Higher Education and Vocational Degree

Murray’s Essay On Education: What’s Wrong With Vocational School â€Å"What’s Wrong With Vocational School,† by Charles Murray is an Article that states Vocational schooling would be better off than a four year College degree. In Murray’s opinion, college should only be with those with a high IQ rate of 115 or higher and able to handle rigorous and challenging courses. If you are at an IQ below 110 it becomes an issue and you would be more successful in a Vocational program.This article calmly and rationally presents the notion that the population would be better served by the reintroduction of more training for careers in trade occupations becoming more prominent, therefore creating more job opportunities for people graduating with a vocational degree. Many students that graduate from a four year University do not learn what is needed to go into the working field. Murray states â€Å"For a few occupations, a college degree still certifies a qualif ication. This brings up the question, why do we pressure everyone to get a four year degree?In our society the college you go to means more than your actual qualification or talent you might have. Employers tend to pick a student that graduated from a university over that of a vocational school student just because of the name of the school not the talent the individual has. The degree itself also does not automatically qualify the student for the job and there are much faster and better ways such as a vocational degree for young people to provide credentials to employers.These credentials are needed in the job market for students with vocational degrees. As Murray says, â€Å"Finding a good lawyer or physician is easy but finding a good carpenter, painter, or electrician is becoming difficult. † The jobs needed such as an electrician or painters are those with vocational degrees. We often overlook some of the great jobs that don’t require a degree and are still very r ewarding. A vocational degree can bring just as much income sometimes even more than a four year college degree in half the time.We have a mindset that a four year degree is much more valuable than a vocational degree. As Murray conveys this is not true he used an example of a craftsman bringing intrinsic rewards with high income. Vocational degrees are becoming more susceptible in our community. A college degree is no more important than any other high tech occupation such as an NBA player or a cabinet maker. Many of our most high income people do not have a college degree and do not care because they are living happily without it.Murray states the social cachet of a college degree still remains but will erode over time when large numbers of high income people do not have college degrees. † Many employers are looking more at the evidence you are good at something without the benefit of a college degree and will increase more overtime. If this does continue our false outlook o f a college degree will diminish. As a society we look at the only way of becoming successful is going to a four university and look over vocational degree programs. Through Murray’s argument we learned tha

Banking: Comparative Analysis Essay

The economic reforms in India started in early nineties, but their outcome is visible now. Major changes took place in the functioning of Banks in India only after liberalization, globalisation and privatisation. It has become very mandatory to study and to make a comparative analysis of services of Public sector Banks and Private Sector banks. Increased competition, new information technologies and thereby declining processing costs, the erosion of product and geographic boundaries, and less restrictive governmental regulations have all played a major role for Public Sector Banks in India to forcefully compete with Private and Foreign Banks. this paper an attempt to analyze how efficiently Public and Private sector banks have been managing NPA. The last decade has seen many positive developments in the Indian banking sector. The policy makers, which comprise the Reserve Bank of India (RBI), Ministry of Finance and related government and financial sector regulatory entities, have made several notable efforts to improve regulation in the sector. The sector now compares favourably with banking sectors in the region on metrics like growth, profitability and non-performing assets (NPAs). A few banks have established an outstanding track record of innovation, growth and value creation. Banking in India was defined under Section 5(A) as â€Å"any company which transacts banking, business† and the purpose of banking business defined under Section 5(B),†accepting deposits of money from public for the purpose of lending or investing, repayable on demand through cheque/draft or otherwise†. In the process of doing the above-mentioned primary functions, they are also permitted to do other types of business referred to as Utility Services for their customers (Banking Regulation Act, 1949). During Bruisers’ time, three Presidencies’ Banks were opened in Bengal (1809), Bombay (1840) and Madras (1843) with powers to isue Notes. Thus the quality and quantity of services provided by the Private Sector Banks is much better than that provided by Public Sector Banks. In the coming years, the deposit ratio will be 80% in private banks and 20% in public sector banks which is a reverse of a decade before. Banking is and for the time to come, will remain customer oriented business. If one can satisfy the customers effectively, then customer becomes client. Thus to be successful, the banks should satisfy their customers qualitatively as well as quantitatively. They should .put the customers first because .Customer is the king .for the proper functioning of the Indian Banks today. BANKING SCENARIO IN INDIAN SYSTEM: The Indian banking system is significantly different from those prevalent in other countries due to its unique geographic, social and economic characteristics. India has a large population, different cultures in different parts of the country and also disparities in income. Also in India the population spread among rural and urban areas is also skewed in the favour of urban areas. All these features reflect in the size and structure of the Indian banking system. Further in order to fulfil the needs to the government policy it has been subjected to various nationalization schemes at different times. RBI Credit policies form the guidelines for banks in India. Since they had to satisfy the domestic obligations, the banks have so far been confined within the Indian borders. Banking in India originated in the last decades of the 18th century. The first banks were The General Bank of India which started in 1786, and the Bank of Hindustan, both of which are now defunct. The oldest bank in existence in India is the State Bank of India, which originated in the Bank of Calcutta in June 1806, which almost immediately became the Bank of Bengal. This was one of the three presidency banks, the other two being the Bank of Bombay and the Bank of Madras, all three of which were established under charters from the British East India Company. For many years the Presidency banks acted as quasi-central banks, as did their successors. The three banks merged in 1921 to form the Imperial Bank of India, which, upon India’s independence, became the State Bank of India. The Reserve Bank of India is the central bank of India and controls the monetary policy. The institution was established on 1 April 1935 .The main functions of RBI are 1. Monetary Authority: The Reserve Bank of India is the main monetary authority of the country and beside that the central bank acts as the bank of the national and state governments. It formulates, implements and monitors the monetary policy as well as it has to ensure an adequate flow of credit to productive sectors. Its objectives are maintaining price stability and ensuring adequate flow of credit to productive sectors 2. Manager of Exchange Control: The central bank manages to reach the goals of the Foreign Exchange Management Act, 1999. Objective: to facilitate external trade and payment and promote orderly development and maintenance of foreign exchange market in India. 3. Issuer of Currency: The bank issues and exchanges or destroys currency and coins not fit for circulation. The Objectives are giving the public adequate supply of currency of good quality and to provide loans to commercial banks to maintain or improve the GDP. The basic objectives of RBI are to issue bank notes, to maintain the currency and credit system of the country to utilize it in its best advantage, and to maintain the reserves 4. Regulator: Central Bank is also responsible for making policy to be followed by the banking system of the country. Around 90% of the banking system is under the government control and the rest are with the private and the foreign banks. The public sector banks can be categorized into a) State Bank Group: It comprises of State Bank of India and its 5 associate banks. Previously there were 7 associate but after the merger of 2 of them with the parent bank only 5 of them remain. The government of India is the majority stakeholder in the largest bank the country. b) Nationalized Banks: There are 19 nationalized banks in the country. The process of nationalization in 1969 resulted in creation of 14 government owned banks which were followed by the nationalization of 6 more banks. However upon a merger the total number of banks in the country stands at 19 as of today. All the banks are majority owned by the government of India. c) Regional Rural Banks: The regional rural banks were setup to provide low cost financing and credit facilities to rural people. The nationalized banks were required to setup RRBs in partnership with the individual states. The foreign and private banks form a miniscule part of the Indian banking system which is dominated by the government owned banks. However the superior offering of the private sector banks aided by the growth in the IT has resulted in the population of the country being attracted towards these banks. This has made the public sector banks recognize the threat from these banks and improve on their services. They have given the PSBs stiff competition and this augurs well for the future of the Indian banking system. HISTORY: Private-sector banks have been functioning in India since the very beginning of the banking system. Initially, during 1921, the private banks like bank of Bengal, bank of Bombay and bank of Madras were in service, which all together formed Imperial Bank of India. Reserve Bank of India(RBI) came in picture in 1935 and became the centre of every other bank taking away all the responsibilities and functions of Imperial bank. Between 1969 and 1980 there was rapid increase in the number of branches of the private banks. In April 1980, they accounted for nearly 17.5 percent of bank branches in India. In 1980, after 6 more banks were nationalised, about 10 percent of the bank branches were those of private-sector banks. The share of the private bank branches stayed nearly same between 1980 and 2000. Then from the early 1990s, RBI’s liberalization policy came in picture and with this the government gave licences to a few private banks, which came to be known as new private-sector bank s. There are two categories of the private-sector banks: â€Å"old† and â€Å"new†. The old private-sector banks have been operating since a long time and may be referred to those banks, which are in operation from before 1991 and all those banks that have commenced there business after 1991 are called as new private-sector banks. Housing Development Finance Corporation Limited was the first private bank in India to receive license from RBI as a part of the RBI’s liberalization policy of the banking sector, to set up a bank in the private-sector banks in India. The Central Government entered the banking business with the nationalization of the Imperial Bank Of India in 1955. A 60% stake was taken by the Reserve Bank of India and the new bank was named as the State Bank of India. The seven other state banks became the subsidiaries of the new bank when nationalized on 19 July 1960. The next major nationalization of banks took place in 1969 when the government of India, under prime minister Indira Gandhi, nationalised an additional 14 major banks. The total deposits in the banks nationalised in 1969 amounted to 50 crores. This move increased the presence of nationalised banks in India, with 84% of the total branches coming under government control. The next round of nationalisation took place in April 1980. The government nationalised six banks. The total deposits of these banks amounted to around 200 crores. This move led to a further increase in the number of branches in the market, increasing to 91% of the total branch network of the country. The objectives behind nationalisation where: * To break the ownership and control of banks by a few business families, * To prevent the concentration of wealth and economic power, * To mobilize savings from masses from all parts of the country, * To cater to the needs of the priority sectors.

