New Mexico Colleges and Universities Pursuing Online and Campus Based Education in New Mexico 2019

In recent years, the economy of New Mexico has grown significantly. A warm climate combined with a 20.0% increase in population since the 1990 census has attracted new industries to the state. Career options continue to expand today for graduates of New Mexico colleges and universities. New Mexico schools offer a wide variety of flexible programs for students of all backgrounds in search of local career advancement. Top New Mexico Employers Hire Graduates of New Mexico Universities and Colleges The largest New Mexico employer by far is the federal government. Additional prominent industries that provide employment for New Mexico university graduates consist of high technology manufacturing, tourism, private services, health care, and alternative health. Some of New Mexicos top employers include: Intel New Mexico Branches. Los Alamos National Laboratory. Lovelace Healthcare in New Mexico. Lockheed Engineering and Sciences in New Mexico. U.S. National Park Service in New Mexico. U.S. Army at Fort Bliss in New Mexico. .u7770cd561af44c32e9fc5bd6d777b77d { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u7770cd561af44c32e9fc5bd6d777b77d:active, .u7770cd561af44c32e9fc5bd6d777b77d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u7770cd561af44c32e9fc5bd6d777b77d { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u7770cd561af44c32e9fc5bd6d777b77d .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u7770cd561af44c32e9fc5bd6d777b77d .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u7770cd561af44c32e9fc5bd6d777b77d:hover .postTitle { text-decoration: underline!important; } READ Solving Environmental Problems with Science and TechnologyGrowing Economy Attracts New Mexico College Students and Working Professionals Tourists visiting the Carlsbad Caverns National Park and Aztec Ruins National Monument provide a healthy boost to the economy in New Mexico. New businesses, such as Virgin Galactic, the first company to develop commercial flights into space, are also contributing to a growing local economy in New Mexico. College graduates enter a thriving local economy with the most recent statistics revealing: The 2016 2017 New Mexico median household income was $39,196, a 2.2% increase over the previous year. The September, 2017 New Mexico unemployment rate was 4.1%, compared to the national average of 4.7%. 914,700 people are employed in New Mexico. The 2017 New Mexico gross state product was $57 billion. New Mexico Colleges and Universities Offer Flexible Education Options for Working Professionals Thanks to new programs at New Mexico colleges and universities, students can now earn a degree in New Mexico while maintaining professional and personal commitments. Unique combinations of campus-based and online education programs are now available through New Mexico schools, such as: Kaplan University at Southwest Health Career Institute: Albuquerque College Campus and Online Programs. University of Phoenix: Albuquerque University Campus, Santa Fe College Campus, Santa Teresa University Campus, and Online Programs. ITT Technical Institute: Albuquerque College Campus and Online Programs. .u46aa8394f4399c82e9d0957e3ea0b40e { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u46aa8394f4399c82e9d0957e3ea0b40e:active, .u46aa8394f4399c82e9d0957e3ea0b40e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u46aa8394f4399c82e9d0957e3ea0b40e { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u46aa8394f4399c82e9d0957e3ea0b40e .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u46aa8394f4399c82e9d0957e3ea0b40e .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u46aa8394f4399c82e9d0957e3ea0b40e:hover .postTitle { text-decoration: underline!important; } READ Bachelor Degree in Management Making a Career Out of Project ManagementFor an extensive list of New Mexico colleges and universities, students are encouraged to explore College-Pages.com, the leading education and career resource website. Prospective students will also find access to informative articles on making education and career decisions in the state of New Mexico. Related ArticlesNorth Dakota Colleges and Universities Pursuing Online and Campus Based Education in North DakotaPuerto Rico Colleges and Universities Pursuing Online and Campus Based Education in Puerto RicoMontana Colleges and Universities Pursuing Online and Campus Based Education in Montana, the Treasure StateUtah Colleges and Universities Pursuing Online and Campus Based Education in Utah, the Beehive StateVirginia Colleges and Universities Pursuing Online and Campus Based Education in Virginia, the Old Dominion StateMichigan Colleges and Universities Pursuing Online and Campus-Based Education in Michigan

Fraud Criminal Crime And It Is One Most Common Act Of Crime

Fraud is a special term that is used to define the act of deception in order to gain something unfairly or unlawfully (Benson, French, 2009). Fraud is considered to be a branch of civil crime and it is one most common act of crime in today’s society. The concept of fraud varies differently in different situations, and because of that, frauds can be of many types (Benson, French, 2009). In this paper, we will be analysing four different cases of fraud and assess the elements involved. When we talk about fraud, no other case could be as appropriate the case of Franke Abagnale Jr. He was a guy who became insanely famous for his acts of deception and con. His specialty was check fraud (Davey, 2017). He started by writing personal checks†¦show more content†¦Almost all the frauds would be eventually uncovered by Abagnale would shift his location right before it would happen. He was first caught in France, where a flight attendant from Air France recognized because, they previously dated. After his capture by the France police, twelve countries in which he committed fraud, sought for his extradition. He served multiple prison sentences in France, Sweden and The United States. After being deported to the US, he was sentenced to 12 years in prison for different acts of forgery. After his rerelease, he helped the FBI on multiple occasions regarding cases of fraud, impersonation, and forgery (Davey, 2017). A portrayal of Franke Abagnale’s story was displayed in the movie â€Å"Catch me if you can† starring Leonard DiCaprio. The second case we will be discussing is a case of fraud that led to the huge embarrassment of the whole public sector (Olsen, 2015). This scenario took place in a small town of Farmington, New Hampshire. It is a very small country that is situated between the seacoast and the lake region. This blue-collar New England town had a population of only 6,800. The average domestic income was $51,382. The town was famous bec ause it was the hometown of President Ulysses S. Like any other small towns in America, Farmington is fully dependent on volunteer firefighters and EMT s. But no monitoring in the governing system of the town enabled the chief of the fire department to commitShow MoreRelatedThe And White Collar Crime897 Words   |  4 Pages1. Literature Review Crimes have been occurring in our society for many years and recently the occurrence of non-violent crimes has increased dramatically. Traditional and white collar crimes have two traits in common, an objective and a modus operandi, but the major difference is that a white collar criminal has a plan and also the ability, knowledge and technology to execute it (Nevis, 2012). White-collar crimes can occur at any occupational level and affects all parts of society, from big businessesRead MoreEssay about Criminal Conspiracy in Historical Common Law1065 Words   |  5 PagesCriminal Conspiracy in Historical Common Law The law of conspiracy is considerably more complex and uncertain than it need be because the statutory reform of the area largely contained in Part I of the criminal law Act 1977 was only partial. As a result, there are now two types of conspiracy – statutory conspiracies governed by the 1977 Act, and an important but limited range of common law conspiracies, which were expressly retained by the act, still governed by the old common law rules, (TomlinsRead MoreWhite Collar Crime And Corporate Crime1158 Words   |  5 PagesWhite-Collar Crime consists of occupational crime and corporate crime. Occupational crime refers to offences committed against legitimate institutions businesses or government by those with respectable social status. 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Many street crimes are viewed as unnecessary, horrendous crimes because they are committed by lower class citizens, whereas white collar crimes are illegal acts committedRead MoreThe Globalization of White Collar Crimes: An Inside Look of How Fraud, Embezzlement, Cybercrime, Identity Theft and Forgery Are Increasing World-Wide794 Words   |  4 Pagesof White Collar Crimes: An Inside Look of How Fraud, Embezzlement, Cybercrime, Identity Theft and Forgery Are Increasing World-Wide In this paper I will examine some of the aspects of white collar crimes such as: fraud, embezzlement, cybercrimes, identity theft and forgery. I will explain what each of these are pertaining to criminal justice and how they relate to one another. And I will conclude by how each of these topics are growing into global problems. According to Criminal-Law-Lawyer-SourceRead MoreWhat Constitutes Crime And Cybercrime, And Differences Within The Legal System Of Various Nations1505 Words   |  7 Pagesconstitutes crime and cybercrime, and differences in Legal System of various nations. The differences in definition are because of the fundamentals of traditional criminal law. In criminal law, there are two important elements that must be present. It is a common test of criminality expressed in this Latin phrase: ’actus non facit reum nisi mens sit rea’, which means the act is not culpable unless the mind is guilty. The onus is to prove that, there is an actus reus, or guilty act, and a correspondingRead MoreKey Elements For Commit Fraud1673 Words   |  7 PagesElements There are five elements needed to commit fraud: (1) a false statement containing material fact, (2) the defendant possesses the knowledge that the statement is untrue, (3) the false statement’s intent is to deceive the intended victim, (4) the intended victim justifiably relies on the statement, and (5) the ending result is financial injuries to the intended victim. All false statements do not constitute for fraud; it needs to contain a material fact. The materiality of the statementRead MoreWhite Collar Crime Theories, Laws, and Processes785 Words   |  3 PagesWhite Collar Crime Theories, Laws, and Processes Name Tutor Course Title Date Submitted White Collar Crime Theories, Laws, and Processes: The term white collar crime was first introduced by Edwin Sutherland, a criminologist and sociologist, in 1939. The criminologist defined the term as offenses committed by individuals of respectability and high social status while in their different occupations. He also included criminal offenses carried out by corporations and other lawful organizationsRead MoreWhat Is Cyber Crime?1424 Words   |  6 PagesIS CYBER CRIME? Crime is a common word that we always heard in this globalization era. Crimes refer to any violation of law or the commission of an act forbidden by law. Crime and criminality have been associated with man since long time ago. There are different strategies practices by different countries to contend with crime. It is depending on their extent and nature. It can be concluded that a nation with high index of crime cases cannot grow or develop well. This is because crime is the directRead MoreIntroduction . There Are Several Different Types Of Crimes1620 Words   |  7 Pagesdifferent types of crimes committed against the elderly. A person is usually defined as elderly when he or she turns sixty-five or retires. The elderly population makes up a significant part of the United States population. Also, the population is expanding as the baby boomer generation began to retire. The baby boomer generation has raised some concern, because it is suspected that the baby boomer generation will be wealthier than in the past. This could lead to an increase in crimes committed against

