four different forms of altruism which are observed in humans that shown towards kin, a partner, a friend, and individual who does not fit into these categories (http://www. theunityofknowledge. org/the_evolution_of_altruism/introduction. htm, 2003) Of the several types of altruism a main focus has been on heroic altruism (Moghaddam, 1998). It is a short term intervention requiring physical action and tends to fit more the masculine gender. On the other hand Nurturant altruism requires more patience, listening and a caring attitude with long term involvement. This more closely fits the image of the traditional feminine gender (Moghaddam, 1998). The Bystander effect greatly influences helping behaviour, because of common ignorance of bystanders and assumptions about other bystanders actions. Each persons scope of responsibilities can decrease in the presence of others ( Moghaddam, 1998). In  order for Bystander to help he or she has to posses social skills to interpret the situation and take appropriate actions (Moghaddam, 1998). Initially from a theoretical perspective if a person knows how to overcome obstacles to he or she giving help, subsequently other people start questioning whether the helping behaviour was true altruism (Moghaddam, 1998). A later there was a theory of Daniel Batson empathy-altruism, believes that people help out of a genuine desire(Moghaddam, 1998). Other theories propose that altruistic behaviour is egoistic and put the hypothesis that helping behaviour is a way to  repair a helpers image (Moghaddam, 1998). Methodology An interview was conducted with a woman who volunteers her services with meals on wheels and has done nearly sixteen years. She is a retired school teacher living alone. I assumed that her altruistic behaviour had a self fulfilling motive. Therefore I chose her and I wanted to clarify or confirm my assumption. In order to facilitate my focus interviewee was given ten questions asking about her volunteering profile, and her motivating factors. This interview created awareness of other influencing factors motivating her altruistic behaviour.