3d Printers

Rapid prototyping 3D printers 3D printing  is a form of  additive manufacturing  technology where a  three dimensional  object is created by laying down successive layers of material. 3D printers are generally faster, more affordable and easier to use than other additive manufacturing technologies. 3D printers offer product developers the ability to print parts and assemblies made of several materials with different mechanical and physical properties in a single build process. Advanced 3D printing technologies yield models that closely emulate the look, feel and functionality of product prototypes.A 3D printer works by taking a 3D computer file and using and making a series of cross-sectional slices. Each slice is then printed one on top of the other to create the 3D object. The cost of 3D printers has declined. The technology also finds use in the jewellery, footwear,  industrial design, architecture, engineering and construction (AEC), automotive, aerospace, dental and medical industries. A large number of competing technologies are available to do 3D printing. Their main differences are found in the way layers are built to create parts.Some methods use melting or softening material to produce the layers (SLS, FDM) where others lay liquid materials that are cured with different technologies. In the case of lamination systems, thin layers are cut to shape and joined together. Selective laser sintering  (SLS) Selective laser sintering  (SLS) is an additive manufacturing technique that uses a high power  laser  (for example, a  carbon dioxide laser) to fuse small particles of  plastic,  metal  (Direct Metal Laser Sintering),  ceramic, or  glass  powders into a mass that has a desired 3-dimensional shape.The laser selectively fuses powdered material by scanning cross-sections generated from a 3-D digital description of the part (for example from a  CAD  file or scan data) on the surface of a powder bed. After each cross-secti on is scanned, the powder bed is lowered by one layer thickness, a new layer of material is applied on top, and the process is repeated until the part is completed. Compared to other methods of additive manufacturing, SLS can produce parts from a relatively wide range of commercially available powder materials.These include  polymers  such as  nylon, (neat, glass-filled or with other fillers) or  polystyrene, metals including  steel,  titanium, alloy mixtures, and composites and  green sand. The physical process can be full  melting, partial melting, or liquid-phase  sintering. And, depending on the material, up to 100% density can be achieved with material properties comparable to those from conventional manufacturing methods. In many cases large numbers of parts can be packed within the powder bed, allowing very high productivity. SLS is performed by machines called SLS systems.SLS technology is in wide use around the world due to its ability to easily make very complex geometries directly from digital  CAD  data. While it began as a way to build  prototype  parts early in the design cycle, it is increasingly being used in  limited-run manufacturing  to produce end-use parts. One less expected and rapidly growing application of SLS is its use in art. [pic] The picture above is made using SLS and is a very intricate design which would be very difficult to imagine if it was only drawn on paper. Digital Light Processing (DLP)In  DLP, or Digital Light Processing, a vat of liquid polymer is exposed to light from a DLP projector under  safelight  conditions. The exposed liquid polymer hardens. The build plate then moves down in small increments and the liquid polymer is again exposed to light. The process repeats until the model is built. The liquid polymer is then drained from the vat, leaving the solid model. The  ZBuilder Ultrais an example of a DLP rapid prototyping system Laminated object manufacturing (LOM) Laminated obj ect manufacturing  (LOM) is a  rapid prototyping  system developed by Helisys Inc. Cubic Technologies is now the successor organization of Helisys) In it, layers of adhesive-coated  paper,  plastic, or  metal  laminates are successively glued together and cut to shape with a knife or  laser cutter. The process is performed as follows: 1. Sheet is adhered to a substrate with a heated roller. 2. Laser traces desired dimensions of prototype. 3. Laser cross hatches non-part area to facilitate waste removal. 4. Platform with completed layer moves down out of the way. 5. Fresh sheet of material is rolled into position. 6. Platform moves up into position to receive next layer. 7. The process is repeated.Note: †¢ Low cost due to readily availability of raw material †¢ Paper moulds have wood like characteristics, and may be worked and finished accordingly †¢ Dimensional accuracy is slightly less than that of  Stereolithography  and  Selective laser sinter ing  but no milling step is necessary. †¢ Relatively large parts may be made, because no chemical reaction is necessary. [pic] The above picture shows how intricate objects con be made by LOM. Fused deposition modelling  (FDM) Fused deposition modelling  (FDM) is an additive manufacturing technology commonly used for modelling, prototyping, and production applications.FDM works on an â€Å"additive† principle by laying down material in layers. A plastic filament or metal wire is unwound from a coil and supplies material to an  extrusion  nozzle which can turn on and off the flow. The nozzle is heated to melt the material and can be moved in both horizontal and vertical directions by a numerically controlled mechanism, directly controlled by acomputer-aided manufacturing  (CAM) software package. The model or part is produced by extruding small beads of thermoplastic material to form layers as the material hardens immediately after extrusion from the nozzle.Sev eral materials are available with different trade-offs between strength and temperature properties. As well as  acrylonitrile butadiene styrene  (ABS) polymer,  polycarbonates,  polycaprolactone,  polyphenylsulfones  and waxes, a â€Å"water-soluble† material can be used for making temporary supports while manufacturing is in progress, this soluble support material is quickly dissolved with specialized mechanical agitation equipment utilizing a precisely heated  sodium hydroxide  solution. [pic] In the picture above the support material is easy recognised and can be broken away easily.

Professional Development Plan Essay Example | Topics and Well Written Essays - 2500 words

Professional Development Plan - Essay Example In general, I would characterize my performance during the first year of my studies as satisfactory, taking into consideration the complexity of business management, as a field of knowledge. The first year of my studies gave to me a valuable lesson: existing skills, no matter their extension and uniqueness, can be always developed and improved in order to secure professional development in the long term. Communication seems to be my key strength. Also, the ability to prioritize activities and develop effective schedules would be included in my strengths. During the first year I’ve realized that I also have the following strength: the ability to identify solutions even under severe pressures. To the above, I should add my ability to keep my control and to take initiatives when immediate decisions have to be taken and where there is no time for checking all existing alternatives. Despite my strengths, there are areas of improvement so that I’m able to develop my career in business management: Primarily, I should improve my cooperation skills. Even if I’m able to communicate effectively I’ve noted that when having to work along with others it is often difficult to align my schedule with that of my colleagues. This problem in cooperation is possibly related with my weakness in meeting strict deadlines, especially when I am given no room for making suggestions and for taking initiatives. Improvements would be also required in regard another area: my ability to organize tasks. During the first year I was asked to participate in class activities, usually developed by groups of 4-5 students, and in personal tasks, i.e. in projects assigned to each student personally. I’ve realized that I had difficulties in developing tasks simultaneously especially since my cooperation skills are rather low, as explained earlier. As a result, I faced

Domestic Terrorism Master Essay Example | Topics and Well Written Essays - 2750 words

Domestic Terrorism Master - Essay Example Both domestic and international terror groups have the same enemies both terrorists group enemy is the government as these terrorist groups usually consist of the oppressed class, and this class feels that it is the government's fault that they do not get their fair share. Thus the government is the common enemy of both the terrorist groups. A good example of domestic terrorism is that Various recent events, most particularly the bombing of the Federal Building in Oklahoma City, Oklahoma in April, 1995, thus proving the fact that Organized extremist/terrorist groups of particular concern with regard to their abilities to recruit from, and exist within the United States armed services have historically been racist and/or anti-government in character. (http://www.fas.org/irp/eprint/presley.htm) Terrorist have started to use the in two ways. The First and most common way is that, the Internet has developed into a forum through which both terrorist groups and individual terrorists can spread their intense and influential messages of hate and violence far and wide. Through this fast developing forum they can also communicate with one another and with those who show sympathy towards them. The Second way in which terrorist use the internet for their terrorism is that, individuals as well as groups have attempted to make an attack on a lot of computer networks, as well as those on the Internet this is called cyber terrorism or cyber warfare. At present, terrorists proffer to use the Internet for their purposes more than they are attacking it. At least twelve of the thirty groups on the State Department's list of selected foreign terrorist organizations keep Web sites on the Internet. Whereas U.S. officials strongly believe that a number of terrorists use encrypted E-mail to plan their evil acts of terrorism, the majority of groups seem to use the Internet so that they can spread their propaganda all around the world. Good number Internet sites of terrorist groups seek to promote the organization's political and ideological agenda. A good example is of this is that directly after the Peruvian terrorist group Tupac Amaru broke into the Japan's Ambassador's residence which was in Lima as well as apprehended scores of diplomatic, political and military officials hostage in December 1996, sympathizers of Tupac Amaru in who were citizens of U.S. and Canada developed quite a lot of solidarity Internet sites, one of the sites even had comprehensive drawings of the terrorists' plan of assault on the residence of the Japanese Ambassador's. When most of the free and English speaking world thinks of the word enemy, a warrior dressed assassin or foreign solder from a communist country usually comes to mind. Enlisted soldiers, sailors, airmen and marines who fight tirelessly to defend our country see the enemy as that exactly. Unfortunately, there is a new enemy threatening our way of life. This enemy attacks through e-mail messages and internet connections.

Immunolocalization of the microtubule cytoskeleton Essay

Immunolocalization of the microtubule cytoskeleton - Essay Example The most prominent methods are: Western blot, spectrophotometry, enzyme assay, immunoprecipitation and immunostaining. In immunostaining, the method used during this procedure, an antibody is used to detect a specific protein epitope. These antibodies can be monoclonal or polyclonal. Then enzymes such as horseradish peroxidase or alkaline phosphatase are commonly used to catalyse reactions that give a coloured or chemiluminescent product. Fluorescent molecules can be visualised using fluoresence microscopy. During this experiment, the distribution of the protein tubulin in normal rat kidney (NRK) cells is explored. A monoclonal antibody that is specific for the -subunit of tubulin is used. Tubulin polymerizes into long, 25-nm wide microtubules that we will visualize with tubulin antibodies. The formation and maintenance of microtubules is cold sensitive. At 4C, microtubules are destabilized and they depolymerize. At 37C, human body temperature, they remain polymerized. Photograph 1 shows cells incubated at 4 0C, while photograph 2 shows cells incubated at 37 0C. At this stage of the procedure, microtubules cannot be detected in either of the photographs. 3 separate plates are used to create the NRK cells culture. ... The coverslip is then immersed in 3.7% formaldehyde (in PBS) at room temperature. Immersion in 0.2% Triton-X 100 (in PBS) detergent at room temperature follows. To prevent the subsequent antibody from sticking non-specifically to the cells on the coverslip, the coverslips should be incubated with cell-side-up with a 100-l droplet of 3% (w/v) bovine serum albumin (BSA). The incubation is done on a piece of Parafilm in a humid Petri dish for 15 minutes. An anti-tubulin dilution is prepared with 1 part antibody + 75 parts 1% (w/v) BSA in PBS. A 200 l total of antibody is necessary for the three coverslips. This tubulin antibody is a monoclonal antibody (12G10) and recognizes the -subunit of tubulin. Then each coverslip is overlayed each with a 100-l droplet of the diluted tubulin antibody. After that, a secondary antibody with 1 + 200 in 1% (w/v) BSA in PBS is used. The coverslips are placed back into the Petri dish chamber and overlay with a 100-l droplet of secondary antibody and they are incubate for 30 minutes at 37C. Therefore, we have 3 coverslips, all treated with the secondary antibody, 2 of them are treated with the primary antibody (one of them is incubated at 37C, and the other incubated at 4C) and 1 that is not treated with the primary antibody (incubated at 37C). The coverslips then are placed back into the Petri dish chamber and are overlaid for 30 minutes at 37C with a100-l droplet of Vectastain ABC reagent. This reagent contains a complex of avidin and the enzyme horseradish peroxidase (HRP). They are washed again with PBS. The drops of DAB (diaminobenzidine; a carcinogenic compound) are applied to the coverslips and incubate at room temperature for 5 minutes. After DAB incubation,