Gay/Lesbian Adoption free essay sample

Adoption is the legal act of permanently placing a child with parents other than their biological parents (â€Å"Adoption,† 2007). Prevailing laws nowadays encourage open adoption, which means the child would still have contacts with his/her biological parents (if not deceased or if they had not abandoned the child).   Centers for children needing adoption were created to hasten the two way process of finding the right foster parents for the right child. Children with body and mind impairments usually have their adoption process take longer since many of want-to-be foster parents want a normal child. Websites that publishes these children were made to promote them (â€Å"Waiting Child†, 2007). Another major issue is the legality of adoption by lesbian and gay couples. Lawmakers were divided in their proper actions regarding this issue. Some of them understand their desire and they had passed bills for Gay/Lesbian Adoption. But some in contrast did not permit it on the grounds of non-marriage. We will write a custom essay sample on Gay/Lesbian Adoption or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Gay/Lesbian Adoption Adoption professionals suggest to lesbian and gay couples that firstly, they should find a friendly attorney that could help fulfill their desire to have a child. Different parts of the United States have varying policies with regards to foster care thus requiring the person to handle the case be familiar to at least the adoption laws of the state in concern. If necessary, they should also be well-informed with the Interstate Compact on the Placement of Children (ICPC) that requires the state in which their requested foster child was born to approve the adoption. This would eliminate the usual remedy of lesbian and gay couples to discreetly adopt a child by means of a â€Å"first and second parent adoption†. Furthermore, the attorney should be well informed and up-to-date with the latest related issues. According to Deborah Wald (2007), you can find such attorney by asking a referral list to any local LGBT (Lesbian, Gay, Bisexual and Transgender) Organization or to national organizations such as National Center for Lesbian Rights. And then once you have contacts to possible attorneys, you can now choose which one of them based on the criteria of knowledge, experience and comfort. References: Adoption (2007). Wikipedia.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved June 6, 2007 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://en.wikipedia.org/wiki/Adoption Gay Adoption Issues (2007). About.com   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved June 6, 2007 from http://adoption.about.com/od/gaylesbian/a/gayadoptissues.htm Waiting Child (2007). Small World Adoption Programs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved June 6, 2007 from http://www.swa.net/children.php

Cognitive Behavioral Process in Crisis Intervention

Question: Discuss about the Cognitive Behavioral Process in Crisis Intervention. Answer: Introduction Crisis is a situation when an individual or a group or an organisation goes through an expected or unexpected happening of an event which brings some sort of changes, shock or negativity in their day-to-day life. The idea to deal with such kind of situations is known as Crisis Intervention. This helps in coming out of a disturbing life and in leading positive life again. People who provide with such kind of crisis assistance are known as Crisis Intervention Counsellor (worker) or Human Service Workers. They are the ones whom should be contacted during the situations of stress (trauma) and post trauma so that they can provide their best of help in coming out of it (France Weikel, 2014). Further will be discussed the topics: description of Crisis and Crisis Intervention, crisis impact on persons functioning, description of 7-task hybrid model, the challenges in implementation of the model and ways to overcome them. This will help in knowing better the state of mind of a person going through stressful situation and the impact of the same on their functioning. Description of Crisis Crisis can be explained as a critical and stressful situation which leads to depression, distress and unrest to ones mind and body. It can occur in individuals, groups or organizations (Roberts Ottens, 2005). The cause of crisis can be any event which was lethal, traumatic or was full of distress. At the same time the individual was unable to cope / deal with the situation and come out of it and also according to their perception it was an event of great loss. Crisis Intervention is basically the solutions which can be provided to the individuals or anyone going through the crisis situation or any kind of sensitive, bodily or psychological problems. Crisis workers are the ones who provide assistance to such individuals in order to help them in changing their negative perception into positive perception towards work, people or life. Crisis Intervention helps the person to solve the problem. The central aim of crisis intervention is to bring back the client (victim) back to the normal functional level. It helps the client to hold back from going into a deep trauma situation because if the person is not brought back from that phase then it can be disastrous as the person can go into a suicidal, violent or psychosomatic phase which can lead to another big loss (Dattilio Freeman, 2007). Crisis impact on persons functioning A crisis worker should be able to make out that what is making the person get affected and what type of crisis is doing so. It can be noticed by their gestures, behaviour, feelings and functioning (Yeager Roberts, 2015). Observing their behaviour will tell you about their current frame of mind. Crisis can affect a person in many ways like when a person goes into long term shock, finds it very difficult to face people, goes into isolation, frustration, hopeless about life, finds it really tough to cope with day to day activities etc. Crisis happens when one faces situations like death of loved one, any kind of irrecoverable physical illness, insolvency, loss or hating of job, feeling of powerlessness. It leads to both physical and mental disorders like downheartedness, worry, self-hatred, overthinking, intolerance, lack of motivation, tiredness, improper eating habits, pain, loss of sleep, restlessness (Potter,et al., 2017). ABC Model The impact of crisis on a persons functioning can be discussed by understanding the ABC Model of crisis intervention. This model has three steps: Achieving rapport, boiling the problem and then finally coping. In the very first step the crisis counsellor needs to cultivate a bond with the client in order to get to know all minor details of the event which has brought the client in the stress situation. The counsellor can build a sense of understanding by listening to the client patiently and attentively, by asking the right kind of questions (open ended or close ended) which will give the answers that are needed to have a deep insight of the clients feelings and thereafter providing proper advices or solutions to the client through which the client will be able to deal with the emotional instability and imbalance (France, 2007). The counsellor should also again elucidate what has been understood from their conversation very gently so that there is no such part that has been overlooke d by he counsellor. This will also help the counsellor to clear all the misperceptions and get a richer understanding. In the second step the counsellor should deeply examine the problem. The counsellor will get to know about how much intensely the client is affected by the happening of the event. The level of emotional stress and how much difficult it is to get back to normal. The worker must keep an eye on the behaviour of the client and should notice activities like breathing, listening power of the client, alertness, how calm the person is, withdraws from the middle of the conversation, trying to run out of situation or not and also keep check of the tendencies of the client to attempt suicide or if can be destructive to others. In the third step the worker needs to help the client to cope up with the problem which can be done by investing the client into the thoughts full of life. In order to encourage the client to survive with the crisis, it is essential to suggest with more ideas to hack the situation. It is very essential that the effort has to be from both the sides of the counsellor as well as the client. This stage also deals with the idea of the client to look at things differently (Kanel, 2015). Description of 7-task hybrid Model The very first task is Predispositioning / Engaging / initiating contact: This step explains the opening of the interaction between the client and the counsellor (James Gilliland, 2013). The more comfortable they both (client and counsellor) will be the more better it will be for them. The introduction is very important aspect of this step because the counsellor should be very friendly while introducing. Also the counsellor should always start the conversation as it will make the foundation of their rapport stronger. The second task is exploring the problem which is very important task of the counsellor. The whole problem should be understood from clients angle because it is important to know what client thinks about the problem and what all has brought the client into such situation also the reasons which are not allowing the person to come out of it (James Gilliland, 2013). The third task is of providing support to the client in whatever way needed to resolve the problem and what all support systems are available and to what extent the counsellor is required to act as the centre support to the client. The fourth task is to examine all the alternatives which the client is not able to see and feels oneself trapped in a vicious circle of problems. Alternatives can be examining of different support systems which can be people, environment, things and optimistic thinking. People who are concerned for the client can be a good option to help the client in dealing and coming out of the crisis. The client and the counsellor should not find more and more alternatives but only just one real practical option which can get them through (James Gilliland, 2013). The fifth task is making plans i.e. to implement the best chosen alternative (s) in task 4 into planning pipeline and then preparing for action. The counsellor should select the best alternative which will bring back the client into the normal mode of life. The counsellor should consistently escort the client to move on with the plan, the client should never develop a feeling of loneliness otherwise the whole procedure will go in vain. The sixth task is to obtain commitment from the client which can be in the verbal or written form which will prove that the client has accepted the idea to resolve the crisis and at the same time is dedicated to so (James Gilliland, 2013). The seventh and the last task is the follow-up of the plan taken upon by the counsellor and the client to resolve the crisis. The follow-up tenure cannot be decided for particular hours, days, weeks instead it is a long-term procedure which should be taken care of by the worker when started and must also make sure that the plan is functioning. This will also bring back the balance state of mind of the client (James Gilliland, 2013). Challenges of the 7-task hybrid model The challenges which the client and the counsellor will face are to make harmony with a person who is stranger to you moreover, during such crucial time when the client is not at all comfortable to make a rapport with anyone unknown. Crisis worker should know the suicidal, homicidal or abusive instinct of the client so that the worker feels safe during the sessions of crisis intervention. Also the person should be aware enough about when to approach a crisis worker at times when it is needed. The person (victim) should not at all be hesitant in doing so and at the same time the effort should also come from his/her side because it will be helpful in resolving the problem (Kfir, 2014). Developing the interest of the client in positive activities and building back the motivation of the client to normal and investing oneself in those tasks which will pull him/her out of that problem instead of thinking about destructive thoughts. All this can only be done by the help of the crisis worker. Coordination between the client and the counsellor should be very firm so that the counsellor should be able to understand with clients viewpoint and the client should give full support to the counsellor in solving all his/her problems (Cavaiola Colford, 2011). Overcoming the challenges To deal with the above challenges the effort needs to initiate from both the sides of the client and the counsellor (Greenstone Leviton, 2011). Basically, both need to stand in each others shoes and then they will be able to deal with situations properly. This can be done by taking sessions in calm and pleasant environment like parks, churches, NGOs so that the counsellor can make the client feel different and pleased. Counsellor can organise meetings with the people who are close to the client and get more detailed information about his/her behaviour, likes, dislikes, the summary of the crisis event so that it will help the counsellor to go prepared with the homework to meet the client and this will definitely help the counsellor in better understanding of the client. Counsellor can ask for the story of the event from client as this will make the client even more comfortable in talking about it. Friendly behaviour of the counsellor will take the intervention process a step forward in solving the crisis situation. The counsellor should make his/her own interpretation of the whole conversation and take down all the important points which he/she feels will help him/her in solving the clients problem. With all these steps the client will cultivate a sense of belongingness and confidence with the counsellor. And finally this will ensure a smooth running of the crisis intervention process. Conclusion The above essay concludes about what crisis is and what is its impact on an individuals functioning i.e. day-to-day life and ways to deal with it. Crisis Intervention is important to tackle situations of crisis through ABC model and the 7-task hybrid model. The 7-task model should be followed in overcoming a crisis problem. There will be challenges during the whole process but there are ways discussed to resolve them. References Cavaiola, A, A Colford, J, E. (2011). Crisis Intervention Case Book. Brooks Cole. Belmont, USA. Dattilio, F ,M Freeman, A. (2007). Cognitive-Behavioral Strategies in Crisis Intervention. (ed, 3rd). The Guildford Press. New York, USA. France, K Weikel, K. (2014). Helping Skills for Human Service Workers. (ed, 3rd). Charles C Thomas. Publisher Ltd. Springfield, USA. France, K. (2007). Crisis Intervention: A Handbook of Immediate Person-to-Person Help. (ed, 5th). Charles C Thomas. Publisher Ltd. Springfield, USA. Greenstone, J, L Leviton, S, C. (2011). Elements of Crisis Intervention: Crisis and How to Respond to Them. (ed, 3rd). Brooks Cole. Belmont, USA. James, K, R Gilliland, B. (2013). Crisis Intervention Strategies. (ed, 7th). Brooks Cole. Belmont, USA. Kanel, K. (2015). A guide to Crisis Intervention. (ed, 3rd). Cengage Learning. Stamford, USA. Kfir, N. (2014). Crisis Intervention Verbatim. J.P. Tarcher. Inc. Los Angeles, USA. Potter, P, A, Perry, A, G, Stockhert, P, A Amy, A, M. (2017). Fundamentals of Nursing. (ed, 9th). Elsevier. St Louis, Missouri. Roberts, A, R. Ottens, A, J. (2005). Brief Treatment and Crisis Intervetion. Vol.5. No.4, pp: 329-339. Yeager, K, R Roberts, A, R. (2015). Crisis Intervention handbook. (ed, 4th). Oxford University Press. New York, USA.