Factors Affecting Call Centre Employees Motivation

Factors Affecting Call Centre Employees Motivation Many people are currently working in call centres and much more are expected to work in them in the near future. Motivation of these call centre employees is of utmost importance so as to refrain them from leaving their work. Purpose: The purpose of this dissertation is to dredge out the factors that affect the motivation of the employees working in call centres and to contribute to research in the area of motivation among call centre employees. Method: The method that will be used is through questionnaires, where employees will be able to complete a set of questions which will specifically address the subject of Motivation amongst the workers. Benefits of the study: This study will be of great benefit as it responds to the call for more investigation into the factors that de-motivate call centre workers to perform. It will further be of importance to call centre managers who, through considering this study will be able to rethink their approaches to productivity, particularly on how they could better motivate their staff to achieve higher output. INTRODUCTION Almost all consumers have had experience with call centres (Anton, 2000; Dean, 2002). Why are they essential? Call centres are strategically important to many organisations because they are often the major customer interface, and they can provide a service-based competitive edge using high volume, low cost delivery via telephones (Callaghan and Thompson, 2001). Call centres are a growing part of the service industry in many countries and a substantial amount of call centre jobs have been created in this sector in recent years (Baumgartner, Good, Udris, 2002; Holman, 2003; Moltzen Van Dick, 2002; Wegge, Van Dick, Fisher, West, Dawson, 2006). Researchers already recognised that service work, that is, work in call centres was stressful according to a study carried out by Donovan in 1920. The conflicting demands for both quality and quantity, and the emotional nature of customer interactions all contribute to the strain that call centre workers experience (Varca, 2006). Moreover, scho lars have shown that call centre workers are under great pressure to meet their productivity goals at the same time as delivering quality customer service (Deery et al., 2002; Kinnie et al., 2000; Singh, 2000). As a result, call centre work carries with it high levels of employee stress. Consequently, the call centre employees need to be constantly motivated so as they demonstrate keenness and enthusiasm for their work. Motivation is simply the process of arousing and sustaining goal-directed behavior (Nelson Quick, 1997). One of the managers primary tasks is to motivate people in the organization to perform at high levels (Moorhead Griffin, 1992). The Hawthorne Studies conducted by Elton Mayo from 1927 to 1932 showed that views of how managers behave were a vital aspect of motivation and improved performance. This study brought to light the fact that peoples psychological and social needs have to be taken into account to make them feel important and thus motivate them to work. In addition, the work of Maslow in 1943 provided a major impetus to employee motivation since he put forward a theoretical framework of individual personality development and motivation based on a hierarchy of human needs. Likewise, Herzberg and McGregor also developed theories of motivation . Herzberg was of view that to motivate workers to give their best, proper attention must be given to a different set of factors, the motivation or growth factors. Additionally, McGregor argued that the style of management adopted is a function of the managers attitudes towards human nature and behaviour at work. He put forward two suppositions called Theory X and Theory Y which are based on popular assumptions about work and people. The ingredients of motivation lie within the employees themselves. So, managers should have the knack to motivate their de-motivated employees since, as mentioned above, employees at call centres face a lot of ordeals. Moreover, organizations are made of their individual members. The individual is a central feature in any workplace whether acting isolation or in a group, in response to the expectations of the organization. Where the needs of the individual and the demands of the organisation are incompatible, it can result in frustration and conflict. So, managers have as main aim to keep the motivation of their employees at a high level so as to achieve desired results and performance. PROBLEM STATEMENT Call centres are facing a major problem these days, namely absenteeism which can have a large impact service quality. Due to this problem, there is fewer staff to handle customer interactions, wait queues tend to swell and call centre employees are under high work pressure. This tends to impact directly on their morale and similar behaviour may be fostered in those left to carry the can. Call centre work is very monotonous due to highly repetitive nature of the job. Thus, call centres run the risk of the employees easily losing enthusiasm and becoming demoralised. Moreover, call centres provide limited career opportunities and they risk losing their best people if they cannot provide adequate career prospects. Talented employees lose interest in their work; they become de-motivated and stop working towards the high standards they set up before. Additionally, call centre employees have to work in night shifts which pose a problem to them. Employees, mainly the female staff fear workin g at night for security reasons. Social life is almost inexistent for them, since they work all the time. They also face problems such as inconvenient postures due to computer work and high noise level. It can thus be deduced that the work of these persons is not so simple and very demanding. AIMS AND OBJECTIVES This study has as aims to determine the factors which affect the motivation of call centre employees. Its objectives are to acknowledge the problems faced by call centre staff so that the managers of call centres take necessary incentives to motivate their staff. This will help create a better working environment in which each employee will thrive. Besides, this study will benefit to the learning population who may be doing research on this particular topic. METHODOLOGY There are two types of data that can be collected, namely primary data or secondary data. Secondary data is data which exists already and which has been produced by some other person. It is known as secondary research because the person using it is the secondary user of the data. Primary data, on the other hand, refers to the process of generating and collecting original data from the intended operation for an organisation. It is the organisation which determines precisely and accurately what information is needed and from whom it is needed. It then sets about acquiring the data. Primary data sources are obtained by using one or more of the following techniques such as observation, surveys, experiments and questionnaires. To proceed with the study, primary data will be used, namely questionnaires. A questionnaire is a tool used by to deliver questions to respondents and then noting down their answers. Three types of information can be collected while using questionnaires. Fact: data such as demographic information, age, gender and so on. Opinion: beliefs, attitudes, feelings and knowledge. Motive: knowing peoples reasons for a particular belief or action. Questionnaires will be used since they will help to compare results as all the employees of call centres will be asked the same set of questions logically related to the problem under study, that is, factors affecting motivation. Thus, their responses can be added meaningfully. At around 150 questionnaires will be distributed to the employees. Firstly, the method of sampling used will be convenience sampling. Convenience sampling will enable me to give the questionnaires to any person whom I know, who will in turn give them to other colleagues to be filled in. Cluster sampling will also help me distribute the questionnaires. This consists of drawing up a list of clusters that together comprise the whole population and then selecting a sample of clusters (by using simple random sampling). The call centre employee population is conveniently divided into groups. For example, there are employees doing morning shifts and those doing night shifts. So, questionnaires will be given to these two groups accordingly. BENEFITS OF THE RESEARCH There are several benefits of the research. Firstly, this research may be used as a tool for managers to motivate their staff. Managers, as well as employers, will get a glimpse of the factors affecting the performance of the employees and through this; they will be able to implement several measures to encourage them to work. For example, it could be found that employees value getting access to training and development programs (Shah and Bandi, 2003). Having access to vocational training is perceived as a real job enrichment and benefit, so the organisation would highly benefit from it. Furthermore, through this study, the employment rate could increase. Since managers would be aware of how to attract and motivate their staff, more and more persons would be eager to join the call centre industry. As a result, the rate of unemployment will decrease, hence benefiting to the Government and the society as well. Amongst these target audiences, that is the managers and the Government, the re is also the learning population which will get benefit from it. Students may use this study as a means to acquire more knowledge on call centre industry or even use the data to carry on with their projects. WEEK 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 ACTIVITIES ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Research Proposal ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Introduction ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Collecting research articles ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Meet employees ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Literature review ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Define research objectives ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Design questionnaire ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Write research design ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Conduct the survey ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Analyse data ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Write recommendation ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Write abstract ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Write conclusion and reference ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   Finalise and submit dissertation ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   ÂÂ   GANTT CHART The Gantt chart (time plan) shows the number of weeks taken to complete the dissertation. This research is extended on duration of 15 weeks. BUDGET ANALYSIS LIST OF EXPENDITURES ESTIMATED COST/Rs ÂÂ  Stationery ÂÂ  200 Printing of questionnaires 500 Transport 1000 Internet 800 Telephone bills 500 Other unexpected expenses 2000 ÂÂ   ÂÂ   TOTAL 5000 While conducting the research, several direct and indirect costs need to be taken into account. Expenses such as printing and photocopying of questionnaires and transport need to be catered for. Moreover, a budget is also being allowed for unexpected expenses which may crop up in the course of the research.