Corporate social responsibility (with an example) Research Paper

Corporate social responsibility (with an example) - Research Paper Example It is not right to say that Corporations are excluded from societies; they are part of it and hence have a role to play within in the society circle. It is the society which gives them the name and recognition, and in return there is much to be given back to the society as well (Asongu, 2007). A society could be broad in the spectrum like an oil company whose impacts are there for entire environmental system, similarly a society could be small like for a grocery store whose items are only benefited to the specified group of people. Hence Corporations are part of societies and to survive in business they have to understand the societal norms and responsibilities (Horrigan, 2010). Analysis based Point of Opinion According to scholarly literature, it can be indicated that corporate social responsibility is a modern concept and has been compiled from various definitions. According to modern literature, corporate social responsibility is a business norm that includes all the business comp onents in one domain, like it includes buyers, consumers, share holders, employees, and communities which have to be served in one system (Asongu, 2007). Hence CSR is a broad concept, a concept that reaches out to each component attached to its system (Asongu, 2007). ... In Worlds tropical regions like South Africa and North India, there have been infectious disease spreading, like malaria and leishmaniasis for which there is no cure provided just because of high poverty and fewer paybacks to the pharmaceuticals (Hirsch, 2008). On the other side, there are no cures for chronic diseases (tuberculosis) as pharmaceuticals have forgotten the moral responsibility and have prioritized wealthy attainments than society. The cures are there but the will is not and due to economic reasons and not scientific, pharmaceuticals have stopped to research and develop. It is all because the priority is wealth and money, so the norms of society, virtuousness and morality have got disappeared in the tropical regions (Hirsch, 2008). From the modern perspective, it is not wrong to say that virtue and social responsibility are just matters of the book and scripture and not more than that. According to Lynn Payer (author of Disease-Mongers, 1992) medicine industry has been dominant due to several reasons, one of the main reason is disease mongering, a concept that brutally destroys the notion of corporate social responsibility (Dossey, 2010). In the modern system, medicine industry (pharmaceuticals) generates more than one trillion dollars each year. One of the secrets for such dominating figures on revenues is disease mongering â€Å"expanding diseases and developing the demand† (Dossey, 2010). Out of the trillion, billions are spent on advertisement and marketing campaigns, which is all to bring response and acceptation from the customer. One harsh fact is that patients are customers, customers that bring demand for the industry. Hence it is not harsh to say that the system of 21st century itself is violating the

Black quarterbacks in the NFL Research Paper Example | Topics and Well Written Essays - 1750 words

Black quarterbacks in the NFL - Research Paper Example B. The four different queries are: 1. Black quarterbacks in the NFL 2. Black quarterbacks currently in the NFL 3. Black quarterbacks active in the NFL 4. Black quarterbacks playing in the NFL These queries should bring up different information but with the same focus on black quarterbacks. We will see the black quarterbacks that have entered and exited the NFL, as well as their history. C. The search engines that will be used are Yahoo, Google, Bing and Dogpile, which is a meta-search engine. These search engines were chosen because they are some of the most widely used engines and should produce good results. D. As can be seen from the results, not all results from the searches are relevant to the topic. Some of the results actually go off on a tangent into something completely unrelated. The table below shows which results were relevant. E. Table 1. The first column shows the first ten hits that were received. It also shows how many times the web page was referenced when using all 4 queries. As shown in the table, the BQB site received the most hits throughout the entire search. F. The next table shows how each of the sets are ranked according to the precision formula. Table 2 Chart 1 The meta-search engine (Dogpile) provided results pulled from all of the other engines. G. There were some pages that showed up more than once no matter which query we used. The results are below. Table 3 H. Google uses a page rank system which means that the various parts of the webpage are ranked according to relevance. This then determines which page shows up in what position on the results page. Dogpile (the meta-search engine) seems to use a feed method that pulls information from other search engines based on how popular they are. Bing and Yahoo seem to use the same type of method which can be considered to be a Boolean method (CCH Incorporated, 2011). It is noticed that Yahoo and Bing both provided results where some of the words were found and then in other cases only on e word was found. Yahoo and Bing ranked their results according to how many words of the original search were found within the pages returned as results. I. One thing to notice about the results is that the meta-search engine (Dogpile) produced fewer relevant results when the search criteria were entered into the search box. This poses a question about what methods they actually use to retrieve information relevant to various searches. It was not determined that any of the search engines used the Boolean method. The only searchable information that was added was the exact phrase that was being researched and no other words such as AND, NOT, or IF were entered. J. The Kendall's tau (t) coefficient (also known as the Kendall rank correlation coefficient) is a statistic used to measure how two measured quantities are associated. Set Theory involves a non-parametric hypothesis test that makes use of the coefficient to test for statistical dependence. The Kendall's tau = \frac{(\text{num ber of concordant pairs}) - (\text{number of discordant pairs})}{\frac{1}{2} n (n-1) } K. Chart 2. Precision of 10 bar-chart L. The best search engine for this particular topic is Google. Google used a different method but their results were still relevant. We saw some of the same pages but overall Google provided something different for

Russia as a Developer of the Modern Terrorism Coursework

Russia as a Developer of the Modern Terrorism - Coursework Example According to the research findings, it can, therefore, be said that the practice of individual terror is well known in Russia from the times of the anarchists and Bolsheviks movements at the beginning of the twentieth century when professional revolutionaries pursued the policy of random murder struggling against Russian Czarism. After the Bolsheviks revolution in 1917, the new Red government arranged so-called â€Å"red terror† against dissidents among the former Russian intelligentsia. The first concentration camps were invented not by Hitler, as it is assumed to recognize, but by the leader of Soviet Russia Vladimir Lenin in the 1920s. The next Russian leader Joseph Stalin developed the death camp practice to the incredible scale. Millions of people died in the Siberian death camps being incriminated for anti-Soviet activity. The terror and violence constituted the main technology of the Soviet Russia expansion during the 1920-1940s. Annexing new territories such as Ukraine , Baltic Countries, and the Caucasus, Soviet Russia eliminated the opposition by means of the army and the secret service terror. The deportation of the whole nations such as Chechens and Crimean Tatars into Central Asia in the 1940-1950s resulted afterward in the local conflicts and wars in the 1990s. During the seminar at The City University of New York dedicated to terrorism in Russia, Professor Randall Law showed the direct link between Chechen’s struggle for independence and terrorism in the 1990s. Due to the fusion of militant Islam and the independence intentions, Chechens had to apply terroristic methods against Russia. The reason was in a policy of President Putin, who managed to convince the worldwide community that Russia was fighting against the international terrorism during both Chechen wars. Ben Laden and Hattab names have added validity to Putin’s arguments. After the World War II, the Soviet Union established Soviet regimes in several Central European countries by means of the so-called Warsaw Pact making such countries as Poland, Bulgaria, and Czechoslovakia dependent of Moscow.

HRM methods Essay Example | Topics and Well Written Essays - 3750 words

HRM methods - Essay Example This is nothing but performance-based compensation, which is one of the widely acknowledged HRM practices that contribute to business success (Dyer & Reeves, 1995; NC-DHHS, 2005). The employees' knowledge that such a reward awaits them if they perform well should keep them on their toes. Granting pay incentives and job promotions according to seniority and length of stay, which is the usual practice, does not motivate employees across the organization because the newer employees know that they will receive the same benefits and career boosts if they just stayed longer in the company and all they need to do is wait for their turn. While they thus wait for their time, you cannot expect them to exert themselves harder at their jobs. Even with a so-so performance, they tend to feel secure in their positions because of employment laws or labor union agreements that forbid dismissal without cause. With the forced ranking and distribution system in place, employees will strive to avoid bein g included in the worst performing group. ... The downside of the system, however, is the perceived lack of a foolproof benchmarking method to measure performance. As noted in the case study, it is inherently difficult to differentiate between good, average and poor performance. Precisely because of this particular difficulty, Goodyear mistakenly fired one chemist who got a consecutive C ranking for poor performance but who, it turned out, had earlier patented a new type of aircraft tire without management knowing about it. In essence, the forced ranking and distribution system is an anachronism to the popular HRM model that sees companies setting up rigid screening processes to ensure that they hire only the best people (Storey, 1992; Guest, 1999). If these companies hire only the best, then how come there are poor performers to be found in their ranks Dow Chemical, for example, realized in time that the forced ranking system did not fit with its corporate philosophy of recruiting only the best employees. In addition, the forced ranking system is likely to provoke perceptions of status and discrimination, thus encouraging income comparisons and perhaps spreading envy as others see a fellow employee doing much better than them (Guest, 1999). Envy and jealousy could have prompted employees at Ford and Goodyear to complain that the system discriminated against certain type of employees. 2) Suppose any of Ford, Goodyear and Dow Chemical contacts you to modify its performance management system to avoid some of the problems that it has experienced. What would you suggest the company do If asked to suggest a performance management system that avoids the pitfalls of the forced ranking and distribution system, I would propose a system that emphasizes the