Corrections Essays - Government Of Canada, Penology,

Corrections The Correctional Service of Canada (CSC) is a federal agency responsible for incarcerating and rehabilitating most criminal offenders in Canada . The Commissioner of the CSC is appointed by the Prime Minister and answers directly to the Minister of Public Safety. The Penitentiary Act of 1868 brought prison a number of prisons under federal control. However, the provincial governments (there are ten provinces and two territories) generally have the responsibility for administering the criminal justice system, including most police services, courts, and some correctional facilities (Roberts, 1998). The province s have sole control of facilities housing offenders sentenced under two years. The federal facilities house the more seri ous offenders, sentenced to two years or more . The Canadian penal system lies between two correctional traditions: the British and the American . It is strongly influenced by the Aub urn system in New York and the Philadelphia system in Pennsylvania. Canada has about 234 prison facilities between the federal and the provincial systems. Even though a number of correctional facilities are under the federal government control, the province s staff and administer the day to day services. They work together in both a cost sharing and manpower sharing relationship. The Federal Level When an offender is sentenced to two or more years, they automatically go under the jurisdiction of the Correctional Service of Canada. The CSC is divided into five regions: Atlantic, Quebec, Ontario, Prairie and Pacific. The CSC has a total of 57 institutions broken down in each of the five regions. Those institutions are then broken down in minimum, medium and maximum security institutions for both men and women as well as community correctional centers. The average population of maximum and medium security institution in Canada is considerably smaller than their counterparts in the United States, never exceeding 500 inmates and generally averaging around 300-400 prisoners, depending on the type of the institution ( Griffiths et al., 1980 ). The minimum security institutions have even smaller population, usually around 20 offenders. As of 2013 , 14,761 inmates are under the control of the CSC ( International Centre for Prison Studies , 2013). The Prov i n ci al Level When an offender is sentenced to less than two years, which includ es fines and community services , they are under the jurisdiction of the provincial government. Pretrial services and remand facilities for offenders confined until their trial or who could not meet bail conditions imposed by the court are provincial responsibilities (Griffiths et al., 1980). All youthful offenders not serving over two years in prison are also under the jurisdiction of the provincial government. Each province operates their own facilit ies except in the Yukon and Northwest Territories, which are under the direction of the federal government. There are currently 177 provincial correction al facilities stretched across the ten Canadian province s and territories. As of 201 3 , 23,843 inmates are under the supervision of the provincial governments (ICPS, 2013) . There are a wide variety of physical facilities operated by the provinces: ma ny of the institution are old and there is often little segregation of offenders awaiting trial , from those who have been convicted (Griffiths et al., 1980) . Some provinces, even use police holding cells to house sentenced inmates. Recent Trends Canadian prisons are becoming overcrowded, which is placing enormous pressure on the whole system. According to ICPS, 2013, the provincial prison system is sitting at 100.1% capacity. The Canadian prison system can house a total of 38,604 inmates, which means they are well over capacity. Many inmates have reported that they had to share a cell with one or more inmates. There has also been a decline in government spending on corrections, which is also putting a strain on the prison system. Reducing the prison population has emerged as a gove rnment priority since c orrect ions , account for one-quarter of the total criminal justice budget (Roberts, 1998). As a result, judges are expected to impr ison less offenders or adapt a go "soft " approach. Many of these softer approaches being developed are through community-based sanctions. The offender will remain at liberty provided that he abides by certain mandatory and optional c onditions