Andy Warhol Essay -- Biography Biographies

Andy Warhol It is rare for an artist to become a celebrity, but Andy Warhol experienced much more than his â€Å"fifteen minutes of fame†, and became an icon of his generation. Warhol was involved in many artistic fields such as painting, filmmaking and photography, but nevertheless was a businessman, social connoisseur and self-promoter. He was a major contributor to the Pop art movement, a period when mainstream objects, such as comic strips, advertisements and celebrity photos, were incorporated into many works. Warhol’s Campbell Soup series and later his celebrity series are some of the most well known works of pop art, that are still referenced in print and advertising today. However, not all of his works dealt with intriguing celebrities or mainstream advertising. Few people are familiar with Warhol’s darker side, evident in his â€Å"Disaster† paintings, a period in which such tragedy as, car accidents, suicide and capital punishment captured Warhol’s in terest. These morbid works differ from his Pop Art masterpieces, and are crucial in understanding Warhol’s overall body of work. Warhol graduated from the Carnegie Institute of Technology in 1949, with a degree in pictorial design. He then went to New York City to work as a commercial illustrator, and later began painting towards the late 1950’s. His work did not gain notoriety until around 1962 when his Campbell soup prints and Marilyn Monroe painting gained respect in the art world. However this period was a tumultuous ...

Choosing a Major Essay -- University College Education Essays

Choosing a Major Some people already know by the age of seven that they want to become a pilot or nurse; others, however, have more difficulties deciding what to do with their future. People who decided to go to a university or college have to make an important choice: what major are they going into? For many people this is a very difficult question. As the statistics show, one out of five students change their major between admission and the first day of classes. Nearly three out of four students change majors at least twice before they graduate. And three out of four college students express uncertainly about their major. These striking results raised some questions for me. Is it really necessary to choose a major? What influence has the choice of a specific major on the student and his or her education? What are the opportunities for the future? And how can these students be helped? Since I am still having trouble choosing a major myself, I decided to do some research on this topic and I hope it w ill help you a little bit to make the right choice. Before you start to think about a major, you might ask yourself why you should choose a major in the first place. There are several answers to this question. The first one is very simple: choosing a major is required by the university. Every college will request you to select an area of concentration, usually called a major. Each major has a set of requirements: number of courses, electives, and comprehensive examination. The general goal is to require the exploration and understanding of a body of material and of the techniques needed for mastery of that material. This is the university’s view on the requirement of a major. However, there are some other perspectives on t... ...y you have enthusiasm for and do well in,† is advice often given by employers. Lynn Cheney, former Chairman of the National Endowment for the Humanities, agrees: â€Å"Students who follow their hearts in choosing majors will most likely end up laboring at what they love. They’re the ones who will put in the long hours and intense effort that achievement requires. And they’re the ones who will find the sense of purpose that underlies most human happiness.† Indeed, a major is required, but it will also influence your education and the perspective from which you will view the world around you. You don’t have to worry too much about your job opportunities, so choose a major you like. It will not only make your education more enjoyable, so you can get the best out of it, but it will also provide you with a more positive view of the world and make your life more pleasant.