Research method Assignment Example | Topics and Well Written Essays - 2500 words

Research method - Assignment Example The bank presents different offers to Super Cars; the option to receive payment after three months of entering the deal, or receiving the payment after one year. By unleashing these contrasting offers, the bank wants to also shield itself from the effects of uncertainties in the international market, thereby offering Super Cars minimum cushioning from the same. The Super Cars’ resolve to opt for the three-month payment duration presents better value for the firm, and subsequently affirms greater exposure to risk for HSBC. Finally, HSBC evaluates two options with the foreign currency it acquires: to either convert the currency to dollars immediately or after one year. This is done through examining strategies to mitigate effects of currency value fluctuations that the bank could use. The USA Super Cars sells luxury sports cars to buyers in different destinations around the world. Over the next one year, the firm will be expected to supply the UK, Japanese, Canadian, South African and the local US markets with sports cars. In order to determine the expected prices of the products at the time they will be shipped to requested destinations (the cars will be required exactly one year from now), the firm has taken forecasted estimates of the dollar’s exchange rates against the foreign currencies in the target markets. This way, it is possible to fairly estimate the amount of revenue expected from the sales, considering both the lower and upper bounds for the same. This report examines the value of the offer presented by HSBC to USA Super Cars, its ability to cushion the latter from expected risks and the ability to generate a profit for HSBC. Note: In these calculations, the totals are subsequently divided by n = 27 (the number of cars that have been ordered by the domestic and foreign buyers) in order to work with the formula for z-scores. = (81,481.48 – 113,011.1) / 16,491.40 = -1.912, equivalent to the

Fast Food Essay Example for Free

Fast Food Essay Do you like to eat fast food Nowdays people’s lives are becoming faster and faster. Because of a tight schedule, many people decide to eat fast food. Fast food is a western food. Fast food refers to any poor nutrition food that is easily prepared. Fast food may include chips, hot pies, sandwiches, burgers, kebabs, pizzas, soups, and salads. It also includes drinks, for instance, milkshakes, and soft drinks. Fast food has advantages and disadvantages. Some of the advantages of fast food are that fast food is cheap, time saving, and quick. Fast Food Saves Time People can order fast food on their way to or from work, without ever leaving their car, which is drive thru. Fast food is also designed to come in small packaging, So that people can consume it while traveling. Light on the Wallet Its means Eating fast food can save a lot of money for large families, students and anyone else looking to eat out without breaking the bank. Many fast food chains offer discount menus with foods costing. Customers also avoid having to leave a tip when they choose a fast food establishment over a typical restaurant. Easy to find place Some of the most popular fast food chains include McDonalds, KFC, Burger King, Pizza Hut, Dunkin Donuts, and many more. Despite of having many advantages, fast food has many disadvantages including obesity and different kinds of diseases. Obesity Extra calories can lead to being overweight or obese. As we know children nowadays like to eat fast food. So the percentages of obesity among children increase from year to year. With obesity come other problems like high blood pressure, the increasing of cholesterol and other related diseases of the heart that can lead to heart attack and many more serious diseases. Fast food has advantages and disadvantages. Some of the advantages are that it is easy, quick, and inexpensive. On the other hand, some of the disadvantages are that it causes obesity and different kinds of diseases. Eating fast food is like playing with our health and if we lose our health neither the money, nor the time can get it back.