Free Essays on LEE Electronics

Executive Summary Objectives & Results  · The Purpose of this project was to establish a foundation by which Leading Edge Electronics can evaluate the overall profitability for each account number and model number.  · Results show that approximately 3% of the total accounts represent over 75% of the total profit margin. It was also found that less then 6% of the total models accounted for over 95% of the total profit margin. Supporting Reasoning & Methodology  · The original data was cleaned (Exhibit 1) to provide more accurate data for analysis.  · The data was organized into the seven different business classes of products and further analyzed based on volume, revenues and profits (Exhibit 2). Upon further inspection, it was concluded that CEG, with 49% of total revenues and 34% of profits, would be the most appropriate business class to develop the framework for future analysis.  · The CEG data was isolated and segmented, based on profit margins, into ABC classes for both account numbers and model numbers. The â€Å"A† class consisted of customers and models that accounted for 75% of total profits in their respective classes. The â€Å"B† class consisted of the next 20% of total profits while the â€Å"C† class made up the remaining 5%. The breakdown is as follows: Customer Breakdown ABC Class Number of Accounts % of Total Accounts Total Margin % of Total Margin A 87 3.07% 73,028,058.37 75.07% B 184 6.49% 19,453,205.12 20.00% C 2564 90.44% 4,802,088.65 4.94% Totals 2835 100.00% 97,283,352.14 100.00% Model Breakdown ABC Class Number of Models % of Total Accounts Total Margin % of Total Margin A 24 2.56% 73,415,950.13 75.47% B 30 3.21% 19,592,776.25 20.14% C 882 94.23% 4,274,625.76 4.39% Totals 936 100.00% 97,283,352.14 100.00%  · Once the breakdown was established, a matrix was derived based on the ABC analysis for both the customers and model numbers ... Free Essays on LEE Electronics Free Essays on LEE Electronics Executive Summary Objectives & Results  · The Purpose of this project was to establish a foundation by which Leading Edge Electronics can evaluate the overall profitability for each account number and model number.  · Results show that approximately 3% of the total accounts represent over 75% of the total profit margin. It was also found that less then 6% of the total models accounted for over 95% of the total profit margin. Supporting Reasoning & Methodology  · The original data was cleaned (Exhibit 1) to provide more accurate data for analysis.  · The data was organized into the seven different business classes of products and further analyzed based on volume, revenues and profits (Exhibit 2). Upon further inspection, it was concluded that CEG, with 49% of total revenues and 34% of profits, would be the most appropriate business class to develop the framework for future analysis.  · The CEG data was isolated and segmented, based on profit margins, into ABC classes for both account numbers and model numbers. The â€Å"A† class consisted of customers and models that accounted for 75% of total profits in their respective classes. The â€Å"B† class consisted of the next 20% of total profits while the â€Å"C† class made up the remaining 5%. The breakdown is as follows: Customer Breakdown ABC Class Number of Accounts % of Total Accounts Total Margin % of Total Margin A 87 3.07% 73,028,058.37 75.07% B 184 6.49% 19,453,205.12 20.00% C 2564 90.44% 4,802,088.65 4.94% Totals 2835 100.00% 97,283,352.14 100.00% Model Breakdown ABC Class Number of Models % of Total Accounts Total Margin % of Total Margin A 24 2.56% 73,415,950.13 75.47% B 30 3.21% 19,592,776.25 20.14% C 882 94.23% 4,274,625.76 4.39% Totals 936 100.00% 97,283,352.14 100.00%  · Once the breakdown was established, a matrix was derived based on the ABC analysis for both the customers and model numbers ...

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

The Evolution of a Firm - Essay Example The evolution of GE starts with the greatest inventor every produced by America, i.e., Thomas Edison who is widely known for having created the light bulb that can be credited for America becoming a country which operates round the clock. In 1876, Edison started work in his lab in New Jersey and after his patents and inventions had given him enough capital, he was able to start a company called the Edison General Electric Company. While Edison had some competition from rival firms, a merger which was arbitrated by none other than J.P. Morgan led to the creation of the General Electric Company which was then headquartered in Schenectady in New York (Welch, 2005). This phase in the evolution of a firm can be understood as a phase of growth since the time of family-owned companies was on its way out due to the tremendous need for capital to obtain the real economies of scale required for big business (Griffiths & Wall, 2004). By 1986, GE became one of the 12 companies that were used by the DJIA (Dow Jones Industrial Average) to measure the stock index and after more than 112 years, it is the only company which remains on that index while all others have been replaced, acquired by other companies or simply been driven out of business. The historic value of the company can also be marked by the fact that its original headquarters has been noted as a historic place by the American government. GE did not stop at making light bulbs and continued to diversify its business interests through investments in Radio and modern electronics which were considered upcoming technologies at the time. After the world wars, GE found that it was heavily invested in defense since it had been used to help in producing aircraft and other equipment required by America (Welch, 2005). However, this also placed the company amongst the leaders of American business.

How Pa Chin's novel Family reflects the tensions withtin chinese Term Paper

How Pa Chin's novel Family reflects the tensions withtin chinese society and within the chinese family - Term Paper Example This book will be of interest to all who are interested in the society and history of modern China. Family is the story of the Kao family which consists of four generations. The story takes place in Chengtu, a large city in the province of Szechwan. The novel’s principal characters are the three brothers, Chueh-hsin, Chueh-min and Chueh-hui. The brothers live with their uncles and aunts, cousins and their grandfather, the Venerable Master Kao, in their family estate. It is the Venerable Master Kao who is the autocrat in the family, in control of all family affairs, unable and unwilling to admit that his country and his family are changing with time. Chueh-hsin, the eldest and the meekest of the three brothers, takes over the responsibility of his younger brothers after the death of their father. Chueh-hsin is supposedly responsible for his brothers, but as the novel progresses we come to know how much or rather how little control he has over them. He is married against his wishes to a woman chosen by his family. He is doing a job he hates, this too being chosen by his famil y. He is shown navigating through life using his "compliant bow" philosophy which to him means that he should not oppose the elders of the family under any circumstance. Chueh-min, the second brother, is determined to marry the girl he loves in spite of his familys opposition. The youngest brother, Chueh-hui, hates everything the family represents and is trying hard to break the fetters and live life according to his wishes. Each brother is facing challenges at home, a home characterized by archaic morality and hierarchical dependence that was typical of those days. The brothers are caught in between the old system and their desire for a new system. The book records the daily lives of the Kao family. The situations that are described, unique as they may be to that time, are similar to many circumstances of todays world, such as the

Organization as a Machine Essay Example | Topics and Well Written Essays - 1000 words

Organization as a Machine - Essay Example It also adopts British Telecom as the case study. Overall functioning structure of traditional organization using machine metaphor Evidently, machine metaphor concept has immensely contributed to growth prospects of various institutions due to its noble ideals and synergies. Morgan (2007) asserted that, it has in stilled basic elements and ideals, which organizations should embrace. He further stated that, organizations are all about effective interaction, predictability, reliability and controllability at various points of activity through structured systems, which instills sanity. In particular, machine metaphor concept is a system, which provides a comprehensive view of institutions through detailed interaction of various elements, which facilitates predictability, and control of events (Odubiyi, 2012). Clearly, organizations must adopt predictable and reliable business practices including market positioning to ensure sound performance, which is a critical aspect for most institut ions. Mechanistic view is a noble concept, which considers institutions as holistic entities, which operate under strong combination of manageable components. As indicated by Odubiyi (2012), major components, which requires effective management includes organizational chart, job description, policies, operational plans and people. Critically, machine metaphor concept facilitated growth in various traditional institutions due to its effective management and control ideals, which ensured delivery of services based on quality policies. Consequently, the concept enhanced organizations competitive capacity through development of superior production and business techniques, which were accurately coordinated in similar form as machine operation. Functional structure is also a vital pillar, which influences growth in various in situations. As noted by McCrimmon (2012), functional structures enhances decision making process in institutions hence should be effective and operate within set gui delines. He stated that poor functionality of various organizational components through inferior guidelines have contributed to liquidation of many institutions globally. As such, corporations should adopt viable and well structured operating levels with comprehensive job delegation to enhance quality in choice making. Clearly, machine metaphor provides requisite incentives through its structured network system, which enhances management and control at various levels towards formulation of quality decisions (Morgan & Rotunda, 2006). Ideally, modern institutions require credible systems, which ensure business accountability and structured way of executing duties at various levels of operation. Evaluation of organizational functional departments