An Analysis of Key Enterprise Data Concepts Essay -- essays research p

An Analysis of Key Enterprise Data Concepts Business intelligence has several different meanings depending upon the organization and its goal. I general, it involves the collection of data and using it to predict future trends. This information is used to make decisions regarding the direction of said organization. Many businesses offer solutions that propose to pull together data from a variety of sources into a single repository and then analyze the data to gleam whatever information is needed. Regardless of the overall solution recommended, there are 4 basic concepts that they all employ: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Data warehouse †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Data mart †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Data mining †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3-tier architecture.   Ã‚  Ã‚  Ã‚  Ã‚  A datawarehouse is a repository of transactional data that has been specifically structured for querying and reporting on the data contained within in it. The format of the data is not as important as is the fact that the data is to be stored for as long as needed. Datawarehouses exist to: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  make it easier, on a regular basis, to query and report data from multiple transaction processing systems †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provide a repository of transaction processing system data that contains data from a longer span of time †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  prevent persons who only need to query and report transaction processing system da...

Physical Security Principles Essay

Safety in numbers has always been a deterrent method when leaving or traveling through places that are not safe. But without proper physical security measures set in place when leaving any facility or building the need for a crowd will be of no use. Proper physical security requires accessing the risk that may cause threats, vulnerabilities, and attacks when certain principles are not implemented. Physical security also refers to tangible impediments to attack or unauthorized entry. Safety involves having the building, grounds, access to and from the parking area, and other hidden locations secure by lighting, monitoring, and physical patrol. Physical security should include the inside of the building as well as the outside and adjoining perimeter. Building Security There can never be too much security for a business, corporation, school, or home owner. The threat of an individual causing bodily harm or taking personal belongings without permission are very high if proper equipment and safety precautions are not taken. Proper lighting and cameras should accommodate buildings for the safety and protection of employees, staff, and students. Securing the facility and the type of risk that is ssociated with each building will need analyzing and assessed for protection. Each facility is different when providing security for their site. Federal buildings will not require the same type of protection as a bakery. Security for Building Occupants and Assets (2009) states â€Å" that it may require addressing certain situations such as unauthorized entry/trespass (forced and covert), insider threats, explosive threats, stationary and moving vehicle-delivered, mail bombs, package bombs ballistic threats, small arms, high-powered rifles, drive-by shootings, etc. weapons of mass destruction (chemical, biological, and radiological) disruptive threats (hoaxes, false reports, malicious attempts to disrupt operations) cyber and information security threats† (WBDG, 09). Each business building structure will determine the basic requirements for securing the safety and well being of staff and personnel. One size do not fit all but according to Katz and Capsi, 2003, states â€Å" Prior to running out and ordering millions of dollars of protective equipment, professionals should evaluate the overall security of your facility and a detailed report of the results should be prepared†. Ground Security Another key issue that complements the safety of any building is the lighting of that building. Lighting inside and outside of a building can help deter physical mishaps and attacks The lighting should be situated at every entry and exit and also throughout the building and also positioned correctly for better angles and views of open areas and spaces. Perimeter security lighting should also be available for long corridors and parking garages. Correct lighting in these places can give patrons a better visual of their surroundings and also allow them to see what may be obstructing their path. Having proper lighting and cameras may not be enough to keep out unwanted activity. Employing trained security professionals to patrol the facilities can add to deterring criminals. Hired security guards by a reputable company can add to the buildings safety and that of the patrons coming and going. How likely a crime target any specific building is, depends on the perceived gain to the perpetrator, balanced against his perceived risk of apprehension or defeat (Witherspoon, 2002). The presence of a trained guard can limit the amount of loitering or negative behavior outside and offer a feeling of safety to staff and employees who are ntering or leaving the building. Technology Advancement Physical security for any facility is a major factor for keeping safe and having modern technology on site is a greater addition. Protecting the facilities assets requires the company to stay ahead with modern day upgrades and devices for ensuring that whatever or whomever is gaining access to the property is suppose to be there. Monitoring the individuals who enter through facility access control and perimeter fences or installing video and closed circuit television surveillance can eliminate trespassers and those with no prior business on the property. Personal identification systems can also be established that use fingerprints and biometrics to gain access into any facility for staff and personnel. The amount of technology to use for physical security is unlimited depending on the facility and what needs protecting. Conclusion Physical security involves many components such as location, configuration, size, shape, and many other vital attributes that comes with a standing structure. Keeping people safe on the inside as well as those on the outside requires security principles that go beyond what just the normal eye can see. Applying the correct physical equipment to lower the risk of unwanted behaviors and attacks depends on how well the perimeter is guarded. Advanced technology including cameras and monitoring systems add to the insurance of physical security and if used properly can lower the possibility of threats. There is never an answer for what system works best but using a variety of methods is sure to make leaving work a little safer.