Arguments for and Against Juvenile Courts

Arguments for and Against Juvenile Courts Introduction In the United States we have two parallel systems that deal with individuals that commit crimes and or offenses against society. First we have the criminal justice system, a court which deals with adults who commit various crimes. Secondly, we have the juvenile justice system, a court designed especially for minors and is generally thought to help rehabilitate the offender. The salient difference between these two systems, as Mitcheal Ritter puts it, is the use of distinct terminology to refer to their similar procedures. State and federal legislatures intended this terminological variation to avoid stigmatizing children as criminals and to dissociate the juvenile system from the criminal justice system (Ritter 2010, 222). The major issue I intend to look at it is whether or not we should abolish the juvenile justice system. First, we will look at the position of keeping the current system, why it needs to stay in place, and why in the long run it is the most beneficial to the juvenile. Second, we will examine the research of Barry Feld, one of the most influential advocates on why it needs to be abolished because of the lack of constitutional rights that a juvenile does not receive while being tried under the Juvenile justice system. Thirdly, I will be looking at each partys positions and critiquing it to see it what the strong and weak points are. Finally, I will present my own opinion on whether to keep it, abolish it, or create a whole new system altogether. Presentation of Position A: Do Not Abolish the Juvenile System To try a juvenile in adult court is by no means the right decision. In this section we will look at evidence and arguments on why the juvenile justice system should not be abolished. Juveniles are different from adults and therefore should not be allowed to stand trial in the criminal justice system. Children are not well enough developed mentally, as compared to an adult, to be tried in the adult correctional system. This is why many people take the stance, no way should we get rid of the juvenile justice system. The director of the states (Washington) Bureau of Juvenile Detention Services is seeking to keep 16- and 17-year-old offenders out of the states criminal justice system (McNeil 2008). To lock up a child in an adult correction facility is by no means the right idea even if they are separate from the adults. If a juvenile commits an adult crime like robbery, theft or in most cases drug crimes, a quick fix is to incarcerate that individual in an adult prison to punish him and protect society. While this may work for adults, it is inappropriate for a youth. Advocates argue that we must keep the juvenile justice system because many studies also have found that significantly harsher punishments are meted out to juveniles in adult court when compared with juveniles in juvenile court, particularly for serious or violent offenses (Kurlycheck and Johnson 2010, 727). Sending a juvenile to adult court at such a young age can be problematic for the child, because the court wants to be strict with the child by showing them that their behavior will not be tolerated and because in adult court the child will miss out on educational and rehabilitative programs more readily available in juvenile detention facilities. Kurlycheck and Johnson argue that Juvenile courts are characterized by disposition optio ns that fundamentally differ from adult courts in their symbolic meaning, punitive and treatment alternatives, and punishment goals (2010). In a study in Pennsylvania, Kurlycheck and Johnson compared a sample of juveniles tried in juvenile court with juveniles who were transferred to adult court and showed that the adult courts were harsher on the juvenile: On average, their sentences were 80 percent more severe than for their young adult counterparts (Kurlycheck and Johnson 2010, 729). Juveniles should not be allowed to be tried in adult court because studies have shown that many juveniles function at levels similar to disabled adults who lack competence; not because of diagnosable mental health problems, but because of developmental immaturity (Katner 2006, 507). The theory that sentencing a youth to an adult prison will reduce recidivism and hope that the experience will scare him straight, is invalid. Research shows that experiences with adult jails and prisons show that those facilities may instill fear but are otherwise emotionally-and often physically-dangerous for youth (Butler 2011, 114). Finally, Frank Zimring argued that young law violators are less culpable, and thus deserve less punishment-no matter what kind of court might try and sentence them (Kurlycheck and Johnson 2010, 729). Kurlycheck and Johnson also confirm what Katner is saying by explaining that adolescents are at psychosocial disadvantages in terms of responsibility, peer influence, temperan ce, and perspective; they are less able to foresee future consequences of their actions (Kurlycheck and Johnson 2010, 729). Youths in the detention system have an average IQ of 85, as compared to the national average of 100, and about 60% in detention meet the criteria for at least one mental disorder (Butler 2011, 111). Research by Howard N. Snyder, Ph.D., director of Systems Research at the National Center of Juvenile Justice, shows that 68% of committed males were diagnosed with a mental health disorder, and research indicates that the percentage is greater for females in commitment facilities, 50% of committed males had a substance abuse diagnosis (Katner 2006, 509). If a youth has a mental illness then it is our responsibility to address those needs. A state has no right to refuse adjudicated juveniles. It is the juvenile justice systems legal and ethical responsibility to admit them, and make provisions for their safe and secure care and treatment (Smith 2012). The American Public Health Association found in their Cox proportional hazard study that better mental health services reduced the risk of initial and subsequent juvenile justice involvement by 31% (Foster, Qaseem, and Connor, 2004) and had stronger results with more serious offenders. Their findings said that improved mental health ser vices reduced the risk of juvenile justice involvement (Foster, Qaseem, and Connor, 2004). We must remember that the juvenile justice system is meant to reduce recidivism, help the individual with their struggles, and integrate them back into the community. When a juvenile offender is reintegrated into the community after a year being counseled, treated, and taught, the community is safer than it would be if that same delinquent youth were incarcerated for five years and released with no preparation to respect himself and society and to avoid repeating the same behavior. In Missouri, for example, only 8 percent of juvenile delinquents return to the justice system within three years; the national average is over 50 percent (House 2010). Decreasing recidivism has both immediate and long-term benefits. It has been estimated that juveniles who become adult offenders cost society between $1.5 and $1.8 million each (Macomber, Skiba, Blackmon, Esposito, Hart, Mambrino, Richie, Grigorenko 2010, 224). Therefore, successful education is one of the most important tools that a juvenil e can have while locked up. According to the Journal of Correctional Education, quality education and successful employment is viewed, unequivocally, as the most powerful tool in recidivism reduction, rehabilitation of juvenile delinquent [à ¢Ã¢â€š ¬Ã‚ ¦]into a socially productive, healthy, and happy adult (Macomber, Skiba, Blackmon, Esposito, Hart, Mambrino, Richie, Grigorenko 2010, 225). However, the article does note that the level of education that is delivered to juveniles while incarcerated is nationally recognized as being far from as effective as it should be. Society wants our youths to succeed, be successful, and be normal members of society. That is why many advocates believe in keeping them out of the criminal justice system because they want to help bring these individuals back into society. Advocates for this system believe that juvenile justice systems are the best because once a juvenile is locked up in an adult correctional system, that individual will have a criminal record that follows them for life, which would not be the case if they had been tried in family court (McNeil 2008). Once a child is labeled as a criminal in society (labeling theory,) not only will it be hard for him to apply for a job with his adult criminal record, he will also carry the label of criminal over his head while back in society. Presentation of Position B: Abolish the Juvenile System In this section we will be looking at why it is a good idea to abolish the juvenile justice system. Barry Feld is one of the major advocates for abolishing the juvenile justice system. He believes the system should be thrown out because juveniles are frequently not afforded their constitutional rights in juvenile court. Barry Feld, a law professor from the U of M and an expert on the juvenile justice system, says the juvenile justice system needs to be abolished. He claims that within the past three decades, judicial decisions, legislative amendments, and administrative changes have transformed the juvenile court from a nominally rehabilitative social welfare agency into a scaled-down, second-class criminal court for young people. These reforms have converted the historical ideal of the juvenile court as a social welfare institution into a penal system that provides young offenders with neither therapy nor justice (Feld 1997, 68). In light of these failures, Feld is proposing that the juvenile court be integrated into the traditional criminal court system. Feld talks about how the juvenile justice system lacks constitutional rights for youth offenders. Several important Supreme Court decisions help change and shape the criminalization of the juvenile court. In the case of In Re Winship,the court required states to prove juvenile delinquency by criminal laws standard of proof beyond a reasonable doubt (Feld 1997, 73). In the U.S. Supreme court case of In Re Gault, the court said that juveniles accused of crimes must be afforded many of the same rights that adults get. These rights would be the 5th amendment of right against self-incrimination, the 6th amendment right to confront witnesses, the right to timely notification of the charges and the right to be represented by an attorney. Even though the Supreme Court ruled this way, Feld says that lawyers seldom appeared in juvenile courts and when the juvenile was on trial the judges did not advise juveniles of their rights and did not appoint counsel (Feld and Schaefer 2010, 330). Feld ci tes two associations, the American Bar Association and American Children at risk, that reported that many youths in the juvenile justice system were not represented by counsel and of the lawyers who represented juvenile lacked adequate training and failed to provide competent representation (Feld and Schaefer 2010, 330). If this would happen in the criminal justice system, the case would risk dismissal or being overturned on appeal. Even if a juvenile does have a defense lawyer, many attorneys seldom if ever appeal the decision of the juvenile court judge. Judges are continuing to allow juvenile rights continue to be trampled upon by allowing juveniles to waive their right to an attorney without allowing them to consult with one of their parents or an attorney. Feld and Schaefer say that in most states, judges gauge juveniles waivers of rights by assessing whether they were knowing, intelligent, and voluntary under the totality of the circumstances test. They rejected special procedures for youths and endorsed the adult standard to evaluate juveniles waivers of Miranda rights. When a juvenile is arrested or brought into custody, he should not be allowed to talk to anyone unless his parent or lawyer is present. Feld wants both the criminal and juvenile system to be combined into one in hopes to reduce many constitutional violations, such as a juvenile waving his right to Miranda warnings. He says that many juveniles do not understand a Miranda warning or counsel advisory well enough to make a valid waiver (Feld and Schaefer 2010, 331). This is a major risk for first time offenders because they may not know what they are agreeing to. Juveniles who have gone through the system before may start to get a grasp on the concept of Miranda about as well as adults but substantial minorities of both groups failed to grasp at least some elements of the warning (Feld and Schaefer 2010, 331). To help reduce these constitutional violations, Feld believes that state courts should adopt sentencing guidelines for juveniles, which now exist only in adult courts (Furst 1991). Feld believes that many sentences are based on where the juvenile lived than the crime (Furst, 1991). In Felds study, urban criminals face stiffer penalty, he found that urban juveniles receive harsher sentences for the same crimes than their rural and suburban counterparts (Furst 1991). Felt said that urban courts detained youths that were charged with felonies around the time; rural counties detained them one-tenth of the time and suburban counties one-thirteenth (Furst 1991). Feld says that no reasons exist to believe that rural youths are more competent than urban juveniles to waive legal rights, but rural judges appoint attorneys far less often than do their more formal, urban counterparts (Feld and Schaefer 2010, 332). Feld says that juveniles are very immature and lack a lot of experience. They requ ire the assistance of counsel to understand legal proceedings, to prepare and present a defense, to negotiate guilty pleas, and to ensure fair adjudications (Feld and Schaefer 2010, 350). How is it fair that adults can have lawyers present at their trial and not juveniles? He says that increased efforts to have lawyers present at juveniles trials have remained the same. Feld says that with his data from 1994 and 1999 have predicted the outcome for youths to receive attorneys present at trial. The data is quite surprising that youths convicted of felony and status offenses show a decrease in odds of representation, whereas youths convicted of misdemeanor offenses show an increase in the odds of having an attorney (Feld and Schaefer 2010, 349). One of the most important rights we have in our judicial system is the right to a jury trial. However, Feld argues is that while the right to a jury trial is a crucial procedural safeguard when states punish offenders, the vast majority of jurisdictions uncritically follow McKeivers lead and deny juveniles access to juries (Feld 1997, 87). When judges and juries apply Winship, the reasonable doubt standard, differently, it allows them to convict youths more easily in juvenile court than in adult criminal court with the same evidence. Feld say that the constitution as well as state juvenile statutes allow delinquents to have formal trials with attorneys present. But in reality the actual quality of representation that the juvenile receives is far from optimum. One of his reasons for abolishing the juvenile justice system is because the criminalization of juvenile courts, most states provide neither special procedures to protect youths from their own immaturity nor the full panoply of adult procedural safeguards. Instead, states treat juveniles just like adult criminal defendants when treating them equally places youth at a practical disadvantage (Feld 1997, 87). Feld argues that some scholars believe that rehabilitative juvenile court or a juvenile version of a criminal court simply will not work as their supporters intend (Crawford 2001). Because of this, Felt proposes that an integrated criminal court would be a better solution. He believes this model is the best because society recognizes youths as being less mature and more susceptible to peer influence (Crawford 2001) so the court could offer what he calls youth discounts for sentencing. This would take into consideration the youths age and apply it towards his crime. In his model he is not talking about crime reduction, remove what he considers to be the drama of waivers to adult courts (Crawford 2001). Feld claims it will remove double talk and hypocrisy because justice officials claim rehabilitation as their goal when the reality of their actions is coercion and punishment (Crawford 2001). As long as the youth discount is integrated into the criminal court system, it can provide yout h offenders with better legal protection, ensure they are granted the same constitutional rights that adults get, and most importantly, that juveniles would receive humane consequences from judges. Feld agrees that youths do deserve shorter sentences compared to adults when being tried for comparable crimes. However, there does not need to be separate courts for this. Feld says that the juvenile court system will not survive because it represents a temporary way-station on the road to substantive and procedural convergence with the criminal court (Feld 1997, 132). For both of these court systems to work, Feld says there must be an integrated criminal justice that formally recognizes adolescent as a development continuum may effectively address many of the problems created by our binary conceptions of youth and social control (Feld 1997, 132). Critique of Positions Advocates for the juvenile justice system believe that juveniles should have their own court system. In order for the juveniles to be properly protected, educated and rehabilitated, there cannot be two systems. Many juveniles are not sufficiently mentally developed to stand trial in the adult court system. Recall that The American Public Health Association said that better mental health services reduced the risk of initial and subsequent juvenile justice involvement by 31% (Foster, Qaseem, and Connor, 2004). Once the juvenile entered the detention center and was given appropriate care and treatment, the risk of juvenile justice involvement in the future was reduced. Many advocates argue that we must keep the juvenile justice system because many studies à ¢Ã¢â€š ¬Ã‚ ¦ have found that significantly harsher punishments are meted out to juveniles in adult court when compared with juveniles in juvenile court, particularly for serious or violent offenses (Kurlycheck and Johnson 2010, 727). The study said that of the juveniles tried in adult court, about 80% received harsher punishments compared to their youth counterparts. In order for us to have fair trial systems we cannot try youth with the same standards of adult. Advocates also believe that a juvenile should not be locked up in any adult facility because it would set the child up for more harm from stronger and more powerful adults. Research has shown that experiences with adult jails and prisons show that those facilities may instill fear but are otherwise emotionally-and often physically-dangerous for youth (Butler 2011, 114). I do not see any advantage to put a juvenile in the same cell or facility of another adult. The juvenile justice system is meant to rehabilitate the offender, not make him worse. We want the child to come out better than when he went in. In the adult court the minor would leave with a criminal record which could negatively affect his chances at getting a job once released. In juvenile court their record is usually protected. I do agree with what Feld says about having a juvenile be granted his constitutional right to an attorney, jury trial and correct understanding to Miranda warnings. He makes a big case about how juveniles are rarely granted these rights. I strongly agree with Felds statement regarding this. Many of these youth are waving their right to an attorney without the knowledge of what the consequences might be. Because some judges are allowing this to happen in the juvenile court, Feld make a convincing argument for these youth to be tried in an adult court. This may prevent any further constitutional violations. If an adult was treated this way, the case would have a high probability of being thrown out. If a juvenile is not granted these rights, there is no way he can expect a fair trial. Feld is correct that courts need to follow In Re Winship and In Re Gault. These are the rights granted to the juvenile, for a judge not to follow them would be unprofessional and most of all unconstitutio nal. Feld says that the juvenile court system will not survive because it represents a temporary way-station on the road to substantive and procedural convergence with the criminal court (Feld 1997, 132). I do not agree with this at all. In the juvenile justice system is designed help rehabilitate the offender, if the system is to work correctly; it will not be a temporary way-station. I do recognize that there are some fall backs to the system, but it needs to be run correctly. The idea of youth discounts, if implemented correctly could work. However judges might over abuse their power towards the juvenile. These youth discounts would be totally up to the discretion of the judge. This could pose a problematic issue for the youth if the judge does not follow the guidelines of youth discounts. If judges cannot follow constitutional guidelines of Winship and Gaulti do not believe they would be able to follow a rule of youth discounts. Feld has a good idea behind his youth discounts, however I do not believe judges would follow these rules. His last argument is that youths do deserve shorter sentences compared to adults when being tried for comparable crimes. If the juvenile system is abolished this concept would have to be enforce. I still see it being problematic for the child to serve time in an adult facility. We want to rehabilitate the child, not solely focus on punishing him or her. There is no telling how this system would be implemented. A judge could use this power to unfairly sentence certain youth to longer sentences the he deems necessary. As I have stated earlier, juveniles have different maturity and educational levels compared to adults. That is why many of these youths still need to be tried in a system where a judge is specialized in juvenile crimes. Authors Position Now that we have had a chance to examine the arguments for and against abolishing the juvenile system, our issue is which side should we take and why? It is difficult to pick one side, and therefore I propose a hybrid version. Using strengths from both sides, I believe we can come to a conclusion that will be most beneficial for the juvenile, and our court system, and one that will meet constitutional standards. In order to accomplish all of this we will be looking at concepts, resources, and management. Applying all three of these criteria we will be able to see why the combination of them will result in the best outcome. We will be ending the juvenile system as it currently exists, but instead of getting rid of it all together, there will be some changes to the adult system to help incorporate these new guidelines. As I have stated multiple times above, our concept of the juvenile justice system is to rehabilitate the offender and get the child ready to be brought back into society again. If the juvenile justice is to work correctly it would give the juvenile the necessary skills to be brought back into society. Society accepts this concept because the juvenile is still young, and society is willing to give that individual another chance. Society believes this because the juvenile is put under the obligation to grow himself/herself to be fitted to the perceived values of the society. If this is done successfully, the concept of rehabilitation has worked successfully Currently the juvenile justice system needs to be combined with parts of the adult system to work effectively. Mainly, the concept of having a fair trial is something all adults get in adult court. The juvenile justice system offers the minor educational and mental help through trained and effective services; something that the adult court rarely offers. It has also been stated that the juvenile dentation centers are better at offering rehabilitate skills through classes such as anger management which is essential to any delinquent wanting to enter society again. If the juvenile was just thrown into an adult correction facility, there is a slim chance that he would have access to the proper education that he would need. It is unlikely that the adult system has classes targeted for their needs. As I have stated earlier from the research, juveniles are far less mental and educationally developed compared to adults, that is why a system to house juveniles is still the best system. The a dult system houses individuals from 18 on up. If the delinquent is rehabilitated in a facility with individuals his own age, this might provide a better learning environment. The adult system is more focused on punishing the individual for their crimes and second, to possibly rehabilitated the adult offender. In a juvenile dentation center, their main goal is to rehabilitate the offender, not solely punish them for their crimes. Therefore, the juvenile justice system must take into account the opportunity to grow as a good person without any kind of stigma attached. Part of their rehabilitative process might involve apologizing to the victim. This would result in no father threat to the victim, and help the offender to know the impact of his crime. The last concept is if the juvenile is to be properly rehabilitated he needs to be in a safe environment, one that is targeted for his age group and level of education. While in the detention center, he or she is given the chance to learn and be properly educated, a skill that he or she might not have received while in the outside world. Barry Feld makes a convincing argument for abolishing the juvenile justice system with his argument that it does not afford the juvenile his constitutional rights. He believes that in order to fix this issue, the juvenile justice system need to be abolished and merged with the adult system. We are using Felds idea to merge the system but not abolish the resources and many benefits that come with the juvenile justice system. We will be using not one system but a hybrid of both. We must think of it as a system that only exists on paper not in different court systems. To award trial by jury, Miranda warnings, and the right to counsel only to adults does not represent a fair and balanced justice system. Juveniles must have the same rights that adults are entitled to. If an adult was arrested, questioned by police, brought to court without legal representation and informed the judge of all these violations, the case and evidence would be thrown out. That is why when creating this hybrid system we are using Felds resource of the adult court to create a new justice system for juveniles to ensure they are awarded all the rights adults are. First and foremost, juveniles must be accorded their constitutional rights. Juveniles are by definition young, inexperienced, and not as mentally and emotionally developed as adults. Special protections must be given to them to insure that they are granted their rights. Judges are continuing to allow juveniles to waive their right to Miranda when many are not aware of what they are without a parent or legal advisor. Juveniles who have gone through the system before may start to get a grasp on the concept of Miranda about as well as adults but substantial minorities of both groups failed to grasp at least some elements of the warning (Feld and Schaefer 2010, 331). Even if a lawyer was appointed, they (the lawyer) seldom appeared in juvenile courts and when the juvenile was on trial the judges did not advise juveniles of their rights and did not appoint counsel (Feld and Schaefer 2010, 330). Feld makes a major point of In Re Winship and In Re Gault (discussed above) to prove that even though these are laws exists, many courts overlook or ignore them, ultimately denying juveniles their rights to a fair trial. Constitutional rights cannot be overlooked, which is why I believe Felds argument of abolishing the juvenile justice system as it stands has merit, and the advantages of the adult system must be incorporated, without the negative consequences to juveniles. I propose that no juvenile be allowed to waive his Miranda rights without first consulting with a court appointed attorney. I further propose that no juvenile be allowed to waive his right to attorney, as can be done in adult court. Every juvenile should be represented by an attorney throughout the case. I propose that the juvenile have the right to a trial by jury in all felony offenses. If the offense is a misdemeanor or gross misdemeanor, the juvenile would still be tried before the juvenile court judge. In both misdemeanor/gross misdemeanor and felony level offenses, however, the dispositional alternatives would be within the traditional juvenile court system. There would be no adult sentencing in any misdemeanor/gross misdemeanor offense, and no adult sentencing for felony level offenses without the juvenile being certified to stand trial as an adult. Without good dispositional alternatives, we will not be able to make our hybrid juvenile system work. I am using this hybrid system to represent all non-serious crimes. One of the most important systems that needs to be retained is the educational system. As discussed earlier, successful education is one of the most important tools that a juvenile can have while locked up. If this is eliminated any hope of rehabilitating the juvenile goes out the window. One of the main goals of the juvenile justice system if to reduce the recidivism rate and to rehabilitate the individual with the skills necessary to return them to society. This will require enhanced special education opportunities. Many of the juveniles who are incarcerated have an average IQ of 85, as compared to national average of 100. So, even if they did attend public school, one study put their literacy skills [à ¢Ã¢â€š ¬Ã‚ ¦] at least one standard deviation or two years behind (Macomber, Skiba, Blackmon, Esposito, Hart, Mam brino, Richie, Grigorenko 2010, 225) their school mates in the same grade. To make sure this educational program will work, part of what I am proposing is that the court must require these individuals to participate. Math and reading are generally key important educational programs, but the detention facility also needs to offer other programs such as anger management, developing social skill, and educational classes on a variety of areas that the juvenile might lack. If the juvenile does not agree to these terms and conditions, they will be tried in adult court and sentenced to the adult correctional facility. It is not just education that many of these juveniles lack. Some 68% of committed males were diagnosed with some kind of mental health disorder, along with 50% of committed males having a substance abuse diagnosis. If these juveniles were put into the adult program, these issues might not ever be recognized or if they were, risk a high chance of never being treated. We need to provide adequate psychological support services to those who need them. If a youth has a mental illness then it is our responsibility to address those needs. A state has no right to refuse adjudicated juveniles. It is the juvenile justice systems legal and ethical responsibility to admit them, and make provisions for their safe and secure care and treatment (Smith 2012). If these mental issues are treated right now versus in the future, it very well might drastically reduce the recidivism rate. It has been estimated that juveniles who become adult offenders cost society between $1.5 and $1.8 million each (Macom ber, Skiba, Blackmon, Esposito, Hart, Mambrino, Richie, Grigorenko 2010, 224). This will ultimately be a substantial saving to the taxpayers, free up the jail for serious offenders, and get juveniles the help that many of them desperately need. One of the