Capitalist society

Capitalist society What are the defining characteristics of a capitalist society? Which characteristics have held constant, and which been transformed, in the period since the 1970s? In this essay I am going to examine the six main characteristics of capitalism, as outlined by Adam Smith in his book An Inquiry into the Nature and Causes of the Wealth of Nations (1776). To aid me in this I shall include references from a broad range of Sociologists in order to elaborate on Smiths points and provide elucidated examples. I then plan to discuss how these characteristics have been transformed since the end of the rapid economic growth post World War Two in the 1970s and the catalysts for these transformations. Prior to this I am going to give an overview of the definition and inception of capitalism. Edmund Burke (1795) defines a capitalist society as one in which even labour is seen as a commodity; the means of production are privately owned by the bourgeoisie whom pay the proletariat a wage in exchange for their labour. Good are produced in accordance with what will make the greatest profit for the bourgeoisie rather than to comply with the needs of the consumer base. The history of capitalism can be traced back as early as the 8th century, in his book Capitalism in Medieval Islam, The Journal of Economic History Sabhi Labib refers to this as, ‘Islamic Capitalism; the stability and relatively high value of the dinar currency led to the establishment of one of the first economies were money was traded in exchange for goods or services. However capitalism didnt become dominant in the ‘West until the 18th century, the catalyst for this was the French revolution of 1789. During this time social stress built due partially to an excessive population, which led to food shortages and disease epidemics. Despite the recent growth of capitalism due to increases in overseas trade and thus the continued growth of the economy the majority of French citizens (especially in rural areas) continued to live at or below the poverty level. Furthermore the stratification system of dividing the population into a hierarchy of social orders at birth caused social unrest. People wanted social change but were unwilling to act, until the fall of Bastille. The storming of the French prison by a group of middle class demonstrators protesting the dismissal of Jacques Necker effectively acted as a catalyst for the revolution; people began to realise that drastic action could bring about social change. Violence dominated the French Revolution; King Louis XVI was dethroned and beheaded and in 1793/1794 thousands more also met this fate, executed because they were thought to be anti-revolution. The French Revolutionary government, who had seized power during the political instability that followed the abolishment of the monarchy, entered war with most of the major powers in Europe, a war that outlasted the revolution. Throughout the bloodshed a number of important changes took place, the most radical of these being the abolition of feudalism and the establishment of a new order. A massive shifting of power from the Roman Catholic Church to the state took place; property was taken from the Church and members of the clergy were forced to sign an oath swearing loyalty to the state. The French revolution was swiftly followed by the Industrial Revolution in Britain, which in turn led to the spread of revolution across Europe. The Industrial Revolution brought an end to feudal society in Britain and a capitalist economic system began to develop through the growth of free labour which liberated industries such as the textile industry. E.A Wrigley wrote that industrialisation was the product of a steady increase in per capita income (1972). Though it should be noted that the economic changes were not the only factors to contribute to the rise in capitalism, the process also involves a wider set of social changes (Kumar 1978) for example Max Weber believed the Protestant ethic was a driving force in the development of capitalism. Now I have given an overview in to the development of capitalist societies I am going to discuss the characteristics associated with them. As previously stated Adam Smith outlined six characteristics of the capitalist society, the foundation of these characteristics was the notion of freedom; Smith believed that capitalism was characterised by individuals having both freedom of enterprise, that is the freedom and right to own property and/or a business and the freedom to dictate their own labour and consumer habits (freedom of economic choice). This freedom is however restricted by human need for sustenance and the means of production, ‘He is not forced to live according to the plan of a planning authority enforcing its unique plan by the police, i.e., the social apparatus of compulsion and coercion. What restricts the individuals freedom is not other peoples violence or threat of violence, but the physiological structure of his body and the inescapable nature-given scarcity of the factors of production. (Mises, L. The Anti-capitalistic Mentality, 1956 CH.1) A further characteristic put forward by Smith was the division of labour; for humans to carry out this production of materials they have to form what are known as, ‘relations of production, and divisions of labour must be made which are determined by the means of production at the time and whom owns them. According to Geoff Pilling (1980) for these relations of production take on the form of classes, as they have done present day, the productive forces must reach a certain level of growth (he further noted that if productive forces continued to increase to a higher level society may return to being class-less). . To illustrate Adam Smiths theory that within in a capitalist society there are high levels of self interest it is useful to look at the work of Marx. Marx used the model of a modern capitalist society as an example of how we can look at how the unequal distribution of the means of production leads to class development and thus class conflict. The bourgeoisie (ruling class) own the means of production, which means that for the proletariat (working class) to gain the materials they need to sustain life they must exchange their labour for a wage. According to Marx, capitalism is driven by an innate greed, especially within the ruling class; capitalists try to find ways to increase workers efficiency and force them to work longer hours. Caporaso and Levine (1992) noted, . ‘As a result profit increases, real wage (subsistence) remains the same the worker works harder, and longer whilst his share of the product declines. . This sets the interests of the two classes in opposition each acting in accordance with their own desires, as the working class are trying to limit the amount of exploitation they suffer. In order to control excesses of both individual and collective self interest capitalist societies require a competitive market, ‘As it is the power of exchanging that gives occasion to the division of labour, so the extent of this division must always be limited by the extent of that power, or, in other words, by the extent of the market. (Smith, A The Wealth of Nations, Book I, Chapter III, 1845) To ensure this competitive market there must be a large population of buyers and sellers, this is to ensure that no one person or group of peoples can dictate the price of a good or service by manipulating the supply or demand. One recent example of a company attempting to manipulate the supply/demand chain is that of Apple. The corporation is one of the main buyers of NAND flash memory chips, they are accused of indicating to their suppliers that they require larger volumes of stock than they actually intend to purchase. In order to meet this demand the suppliers increase production and as a result are left with a surplus amount of stock which they are forced to sell at a reduced rate. Moreover a competitive market must allow everyone free entrance and exit from the marketplace and must not restrict knowledge; both buyers and sellers must be aware of the markets that exist and the range of prices. The final characteristic of a capitalist society given by Adam Smith is that of limited government or laissez-faire, however it is a theory that only works if the aforementioned five characteristics are fulfilling their role. Smith believed that the government should not intervene in the marketplace as that would ruin its chances of operating efficiently and to its full potential. He saw it as the governments role to police the marketplace by creating and enforcing laws to ensure fair practice as well as helping to settle disputes. Now I have provided insight in to the characteristics of a capitalist society I am going to discuss how economic events, including two global recessions, over the past forty years have affected the characteristics and policies of the capitalist system. World War Two was the catalyst for the beginning of mass production of goods, this was known as Fordism. The process was named after Henry Ford, whom helped develop the first car that was economically viable for the working class through the use of assembly lines. Not only did this method of mass production lower the price of the end product, it also enabled Ford to hire unskilled workers which helped reduce unemployment at the time. Wages in his factory were high, at five dollars a day which enabled his employees to become consumers through this Ford managed to boost the economy. The practice of Fordism helped overcome the economic depression that occurred during the 1930s as it decreased the numbers of unemployed and increased the efficiency of workers meaning that profits rose. However the Fordist work structure was abandoned in the 1970s when economic crisis put an end to the post-war boom. The causes of this economic downturn were the oil crisis of 1973, the 1973-74 stock marke t crash, a period of slow economic growth (stagnation) and inflation. Gamble and Walton (1976) used statistics to show that it was no longer realistic for ‘Western societies to practice Fordism; they found that by 1975 3.5% of the UK was unemployed (which went against the Fordist ideal of full employment) and that inflation had increased by 27%. The aforementioned factors combined led to a massive decrease in consumerism. This economic crisis caused dramatic changes within the capitalist system and the development of a new system of economic production post-1970 that is often called Post-Fordism. It should however be noted that although the economic downturn was the main driving force for the introduction of Post-Fordism, globalisation and advances in technology also aided the transformation. Flexible production defines Post-Fordism; producers began to look more closely at the individual needs of their consumer base and produce small amounts of specialised goods rather than mass producing standardised products. One example of this is that of ‘Third Italy, this was the name given to regions of Italy such as Tuscany and Veneto that were encouraged by the Italian government to produce small quantities of high quality products. The goods were produced in small workshops with a workforce of fewer than fifty people and workshops from different regions often pooled their resources in order to purchase machinery. Despite the fact that these unique products were highly desirable to consumers and thus enabled these small companies to charge more advances in technology during the 1990s led to many corporations once again succumbing to mass production. Writing of Benetton, whom started as a small family business in Veneto (Third Italy) before becoming a large corporation, Castells stated, ‘New technologies allow for the transformation of assembly lines characteristic of the large corporation into easy-to-program production units that can be sensitive to variations in the market (product flexibility) and in the changes of technological inputs (process flexibility). (2000: 167) This product and process flexibility has enabled Benetton to maintain their individuality and the exclusive feel of their products regardless of their current status as a global fashion brand with over 6,000 retail outlets. Another such change is the deregulation of markets. Reich (2007) wrote that post Second World War capitalist society was dominated by ogliopolies whom controlled the industry; they were aided by government regulation that allowed them to keep out competition. Changes in the seventies however reduced the power of these large conglomerates as the government simplified laws regarding the market place, this led to a massive increase in competition as it became easier to start up businesses. Competition was further increased by the globalisation of the capitalist economy as corporations began increasing their consumer base by seeking larger international markets. The deregulation of markets is a product of the theory of Neoliberalism, which aims to increase the efficiency of governments and improve economies by transferring some economic control from the public sector to the private sector (Cohen 2007). This policy complies with Smiths theory of laissez-faire as it reduces government intervention. Margret Thatcher, whom served as prime minister of the UK for eleven years was an advocate of this policy; between 1979 and 1990 she oversaw the privatisation most of the United Kingdoms utilities including British Telecom, British Railways and bus services throughout London. And although the current government has yet to privatise any public services there does not appear to be any intention of reversing the work done by Thatcher in reforming the economy. There is no doubt that the capitalist system has undergone many transformations over the last few decades; the changes to economic policy caused by the current global recession serve to reinforce this. However the foundation of capitalism and the core values of the system remain intact; the essence of capitalism is still profit. The proletariat are still exploited by the bourgeoisie and the rich-poor divide increases each passing year (particularly in less economically developed countries for example in 2007 the amount of billionaires in India almost doubled). Adam Smiths vision of a competitive market that could not be dictated by any one corporation now seems too idealistic; the ‘free market is controlled by those who own large conglomerates, their wealth ensuring that nothing stands in their way. References Books Burke, E. Thoughts and Details on Scarcity, Edition 3, 1800, Oxford University: F. and C. Rivington and J. Hatchard. Caporaso, J. A and Levine, D.P Theories of Political Economy; 1992, Cambridge University Press Castells, M. The Rise of the Network Society, The Information Age: Economy, Society and Culture Vol. I; 2000, Cambridge, MA; Oxford, UK: Blackwell Cohen, Joseph Nathan The Impact of Neoliberalism, Political Institutions and Financial Autonomy on Economic Development, 1980-2003; 2007, Dissertation, Department of Sociology, Princeton University. Defended June 2007 Gamble, A and Walton, P. Capitalism in Crisis; 1976, Macmillan Kumar, K. Prophecy and Progress The Sociology of Industrial and Post-Industrial Society; 1978, Viking Labib, S. Capitalism in Medieval Islam, The Journal of Economic History; 1969 pp. 79-96 Mises, L. The Anti-capitalistic Mentality; 1956, Indianapolis: Liberty Fund, 2006. Pilling, G. Marxs Capital, Philosophy and Political Economy; 1980, Routledge Keagan Paul Reich, R B. Supercapitalism. The Transformation of Business, Democracy, and Everyday Life; 2007 Knopf; illustrated edition Smith, A. An Inquiry into the Nature and Causes of the Wealth of Nations, 1845, Nelson Wrigley, E.A The Process of Modernization and the Industrial Revolution in England, Journal of Interdisciplinary History, Vol. 3, No. 2, Economics, Society, and History 1972, pp. 225-259 1972, Massachusetts Institute of Technology and the editors of The Journal of Interdisciplinary History. Websites http://www.marxists.org/archive/pilling/works/capital/index.htm http://oll.libertyfund.org/?option=com_staticxtstaticfile=show.php%3Ftitle=1889chapter=109993layout=htmlItemid=27 http://arstechnica.com/apple/news/2009/11/apple-using-dodgy-tactics-to-get-better-nand-flash-prices.ars