Article Public Opinion of Police by Different Ethnic Group Essay

Down though the years on that point has always been tension and an on and take away alliance betwixt the connection they religious service and rectitude enforcement agencies. And as with any relationship between two population thither be misunderstanding, break-up and dis conformitys and the same is with the relationship between the community and its law enforcement agencies but in effect(p) with any relationship at mean solar days end both the community and law enforcement need and share uncouth concerns such as thoice and deterrence. With numerous of communities in America being attack of immigrants inside the last few decades with this incursion of immigrants some communities are being flush it with so many new language and nicetys diversity.Because of this wide range of ethnicity now musical accompaniment within many the walls of our communities and society on a whole now guide different opinions and views of law enforcement. Now imputable to the various ethnicities flooding our communities the author allow for investigate how a few of these ethnicity groups manage African Americans, Asians and the Hispanics neighborhoods views racial pen, discrimination and away experience with law enforcement agencies.Taking a look at the traumatized relationship and association between the two, as tumefy as the interaction and reaction from the law enforcement agencies and the communities they serve. Since the instauration of the law enforcement agencies race has long since been a vital playing card in policing. nevertheless with the knowledge, awareness and understanding of this in that respect has been some improvement but not enough. racial opus of law enforcement along military position the racial outline of overhear, the raise in the number of arrest of non- minority want Caucasian by non-white law enforcement officeholders, piece of music there were lower numbers of arrest by the same officers on new(prenominal) ethnic groups . On the flip side of that coin, more.Caucasian officers had a boost in the number of non-white arrest in similitude to the number of arrest involving Caucasians. Race has been a polarizingelement the in the society of America for years. And this is both so prevalent within the deplorable justice system. Clashes involving both the communities and law enforcement are the flashpoint for practically every circulating(prenominal) inner- city riot. Ethnic Groups The raise of culture variety and immigration has from clip to fourth dimension made interaction with law enforcement difficult. Hispanics and Asian neighborhoods are practically apprehensive of law enforcement officers due to their past occurrence.Their past incidents falsify from their motherland of origin that was overwhelmed by cultivated unrest and war. This included exploitation of top executive by those of authority as well as much dishonesty within law enforcement agencies of that country. For this cause many min orities groups have a apprehension and more often than not an aversion to law enforcement officers. same(p) within the Hispanic neighborhoods, they often odor that law enforcement agents differentiates them by racial profiling them all because of their nationality.In Arizona this is a very contentious SB 1070 guilty migration bill that passed given law enforcement agents the force-out and authority to inquire of certain individualistic (Hispanic) of proof of documentation of legal upright to be in America. This law is being adopted in other states as well like New jersey and Texas, any where there is a utmost population of Hispanics. IthasbeenreportedbytwoethnicgroupsAfricanAmericansandHispanic/Latinos affirm subordinate levels of agreement concerning their relationship with police officers as compared to those of their copy Caucasians. African Americans and Hispanic/Latinos claims that there is less(prenominal) willingness to obey and to follow orders given by regimen esp ecially of Caucasian origin.Racial profiling has consistently been one of the most confounding, divisive and controversial issues the police section confronts. A wisdom that police laughingstock members of specific ethnic or racial groups creates a deep divide between the police and the communities we serve. But as an officer who has spent a lot of time patrolling the citys streets, I just dont think the perception is accurate. (Dutta, 2010) True racial profiling, in which people are targeted solely because of race or ethnicity, is both illegal and immoral. It destroys public confide and reduces the effectiveness of the police.There is no coiffure for it in law enforcement. And I securely believe that most LAPD officers support that viewpoint. Even the reported statement of the officer that he couldnt do his job without racial profiling was most likely misinterpreted. (Dutta, 2010) speciality between minorities and Caucasians is how they relate and response to law enforcement agents and how fairly or unjustly he or she feels their treatment was. This is a how many African Americans and Hispanic/Latinos responded when asked by authorities regarding their relationship with law enforcement agencies this is less equating than when Caucasians reported.