Cognitive Explanations of Depression

Cognitive Explanations of Depression The cognitive explanation of depression basically rests the idea that disorders happen because of faulty thinking. There are other explanations for depression, and other treatments. The cognitive approach assumes that behaviours are controlled by thoughts and beliefs. Therefore irrational thoughts and beliefs cause abnormal behaviours. There are many different models that help to explain how irrational thoughts can lead to depression. Examples are: Elliss ABC model This ABC three stage model was proposed by Ellis in 1962. This model claims that disorders start off with an activating event (A) for example failing an exam, which then leads to a belief (B) about why this happened. The belief can either be rational or irrational. A rational belief would be like for example I didnt prepare well enough whereas an irrational belief would be Im too stupid to pass exams. These beliefs then lead to consequences (C). According to Ellis, rational beliefs lead to healthy emotional outcomes and produce adaptive consequences like for example more revision needs to be done, whereas on the other hand irrational beliefs lead to unhealthy emotional outcomes and produce maladaptive consequences, including depression. Here is the flow chart of Elliss ABC model: Becks negative triad Beck (1963) developed a cognitive explanation for mental disorders, but focussed it on depression. He believed that individuals who are depressed feel as they do due to their thinking being biased towards negative interpretations of the world and lacking a perceived sense of control. Beck then identified a negative triad which was a cognitive approach of understanding depression, focusing on how negative expectations (schema) about themselves (e.g. I cant succeed at anything), the world (e.g. I must be successful to be a good person) and the future (e.g. nothing will ever change) lead to depression. Beck then claimed that negative schemas may be acquired in an individuals childhood due to a traumatic event. Experiences that might contribute to negative schemas include parental rejection, bullying at school, and the death of a sibling. People with negative schemas become prone to making logical errors in their thinking and they usually focus selectively on certai n points within a situation going on while ignoring the relevant information. Cognitive behaviour therapy (CBT) is an effective treatment for all mental health problems including depression. CBT is based on the idea that how we think (cognition), how we feel (emotion) and how we act (behavior) all interact together. Basically, our thoughts determine our feelings and our behavior. It is the idea that patients learn how to notice negative thoughts when they have them, and then test how accurate they are. During CBT, what generally happens is: The therapist and patient identify the patients faulty cognitions. The therapist then tries to help the patient see that these faulty cognitions are not true, for example that the patient does not always fail on anything they do. Both the therapist and patient then set goals to think in a more positive perspective or adaptive ways, for example focusing on things the patient has succeeded in and trying to build on them. Even though the patient may sometimes need to glance back to past experiences, the CBT mainly focuses on the current situation. Therapists sometimes encourage their patient to keep track of a diary so that they are able to accurately record their feelings, actions and patterns. CBT differs from other depressions treatments because it focuses on specific problems for a patient and is goal orientated. Along with this cognitive behaviour treatment is educational too because therapists use structured learning experiences that teach the patient to monitor and write down their mental images and negative thoughts. Furthermore, cognitive therapy helps individuals develop alternative ways of behaving and thinking, which tries to reduce their psychological stress.