Essay on Literacy in Song of Solomon -- Song Solomon essays

Literacy in Song of Solomon    Through literacy will come emancipation. But emancipation comes in many forms, as does literacy. The various aspects of academic literacy are rather obvious in relation to emancipation, especially when one is confronted with exclusion from membership in the dominant culture. Most, but not all, of Toni Morrison's characters in Song of Solomon appear to have attained at least a modicum of literacy. But what part does literacy play in the advancement of the individual, and to what lengths will one go to achieve it?    "But if the future did not arrive, the present did extend itself, and the uncomfortable little boy in the Packard went to school and at twelve met the boy who [...] could liberate him [...]" (Song of Solomon 35-36). So says Toni Morrison of Milkman Dead, the boy in the Packard, in Song of Solomon. The other boy of whom she speaks is Guitar Bains, Milkman's mentor-of-the-street. Morrison tells us little more of Milkman's formal education, but we can assume that he goes on to high school because Guitar is in high school when she introduces him. We do learn that Milkman's sisters attend and graduate from college, but their education isolates them from the rest of the community. In fact, at age forty-four, Corinthians eventually goes to work as a maid and enters into a relationship with Porter, one of her father's tenants, much to her father's dismay. Within the class structure of "haves" and "have-nots," Corinthians finds the "haves" side abhorrent, the "have-nots" side attractive, but she can not cross the socioeconomic line that her father has drawn. She must remain within the paradigm that separates her from the lower, uneducated portion of their society.    Milkman's mor... ...ith the earth and at the conclusion of the novel when he finds he is able to fly. Is the state of super-metacognition he enters during these episodes a metaphor for an inherent attachment to the past? something akin to a shared history? something ingrained and transferred with roots deeply embedded in African traditions? Morrison leaves the answers to these questions (and many others) up to her readers, but it is obvious that Milkman finds more in historical literacy than he ever received from his formal education.    Milkman sees hope for the future through a connection with the past. In a certain sense, he finds emancipation through his relationships with literacy.    Works Cited Middleton, David. Toni Morrison's Fiction: Contemporary Criticism. New York: Garland, 1997. Morrison, Toni. Song of Solomon. New York: Penguin Books USA, Inc., 1987.

Problems of Small Scale Industries

The path of small entrepreneurs is not rosy. Small entrepreneurs face the following types of problems: (1) Problem of raw materials: A major problem that the small entrepreneurs face is the procurement of raw materials. They have to confront with numerous problems like; i. Availability of inadequate quantity ii. Poor quality of materials iii. High cost of raw materials etc All these factors adversely affect the proper functioning of small units. (2) Problem of finance: Finance is one of the most important problems faced by small entrepreneurs.As finance is the life blood of a business organization and no business organization can function properly in the absence of adequate funds. The problem of finance in small sector is mainly due to two reasons i. e. (i) Scarcity of capital in the country as a whole. (ii) Weal credit-worthiness of small units in the country. Due to their weak economic base, they find it difficult to take financial assistance from the commercial banks and financial institutions. Therefore, small entrepreneurs have to obtain credit from the money lenders on a very high rate of interest. (3) Problem of marketing:One of the major problems faced by small entrepreneurs is in the field of marketing. They are not in a position to get first hand information about the market i. e. information about completion, taste, liking disliking of consumers. Therefore, they are not able to upgrade their products according to the changing business environment. These small units acceding to the changing business environment. These small units often do not process any marketing organization. As a consequence, their product quality compares unfavorably with the quality of the products of the large scale industries.Therefore, these industries suffer from a comparative disadvantage as compared to large scale industries. (4) Problem of under utilization of capacity: Most of the small entrepreneurs are suffering from the problem of under utilization of capacity. Small s cale units are making only 40 to 50 percent use of their installed capacities due to various reasons such as shortage of finance, raw-materials, power and under-developed markets for their products. (5) Outdated technology: Most of the small entrepreneurs depend upon old techniques and equipment.These units find it very difficult to modernize their plant and machinery due to limited capacity and capital. He quality of products and productivity tend be low in the absence of modern technology and that too at higher cost. They are in no position to complete with their better equipped rivals operating modern large scale units. For example, Khaki products even after government subsidy seem to be costlier. (6) Poor project planning: Poor project planning is another problem faced by small entrepreneurs.In the absence of education and experience, these entrepreneurs do not attach much significance to viability studies. They do not bother to study the demand aspect, marketing problems, sourc es of raw materials. Inexperienced and incompetent entrepreneurs often submit unrealistic feasibility reports and incomplete documents which invariably result in delays in completing promotional formalities. They cannot afford to avail services of project consultants due to limited financial resources. (7) Inadequate infrastructure:Insufficient quality and quantity of transportation, communication and other basic services particularly in backward areas is another problem. Inadequate infrastructure results in under utilization of capacity and wastages. Inadequate infrastructures also adversely affect the quality, quantity and production schedule of the enterprises operating in these areas. Therefore, their functioning will become uneconomical and unviable. (8) Problem of skilled manpower: A small entrepreneur located in backward area may not have problem of unskilled workers but it may be exposed to the problem of non-availability of skilled workers.Skilled workers may be reluctant t o work in their areas and small scale enterprise may not afford to pay the wages and other facilities demanded by these persons. Unavailability of skilled manpower result in lower productivity, deterioration of quality, increase in wastages, rise in other overhead costs and finally adverse impact on the profitability of these small scale units. (9) Managerial problem: Another serious problem for small scale units is managerial inadequacies. Modern business demands vision, knowledge, skill, aptitude and whole hearted devotion.The managerial competence of the entrepreneur is very important for the success of any venture. An entrepreneur is required to undergo training and counseling for developing his organization revolves. Therefore, he must be fully conversant with all aspects of management. Lack of proper commitment and managerial skill will add to the problems of entrepreneurs. (10) Other problems: In addition to above discussed problems, the small scale industries have been const rained by a number of other problems such as trained technicians, technological obsolescence, unorganized nature of operation etc.

Roman Government of the Early Empire

Roman Government of the Early Empire Octavian defeated Marcus Antonius and Cleopatra VII at Actium and became the undisputed leader of Rome. Through his military power he was able to maintain control of the Rome and gradually establish a monarchy. The Romans hated the term monarchy and Octavian wanted to be considered democratic. Thus he did not create any positions but simply held the powers of the regular magistracies, many at ones and continuously. The Romans, weary from civil war, knew what he was doing but accepted the situation.After the civil war Octavian through his general Marcus Agrippa demobilized the Roman army from 75 legions reduced to 28. Octavian controlled all the stronger provinces where legions were stationed; out of the 28 remaining legions Octavian alone controlled 26. Dio Cassius wrote " ...he alone had arms and maintained soldiers..." Octavian was secure financially through his acquisition of Egypt administrated by him directly through his Praefectus Aegypti.English: The Roman Empire under Augustu s Caesar (3...According to Dio CassiusOctavian controlled the state treasury and could spend it as he chooses. Because Octavian had both military and financial control of Rome he had absolute power in all matters.Princeps was the official title of the early emperors. The Princep or 'first citizen' held supreme 'auctoritas' and were the top patrons. This form of government is referred to as the principate. Octavian was later given the title Augustus and became the first Princep. He established a model of government based on the assumption of positions and powers already existing in the Republic. This model of the principate was followed and extended by later principes.According to Dio Cassius Augustus held all the offices and titles except dictatorship, although original constitutional magistracies still exist everything is carried out according to Augustus' wishes. Augustus frequently became a consul and always held the title of proconsul outside Rome; more...