Nature and Nuture Essays -- Psychology Behavior

The question is this: How can we distinguish between the environmental causes of behavior and heredity causes? This question embodies the nature-nurture issue. John B. Watson argued that each is made, not born. He discounted the importance of heredity, maintaining that behavior is managed entirely by the environment. Indeed he boldly claimed: " Give me a dozen healthy infants, well-formed, and my own special world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select-doctor, lawyer, artist, merchant-chief, and yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years." (Weiten 82) Although the question was first posed as a nature-versus-nurture issue, developmental psychologists today agree that both nature and nurture interact to produce specific developmental patterns and outcomes. Consequently, the question has evolved into how and to what degree do environment and heredity both produce their effects? No one grows up free of environment influences, nor does anyone develop without being affected by his or her inherited genetic makeup. However, the debate over the comparative influence of the two factors remains active, with different approaches and theories of development emphasizing the environment or heredity to a greater or lesser degree. "Some developmental theories rely on basic psychological principles of learning and stress the role learning plays in producing changes in behavior in a developing child."(Weiten 350) These theories... ...ferent environments, the may consider people raised in similar environment who have totally dissimilar genetic backgrounds. If they find, for example, similar courses of development in two adopted children who have different genetic backgrounds and have been raised in the same family, they have evidence for the importance of sentimental influences on development. Moreover, psychologists can carry out research involving animals with dissimilar backgrounds. By experimentally varying the environment in which they are raised, we can determine the influence of environmental factors on development. Dodge, Kenneth A. "The Nature Nurture Debate. "2004: p418-427. Gloucester County College Library. 2006 Papalia, Diane E. A Child's World: Infancy through Adolescence. New York: McGraw-Hill, 2006 Weiten, Wayne. Psychology Themes and Variations. Belmont: Wadsworth, 2002

the history of the internet :: essays research papers

Where would we find ourselves without the Web today? It provides us with a vast amount of information and communication. The world is accessible to us with a click of a button. Maps, stocks, chat and news can all be found in a matter of seconds. Things have greatly evolved from the home PC of the 1980’s - Commodore 64’s and IBM 8088’s, and a life of direct dialing into BBSs at all hours of the night. Every small town of the USA has Internet access; the world is interconnected.   Ã‚  Ã‚  Ã‚  Ã‚  Upon dialing into your Internet service and launching your browser, you open up a gateway to a variety of information resources. One resource available to you is the portal, Yahoo!. Found at http://www.yahoo.com, this web site includes a plethora of selections, including chat. There are different ways of communicating with this feature. You may download Yahoo! Messenger, an application that works in conjunction with Yahoo! Chat web page. In chat, you can enter rooms of topics of your interest, such as sports, music, or business and speak with people all over the world. You don’t need to download any web browser plug-ins to access chat. You may still converse with people using the Yahoo! Messenger program.   Ã‚  Ã‚  Ã‚  Ã‚  Yahoo! Messenger is one of many different instant-messaging programs out there. Similar applications such as ICQ or EGN can be used, but they are independent of any web portal, like Yahoo!. There are advantages and disadvantages to each program. No instant messaging service can communicate with any other. You have to have an account with the same service, as who you want to speak with. But incase you don’t know someone on the service, you can make friends by meeting people in chat rooms or random chat, set up by that particular service. Random chat gives you the ability to meet people, by random, based on what their interests are. Once you have acquired people on your contacts/friends lists, with multiple services (i.e.: friends on AOL/IM and friends on ICQ), you may want to look into downloading Universal Messenger. This program combines your lists of people, from the most popular programs you may have. These include ICQ, AOL/IM, Yahoo!, PowWow, and MSN Me ssenger. This saves on memory (RAM), so you don’t have to run each individual program on your home computer. You must know your logins and passwords for each service, when you first set up Universal Messenger.

Study Notes

E7-2 (Determine Cash Balance) Presented below are a number of independent situations. Instructions For each individual situation, determine the amount that should be reported as cash. If the item(s) is not reported as cash, explain the rationale. 1. Checking account balance $925,000; certificate of deposit $1,400,000; cash advance to subsidiary of $980,000; utility deposit paid to gas company $180. 2. Checking account balance $600,000; an overdraft in special checking account at same bank as normal checking account of $17,000; cash held in a bond sinking fund $200,000; petty cash fund $300; coins and currency on hand $1,350. 3. Checking account balance $590,000; postdated check from customer $11,000; cash restricted due to maintaining compensating balance requirement of $100,000; certified check from customer $9,800; postage stamps on hand $620. 4. Checking account balance at bank $37,000; money market balance at mutual fund (has checking privileges) $48,000; NSF check received from customer $800. 5. Checking account balance $700,000; cash restricted for future plant expansion $500,000; short-term Treasury bills $180,000; cash advance received from customer $900 (not included in checking account balance); cash advance of $7,000 to company executive, payable on demand; refundable deposit of $26,000 paid to federal government to guarantee performance on construction contract. . Cash balance of $925,000. Only the checking account balance should be reported as cash. The certificates of deposit of $1,400,000 should be reported as a temporary investment, the cash advance to subsidiary of $980,000 should be reported as a receivable, and the utility deposit of $180 should be identified as a receivable from the gas company. 2. Cash balance is $584,650 computed as follows: Checking account balance |$600,000 | | Overdraft |(17,000) | | P etty cash |300 | | Coin and currency | 1,350 | | |$584,650 | Cash held in a bond sinking fund is restricted. Assuming that the bonds are noncurrent, the restricted cash is also reported as noncurrent. 3. Cash balance is $599,800 computed as follows: | Checking account balance |$590,000 | | Certified check from customer | 9,800 | | |$599,800 | The postdated check of $11,000 should be reported as a receivable. Cash restricted due to compensating balance should be described in a note indicating the type of arrangement and amount. Postage stamps on hand are reported as part of office supplies inventory or prepaid expenses. 4. Cash balance is $85,000 computed as follows: Checking account balance |$37,000 | | Money market mutual fund | 48,000 | | |$85,000 | The NSF check received from customer should be reported as a receivable. 5. Cash balance is $700,900 computed as follows: Checking account balance |$700,000 | | Cash advance received from customer | 900 | | |$700,900 | Cash restricted for future plant expansion of $500,000 should be reported as a noncurrent asset. Short-term treasury bills of $180,000 should be reported as a temporary investment. Cash advance received from customer of $900 should also be reported as a liability; cash advance of $7,000 to company executive should be reported as a receivable; refundable deposit of $26,000 paid to federal government should be reported as a receivable. 13. FIFO, weighted average, and LIFO methods are often used instead of specific identification for inventory valuation purposes. Compare these methods with the specific identification method, discussing the theoretical propriety of each method in the determination of income and asset valuation. The first-in, first-out method approximates the specific identification method when the physical flow of goods is on a FIFO basis. When the goods are subject to spoilage or deterioration, FIFO is particularly appropriate. In comparison to the specific identification method, an attractive as-pect of FIFO is the elimination of the danger of artificial determination of income by the selection of advantageously priced items to be sold. The basic assumption is that costs should be charged in the order in which they are incurred. As a result the inventories are stated at the latest costs. Where the inventory is consumed and valued in the FIFO manner, there is no accounting recognition of unrealized gain or loss. A criticism of the FIFO method is that it maximizes the effects of price fluctuations upon reported income because current revenue is matched with the oldest costs which are probably least similar to current replacement costs. On the other hand, this method produces a balance sheet value for the asset close to current replacement costs. It is claimed that FIFO is deceptive when used in a period of rising prices because the reported income is not fully available since a part of it must be used to replace inventory at higher cost. The results achieved by the weighted average method resemble those of the specific identi-fication method where items are chosen at random or there is a rapid inventory turnover. Com-pared with the specific identification method, the weighted average method has the advantage that the goods need not be individually identified; therefore accounting is not so costly and the method can be applied to fungible goods. The weighted average method is also appropriate when there is no marked trend in price changes. In opposition it is argued that the method is illogical. Since it assumes that all sales are made proportionally from all purchases and that inventories will always include units from the first purchases, it is argued that the method is illogical because it is contrary to the chronological flow of goods. In addition, in periods of price changes there is a lag between current costs and costs assigned to income or to the valuation of inventories. If it is assumed that actual cost is the appropriate method of valuing inventories, last-in, first-out is not theoretically correct. In general, LIFO is directly adverse to the specific identification method because the goods are not valued in accordance with their usual physical flow. An exception is the application of LIFO to piled coal or ores which are more or less consumed in a LIFO manner. Proponents argue that LIFO provides a better matching of current costs and revenues. During periods of sharp price movements, LIFO has a stabilizing effect upon reported income figures because it eliminates paper income and losses on inventory and smooths the impact of income taxes. LIFO opponents object to the method principally because the inventory valuation reported in the balance sheet could be seriously misleading. The profit figures can be artificially influenced by management through contracting or expanding inventory quantities. Temporary in-voluntary depletion of LIFO inventories would distort current income by the previously unrecognized price gains or losses applicable to the inventory reduction. E8-14 (FIFO, LIFO and Average Cost Determination) John Adams Company's record of transactions for the month of April was as follows. Purchases Sales April 1 (balance on hand) [email  protected] $6. 00 April 3 500 @ $10. 0040 41,500 @ 6. 08 9 1,400 @ 10. 00 8 800 @ 6. 40 11600 @ 11. 00 131,200 @ 6. 50 231,200 @ 11. 00 21 700 @ 6. 60 27 900 @ 12. 0 29 500 @ 6. 79 4,600 5,300 (a) Assuming that periodic inventory records are kept in units only, compute the inventory at April 30 using (1) LIFO and (2) average cost. (b) Assuming that perpetual inventory records are kept in dollars, determine the inventory using (1) FIFO and (2) LIFO. (c) Compute cost of goods sold assuming periodic inventory procedures and inventory priced at FIFO. (d) In an inflationary period, which inventory method—FIFO, LIFO, average costà ¢â‚¬â€will show the highest net income?

Quality Philosophy Evaluation Essay

Focus Paper on Quality Philosophy Evaluation Focus Paper on Quality Philosophy Evaluation Edward Deming led the quality revolution and defined it from the customer’s perspective. He argues that the customer’s definition of quality is the only one that matters (Dale & van Iwaarden, 2007). He defined quality as the extent by which the performance meets the expectations of the customer. He also argued that quality is the responsibility of management. Deming conveyed the importance of leadership in the cultivation of a culture of quality. The principles that underpin his philosophy also indicate that workers were to be trained and introduced to spirit of quality. He argued that employees should play a key role in the transformation of the organization. He proposed the 14 point philosophy of quality. 1. Create a perpetual drive towards improvement or plan for quality in the long term. 2. Embrace the new philosophy and adopt quality in the whole organization 3. Constant and perpetual improvement 4. Organizations should not rely on inspections 5. Rely on a single supplier for one item in order to ensure consistency 6. The elimination of management by objectives 7. Unclear slogans should be removed 8. The barriers which exist between departments should be broken 9. The transformation to quality should be everyone’s job 10. The removal of barriers which prevent pride of workmanship 11. The implementation of education and self improvement 12. Instill confidence and eliminate fear in job performance 13. Training should be used to remove variations 14. The organization should have quality leadership Joseph Juran Joseph Juran has also published a vast amount of literature on the topic of quality. Juran has two definitions of quality. The first defines quality as the features of products that meet the needs of the customers and which then allow for customer satisfaction (Juran, 2003). The second definition defines quality as the freedom from errors and freedom from deficiencies which necessitate the redoing of work. Juran came with a trilogy philosophy of quality management. This philosophy included: * Quality improvement-this is the process by which originations experience breakthrough in quality * Quality control-this involves the detection of the difference between actual performance and the set goals. * Quality planning-this involves developing processes and products which meet the expectations of the customer. * The above three dimensions of quality were seen as a prerogative of management by Juran. Quality control defines the standard of measure by which quality is determined. Juran saw workers as the implementers of quality. Philip Crosby Philip Crosby had a zero defects philosophy on quality management. He defined quality as being the conformance to requirements. He saw zero defects as the performance standard. He argued that everyone should do things â€Å"right the first time.† Therefore, according, to his philosophy, workers play a fundamental role in promoting quality (Oppenheim, Oppenheim & Levine, 2005). Lewis Ireland He defined quality as the totality of characteristics and features of a service or product that enable it to meet the stated or the implied needs. Lewis Ireland focused on quality in projects. In 1991, Lewis wrote Quality Management for Projects and Programs and stated the importance of integrating quality in projects (Rose, 2005). He has a project management quality philosophy. He argued that quality planning should be used to identify quality standards which are relevant for the project. Project managers have a critical role to play in managing quality. Recommendation The philosophy espoused by Edward Deming holds more water in the current competitive business environment. Deming views quality as a change management initiative which is permanently existent in the methods, systems and processes. He provides the principles which should be followed by management in order to cultivate a culture of quality. In addition, his philosophy is more comprehensive and flexible and therefore easily applied by today’s managers. References Dale, B. G., & van Iwaarden, J. (2007). Managing quality. Blackwell Publishing Juran, J. M. (2003). Juran on leadership for quality. Simon and Schuster. Oppenheim, A. J., Oppenheim, R., & Levine, D. M. (2005). Quality management (pp. 75-76). McGraw-Hill/Irwin. Rose, K. (2005). Project quality management: why, what and how. J. Ross Publishing.

Inclusive Classrooms Essay

The Success of Inclusive Classrooms Introduction Inclusive classroom is the cause of debates between families with children who have learning disabilities and those that do not have children with learning disabilities (Brehm, 2003). Inclusion can be understood as Brehm states it, Providing to all students, including those with significant disabilities, equitable opportunities to receive effective education; services, with the needed supplementary aids and support services, in age-appropriate classrooms in their neighborhood schools, in order to prepare students for productive lives as full members of society. (2003, p. 89) With the collaboration of the school and home, inclusive classrooms can be successful. Students who have learning disabilities and those who do not have learning disabilities will have the opportunity to develop in a personal fashion, social relationships, and helps students with learning disabilities become â€Å"productive†¦ as full members of society† (Brehm, 2003, p. 89). Inclusive classrooms are consistent with the law that all students should be educated in the least restrictive environment (Banerji & Dailey, 1995). Results Some are opposed inclusion because they believe it will be costly for the school. One school wanted to test inclusive classrooms in their own school and to see the effects. They froze their budget so the public cannot attribute their success to an increase in expenses (Van Dyke, Stallings, & Colley, 1995). Their per-pupil expenditures for students with learning  disabilities were slightly lower than neighboring schools. Since all students were included in the general education the budget was reformed (not increased) to support that. For example, the school did not have to provide separate transportation for students with special needs nor did the district have to pay private tuition for the students they could not accommodate. The school had â€Å"educational supplies† as opposed to separate supplies for the regular education classes and the special education classes (Van Dyke, et al. 1995). Another criticism is that the training needed for teachers, the workshops for school staff, and the collaboration that is needed to make inclusion successful will take a lot of extra time (Van Dyke, et al. 1995). That is true. However, the training and education teachers receive is valuable and improves their teaching to typical students and special students. The benefits that are gained by all students is worth the time (Benerji & Dailey, 1995). Lastly, after a few trainings teachers learn how to run an inclusive classroom so less time is needed for workshops. If we implement the proper education for inclusion in college, teachers will begin teaching with greater skills and knowledge of how to run an inclusive classroom. Another concern is that students with learning disabilities do not necessarily do better academically in an inclusive setting compared to the special education classes. Through research it has been found that after one year of inclusive classrooms in three different districts, 54% of the students with learning disabilities learned what they were e xpected to (Zigmund, Jenkins, Fuchs, & Fafard, 1995). That number was only given after one year of inclusion classroom. The success stories will keep growing if inclusion is done with the right focus and method. Classrooms are an introduction to the community that we live in. Children with disabilities need to be in regular classrooms to help them prepare for the challenges that will arise in the â€Å"real world,† (Van Dyke, et al. 1995). Segregating students puts a label on them that they are different and are therefore treated differently. But, really they are apart our community so they should be part of our schools (Van Dyke, et al. 1995). As, Van Dyke, Stallings, and Colley state, â€Å"To be truly prepared to take part in the real world as adults, children with disabilities need to be educated in language rich classrooms and to interact daily with peers who are appropriate role models† (p. 475, 1995). There are tremendous social gains for students in inclusive  environments. Included students have higher peer ratings and are more accepted compared to students in the resource program (Brehm, 2003). According to the research that was done by Benjeri and Dailey (2003), students with learning disabilities improved in their self-esteem and motivation. Students also changed in their social behavior, which helped them make friends and be part of a group of friends (Benjeri & Dailey, 2003). In addition, students learned to care for one another, to learn and work together. One teacher reported that while all the students were at free play, the teachers were standing around and watching them. One teacher jokingly said that the teachers were not needed anymore because the students have learned to interact and problem solve with one another without the intervention of a teacher (Benjeri & Dailey, 1995). The students without disabilities also gain from inclusive classrooms. Firstly, students learned to accept all types of people no matter what they look like and value the differences of their classmates. They learned that everyone has something valuable to share. Students were less afraid of their classmates that looked or behaved differently. The students learning effected the parents too. In an ethnographic yearlong study it was found t hat students became more tolerant with others as a result of their awareness of their peers with disabilities (Staub & Peck, 1994). Additionally, the study has shown that students developed positive feeling of themselves after they helped or spent time with a peer who was disabled. Their self-esteem was increased as a result of their interactions with their peers. They felt that their â€Å"helping role† with a disabled peer elevated their status in the classroom and gave them a stronger sense of belonging. The relationships between students with all different types of abilities were strong, meaningful, and long-lasting friendships (Staub & Peck, 1994). We can facilitate successful inclusion in our classrooms with the right intervention, approaches, and supports. Most importantly, there must be collaboration between the school psychologist or social worker, the special education teacher, the general education teacher, the principal, and the home. Everyone has to be informed a nd in agreement. When there is unity between all the parties involved in a child’s education, the child has a sense of security and can be educated in the best possible way (Van Dyke, et al., 1995). Support systems must be put in place for the teachers to turn to for advice and to help with instruction in the  classroom. The teachers should meet with a special education teacher and teacher consultant to discuss strategies for their classroom. Every classroom should have a general education teacher and a special education teacher who will be in the classroom for a part of the day and a co-teacher. Trainings and workshops should be given to educate teachers about effective inclusion and instruction (Van Dyke, et al., 1995). One up-and-coming new style of teaching is known as the Universal Design for Learning (UDL). This style of teaching meets the needs of all learners. UDL encourages teachers to create a flexible curriculum that is customized for each student. It allows students to progress from where they are and not where one imagines them to be. For an inclusive classroom, UDL is especially important because there are different learners and each child needs to learn at his o wn pace (www.udlcenter.org). The curriculum should include visual, auditory, and kinesthetic learning styles. Assistive technology such as alternative keyboards, electronic pointing devices, Sip-and-puff systems, wands and sticks, joysticks, trackballs, touch screens, should be available for any student. Assistive technology makes the classroom a friendlier place for a student who needs it. UDL offers different ways for students to express themselves and what they have learned. Students learn how to self-regulate their emotions and motivations. They don’t just learn information rather, they learn skills in how to learn and process information. They also expand their executive functioning which helps them set goals for themselves, monitor their progress, and control impulsions (www.udlcenter.org). Discussion Based on the research that was read, inclusion is an ideal way of teaching our children about the world and social relationships. The classroom is a model of a child’s community. Every child belongs to a community and so does every child deserve the chance to receive the best education in the least restrictive environment (Van Dyke, et al., 1995). Inclusive classrooms teach the skills and life lessons to all the students of all types of abilities. Students develop healthier self-esteems, learn how to interact with each other and problem solve together. Students become more accepting of others differences and learn to look out for each individuals unique traits. Inclusion removes the labels that make others different and not good enough.  It lets the classroom be a growing place for all no matter the disabilities (Van Dyke, et al., 1995). The key to Inclusion is communication. The school and the home must be involved in aspects of the child’s education . Teachers need to be trained and taught how to be effective in an inclusive classroom (Van Dyke, et al., 1995). Additionally, UDL will help the curriculum be shaped to help each child succeed in their own way (www.udlcener.org). The limitations of this paper is that it does not state what types of disabilities should be included in the classroom and at what level of functioning a student must be to be included. The paper does not discuss whether a pull out program may be needed or not and to what extent it can be used. References: Benerji, M., Dailey, R. A. (1995). A Study of the Effects of an Inclusive Model on Students with Specific Learning Disabilities. Journal of Learning Disabilities, 28(8), p511-522. doi: 10.1177/002221949502800806 Brehm, K. (2003). Lessons to Be Learned and the End of the Day. School Psychology Quarterly, 18(1), p.88-95. doi:10.1521/scpq.18.1.88.20875 http://www.udlcenter.org/ Staub, D., Peck, C. A. (1994). What Are the Outcomes for Nondisabled Students? Educaional Leadership, 6, p36-40. Retrieved from http://rdas-proxy.mercy.edu:3176/ehost/pdfviewer/pdfviewer?sid=4bf1b7b5-27eb-4c47-9b29-43509138eaff%40sessionmgr110&vid=4&hid=125 Van Dyke, R., Stallings, M. A., Colley, K. (1995). How to Build an Inclusive Community: A Success Story. Phi Delta Kappan, 76, p475-479. Retrieved from http://search.proquest.com/docview/218474563?accountid=12387 Zigmond, N., Jenkins, J., Fuchs, L. S., Fafard, M. (1995). Special Education in Restructured Schools: Findings from Three Multi-Year Studies. Phi Delta Kappan, 76(7), p531-540. Retrieved from http://search.proquest.com/docview/218510466?accountid=12387