Gender Equality Argument Professor Ramos Blog

Gender Equality Argument Angela Bernier English 101 29 June, 2019   Ruth Bader Ginsburg is a legend in women history and even has a movie made after her. She was the second women to ever serve in the Supreme Court and she was very deserving of it. Ruth had a full scholarship to Cornell University and in the movie â€Å"On the Basis of Sex† she is one of the top students. Even after graduating it was hard for Ruth to find a job as a lawyer because of her gender. Eventually she settled for a job as a professor and started to become more involved with gender equality. Ruth even became the founding counsel of ACLU’s womens rights project. After her struggle of personally dealing with gender discrimination, she stood up for herself and was not afraid to fight for what is right and has helped women have a voice. In Ruths closing argument for a case she is working on in the movie, â€Å"On the Basis of Sex† she gives a moving speech talking about why gender equality is important and how it will not ruin the system but improve it. â€Å"We are not asking you to change the country. That has already happened without any courts permission. We are asking you to protect the right of the country to change,† (On the Basis of Sex). This quote stands out because it is talking about how this country is unenviably changing and how the court is trying to keep everything in â€Å"order† by making laws that seem fair but are really actually biased. Ruth is trying convince the judges that change is not a bad thing and people should not be afraid of it. â€Å"Our sons and daughters are barred by law from opportunities based on assumptions about their abilities. We must take these laws on, one by one, for as long as it takes, for their sake,† (On the Basis of Sex). Ruth is referring to a tax law, Section 214, that was biased about gender roles and was her first step into changing the system. Ruth wanted to change to happen and decided to take a slower approach by fighting for one law at a time. If she can convince the court to make a small change then it would open doors for more people to fight and be hopeful of future change. Ruth talks about how the laws are made by assuming each genders ability which is not fair to men or women. A woman should be able to go out and find a job just as easily as a man if she has the same qualifications. Ruth and her husband both graduated with the same degrees yet Ruth was not able to find her dream job as a lawyer while her husband became a successful lawyer. Ruth wanted to fight for future women and men by getting rid of made up gender roles. â€Å"You are being urged to protect the culture and traditions, and morality of an America that no longer exist,† (On the Basis of Sex). This statement is very powerful because she is pointing out how the court and the people in the court are avoiding the changes already happening in America. No matter what the court is trying to keep in place more people are started to realize what is wrong with the laws. Ruth mentions how in law school there were not even bathrooms for women, she then brings up how things have already changed over the years and women are becoming more relevant in these types of environments. â€Å"A generation ago, my students would have been arrested for indecency for wearing the clothes that they do. Sixty-five years ago, it would have been unimaginable that my daughter would aspire to a career. And a hundred years ago, I would not have the right to stand before you. There are a hundred and seventy-eight laws that differentiate on the basis of sex. Count them. The government did the favor of compiling them for you. And while you’re at it, I urge you to read them. They’re obstacles to our children’s aspirations,† (On the Basis of Sex). Ruth is stating that America is changing no matter what and the laws are making it a disadvantage for people to be what they want.By stating all the changes that have already happened, the judges can see that no matter what laws are in place the country will change and evolve and women are becoming more outspoken. In the movie, Ruth has daughter who is motivates her to fight even harder not only for her own rights but for her daughters future. She wants her daughter to grow up in a world where she is not judged by her gender or put at a disadvantage. â€Å"These are laws written by men who think we are privileged to be excused from men’s obligations. But it is not a privilege, it is a cage, and these laws are the bars!† (On the Basis of Sex).   Ruth is describing these laws as a cage because women feel trapped and forced to live a certain life style.   It is not every womens dream to stay at home, cook, clean and raise kids.   Women now want to go out and get an education and have a voice in the world the same as men.   Men back then thought it was a privilege for women to stay home all day and not be out working, when in reality not all little girls dream of becoming a house wife when they grow up.   Women  now have a chance at a career and have opportunities never imagined by previous generations.   Ruth is a woman to admire because she stood up for what is right and took a chance for women everywhere.   I chose her closing argument from the movie because it was a strong statement that was said to male judges.   She put her fear aside and did fought for something she believed in.   I think every  women  should look up to her and feel ashamed for our gender but stand up for it and keep fighting for our rights. Aaron M. Houck,Ruth Bader Ginsburg, Encyclopaedia Britannica,Encyclopaedia Britannica,inc. Ed Hightower,  On the Basis of Sex  and  Ruth Bader Ginsburg: The manufacturing of a â€Å"living legend†,  Published by the International Committee of the Fourth International (ICFI).   https://www.youtube.com/watch?v=0cmKDpRrSKA  

Miranda Warning, How it changed Police Interrogation Term Paper

Miranda Warning, How it changed Police Interrogation - Term Paper Example The first major change in police interrogation - that is, from following the voluntariness test - occurred in state law. In 1966 the United States Supreme Court decided the case of Miranda. The Miranda decision has been the mirror for modern application of the Fifth Amendment’s privilege against compulsory self-incrimination in both federal and state criminal cases. Ernesto Miranda was convicted on charges of rape and kidnapping after providing police with a signed confession. Miranda's questioning by police lasted 2 hours and was conducted in an interrogation room without the aid of a lawyer. The three other defendants charged with the crimes experienced similar interrogation situations (Miranda v. Arizona, 1966; see Vignera v. New York; California v. Stewart; and Westover v. U.S., as cited in Oberlander & Goldstein, 2001). The Miranda Court, led by Chief Justice Earl Warren, believed a suspect automatically confronted a "compulsory" situation ("inherent pressure") when place d in a police interrogation environment. The Supreme Court believed there had been widespread abuse throughout the nation by law enforcement personnel, and thereby, †¦ concluded that without proper safeguards for the process of in- ­custody interrogation of persons suspected or accused of crime †¦ [the] inherently compelling pressures will work to undermine the individual's will to resist and [will] compel him to speak where he would not otherwise do so freely (Dunham , 2008: p. 540). Essentially, the Miranda decision established a new approach to the admissibility of suspects' confessions by rejecting a judicial case-by-case determination of whether a confession was voluntarily given. The Court ruled that... The Miranda decision established a new approach to the admissibility of suspects' confessions by rejecting a judicial case-by-case determination of whether a confession was voluntarily given. The Court ruled that any statement resulting from the interrogation of a suspect would be presumed involuntary and thus, inadmissible unless the police first provided the suspect with four warnings. Widely known as the Miranda warnings, these standards first state that the suspect has the right to remain silent. Second, any statements made by the suspect can be used as evidence against him or her. Third, the suspect has the right to the presence of an attorney during questioning. Finally, an attorney will be appointed if the suspect cannot afford counsel. In addition, the court determined that an individual may waive these Miranda rights if the waiver is "knowing, voluntary, and intelligent." Soon after the Miranda decision, police departments developed and instituted Miranda warning statements, the majority of which were patterned after the Court's suggested warnings provided in an appendix to the Miranda decision. These warnings were added to enhance the existing test for admissibility of a confession - the due process voluntariness test.

Cooperative marketing Essay Example | Topics and Well Written Essays - 750 words

Cooperative marketing - Essay Example Cooperative marketing alliances will help both the parties to access distributions channels which are normally unavailable to them. Moreover, cost cutting, additional exposure to some specific or targeted segments of customers, etc are some other advantages of cooperative marketing. For example, the Intel inside advertisement will help not only the computer manufacturers, but also the software developers like Microsoft as well. Moreover this advertisement can increase the reputation of the small computer manufacturing companies since the customers will respect tie ups with such high profile companies immensely. Cooperative marketing help the companies to reach out non-competing businesses in the market that have the same type of clientele and resources. Cooperative marketing often results in cross-product advertising which may encourage the customers to think that "if you like this, then you'll probably like that". In other words, the reputation of one company can be exploited by the other company in cooperative marketing and advertising. Moreover, the companies in cooperative marketing alliances can swap their mailing lists or may agree to include the other's marketing ads in their mailings. Thus cooperative marketing can save money; at the same time it can reach out more customers. Many people have the false belief that cooperative marketing is all about cooperative advertising. This is not true. Besides advertising, cooperative marketing can help companies to increase their common economic, social, and cultural needs and aspirations. For example, the Intel inside advertisement is not only helping the computer manufactures; but it is helping the Intel Company as well. When more computers were sold as a result of the Intel inside ad, Intel can sell more of their microprocessors and thus they will also be benefitted economically out of the cooperative marketing. Cooperative marketing will also increase the bargaining power of the product manufacturers and it ca n help the company to deal directly with the end users or the customers. Cooperative marketing can also help companies to gather market intelligence. â€Å"The first step in moving towards a cooperative market ­ing arrangement is to make sure all individuals are on the same page. This is achieved by making sure that all mem ­bers are onboard to operate for the same purpose† (West, 2008, p.2). It is impossible to conduct cooperative marketing by two entirely different companies. The companies which are engaged in cooperative marketing should have similar products and interests. For example, both Intel and Microsoft are working in the computer industry and hence they can easily engage in a cooperative marketing tie up. On the other hand it is difficult to anticipate a cooperative marketing collaboration between Microsoft and BP Oil Company because of the huge differences in their product portfolios. The second requirement for cooperative marketing is the mutual trust and be liefs. It is difficult to conduct cooperative marketing if the parties watch each other suspiciously. For example, it is difficult to see a cooperative marketing campaign by Microsoft and Apple Inc together since they are the fierce competitors in the market. Global Gadgets Imports (GGI) Company is an importer of home decor and gift items and hence they can

What music means to me. Rock Essay Example | Topics and Well Written Essays - 750 words

What music means to me. Rock - Essay Example 27). I believe this is a thoroughly accurate and insightful comment about the role that music plays in the human experience. If we look around to the different periods and different cultures of the world throughout humankind’s history, we see music as one of the few timeless facts of existence. Music is touching, as Mr. Joel says, because it expresses the inexpressible. In other words, it allows us to connect to concepts, emotions, thoughts, beliefs, and the knowledge of other people, just by the simple act of listening. Going from the beginning of my life to the present moment, I can think quite clearly of the defining soundtrack to that progression of events. Starting in the mid- to late-1970s, which was during my childhood years, I can recall bits and pieces of my favorite music. I know that classics like â€Å"Rudolph, the Red-Nosed Reindeer† and other Christmas songs were still very much popular. More generally, however, I remember Schoolhouse Rock! very vividly be ing a big hit at my school and with my parents. Schoolhouse Rock! was a television program that had a number of hit musical recordings for children. I think that the social aspect of Schoolhouse Rock! helps me remember so much about it, partly because it was so incredibly popular with kids my age. I preferred â€Å"Science Rock† the most, probably because it reflected my young interest in the sciences, particularly space and physics. It would make me feel happy about my love of learning as a young kid in physics class. Also from my childhood, I remember loving Mister Rogers Neighborhood and the songs he would sing to his television audience. His voice is iconic of my time as a young child growing up in front of the television. In my adolescence, between 1984 and 1991, my taste in music started to be influenced by my family and friends. In 1984, at 11, Stevie Wonder was my favorite performer. His song â€Å"I Just Called to Say I Love You† struck me for Stevie’s great singing ability and skill as an instrumentalist and lyricist. At about 13, I began to like the music that my friends liked. In 1987, I remember Guns N’ Roses’ â€Å"Welcome to the Jungle† being extremely popular, along with U2’s â€Å"With or Without You†. Listening to this music helped me feel connected with others, just like the children’s music of the 1970s had the decade before. Nevertheless, this new style of rock music that was emerging did give me an element of rebelliousness that pop music from singers like Whitney Houston and Rick Astley lacked. Accordingly, I tended to like the heavier rock more. My taste for heavy rock continued in that direction for much of the remainder of the 1980s. I bought tape cassettes from Quiet Riot, Def Leppard, and Whitesnake, all of whom really represented the youth of that time. In line with Billy Joel’s insight, I think the music I listened to helped give me a point of contact with other young people at that time. Moving away from the 1980s and toward today, I no longer associate hard rock or metal with comfort. Rather, I find comfort in contemporary R&B music. â€Å"R&B† stands for â€Å"rhythm and blues†, and refers to music that combines elements of hip-hop, soul, and funk (George, 2003, p. 23). Contemporary R&B is polished with saxophone sounds, drum machine rhythms, and talented vocalists. In terms of finding comfort in music, I usually turn to voices like Alicia Keys, Mariah Carey, and Jamie Foxx, who all represent that genre of music. When I am feeling disappointment or stress, this music helps me put my problems into perspective. Because much R&B music deals with grander problems, it helps me realize that some of the challenges I face do not compare in size and scope with those being sung about in R&B music.

The greatest inventions Essay Example for Free

The greatest inventions Essay Introduction to Second Language Studies (ONLINE). Hudson This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at MÄ noa, and to the field(s) of applied linguistics more generally. This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program. Students will become familiar with the following: 1. The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and work done by applied linguists in society 2. Professional issues and expectations for second/foreign language educators 3. The major domains of second language studies as they are addressed specifically by the UH SLS 4. A wide variety of research approaches employed by applied linguists The course will be online. There will be extensive online discussion group activity. SLS Course Descriptions Fall 2014 600- ­Ã¢â‚¬  through 700- ­Ã¢â‚¬ level SLS 610 (1). Teaching Second Languages. Hudson This course provides a survey of current theory, research and practice in the major components of second and foreign language pedagogy and teaching programs. These components include needs and means analysis, syllabus and curriculum design, materials writing, methodology and pedagogy, skills and skills integration, student assessment, and program evaluation. Consideration will also be given to the changing social, economic, and political roles of language teaching and the profession in the world today. Both theoretical and practical dimensions of classroom teaching will be treated. By the end of the course, the students will have an understanding of the following: 1. Current theory, research and practice in second/foreign language teaching and teacher training 2. The socio-cultural, psychological and linguistic factors that have an impact on language teaching 3. Issues involved in teaching and integrating the different skill areas as and approaches to curriculum design and language teaching SLS 614 (1). Second Language Writing. Gilliland The course aims to provide insights into theories of teaching writing, with particular emphasis on the experiences of student writers composing in a second language. Consideration of various approaches to the teaching of writing in second and foreign languages is included as well as consideration of response to student writing. Students will: †¢ Identify current and historical theories of teaching SL writing. †¢ Discuss and critique approaches to teaching SL writing. †¢ Describe and analyze contexts for teaching SL writing in US and internationally. †¢ Assess the instructional needs of a given writing class and/or student. †¢ Evaluate and respond to student writing. †¢ Plan appropriate and effective syllabi, units, and lessons in SL writing courses. Required text: Ferris Hedgcock (2013). Teaching L2 Composition (3rd edition). Routledge. SLS 618 (1). Language and Learning Technologies. Zheng What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype, to sophisticated virtual world technologies, and to ubiquitous mobile devices, bring us new challenges and opportunities for communication and social networking, as well as learning teaching. What are the roles of learning technologies in learning, instruction and communication? Do they function as an input to aid learning, such as acquisition of lexicogrammer? Do they function as tools to help with problem solving, such as looking up a new word while reading an article? Do they function as a media to make distance communication and interaction possible? Do they function as objects that have potential to change the way we live so that our communication (language) is becoming inherently different? We will explore these questions as central themes of the course, so that we can gain a deeper understanding and be tuned to affordances of technology in the most broad sense. Explore dialogical perspectives of language and its implications for sharing, coconstruction, co-authoring and co-creation of identity and meaning in technology supported learning environments. Investigate the affordances of technologies as indicated by members of the  class (through dynamic needs analysis) for language learning and teaching. Design and conduct studies of a specific technology that you are interested in. A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis. Develop a mini curriculum that has major components of technology integration. Develop materials using the Web as a major resource for your target learners. SLS 650 (1). Second Language Acquisition. Ziegler This course is designed to provide a review of current theory and research in child and adult second language acquisition. In addition, it will review relevant research in first language acquisition and explore relationships between theory and practice in the second and foreign language learning classroom. Various theoretical perspectives and issues are addressed, including cognitive-interactionist, emergentist, social, and psycholinguistic approaches, and principal areas of research such as age effects, cognition, development of learner language, and individual differences will be discussed. We will also examine the available  quantitative and qualitative research methods and how they might be used in second language (L2) research. Suggested reading: Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. This course covers basic concepts and issues in sociolinguistics with a focus on multilingual language learning and teaching. The initial course readings (Davis, 2012a, 2012b) provide an overview of the theoretical foundations and diverse research methods of sociolinguistics, including the work of sociologist Goffman (presentation of self in everyday life); sociolinguists Sacks, Schegloff, and Kasper (conversation analysis); sociolinguist Gumperz (interactional sociolinguistics), anthropologist Hymes (ethnography of communication); language and education anthropologists Cazden, Philips, Heath, Erikson, Geertz, and Anzaldua (ethnography of communities and schools); and critical anthropologists Hornberger, Davis, Valdà ©s, Zentella, and McCarty (language policies and practices). Subsequent course readings and the final project then focus on the most recent trends in sociolinguistics that include: multilingualism/super diversity; interdisciplinarity, fluidity, and multiplicity in langu age use, identity, and learning (translanguaging, multiple identities); neoliberalism/ideological analyses; public and counter public discourses;  and engaged language policy, practices, and ethnography. The final course project assignment involves designing and presenting a proposal for either research or instruction that draws on current sociolinguistic theories and language learning practices. SLS 673 (1). Applied Psycholinguistics and Second Language Acquisition. Grà ¼ter This course provides an introduction to the psychological processes involved in language behavior, with a particular focus on those relevant to speaking and understanding a non-native language. Areas covered include speech perception and accent, lexical access in bilinguals, structural and discourse processing by native and non-native speakers, the role of working memory, neurological correlates of (non)native language processing, and language disorders and bilingualism. Experimental methods used in psycholinguistic research on second language acquisition will be introduced and discussed. SLS 675 (1). Second Language Qualitative Research. Kasper The course will introduce students to the principles and practices of qualitative research and their application to research problems in the domains of social institutions, multilingualism, and learning and development, including the development of language and professional competencies. The course pursues two aims: (1) to develop students’ ability to critically appraise reports of qualitative (L2) research and (2) to prepare students to conduct a qualitative study on an applied linguistic topic of their choice, or to further develop a study that is already under way. In order to meet both of these goals, particular emphasis will be given to the articulation of theory and methodology, i.e., the coherent transformation of theory into method. Students will get first-hand experience with practices of observation and interviewing, visual analysis, document analysis, and multimedia analysis. Course requirements will include reading and discussion of methodological texts, reviews of reports on qualitative studies, and practical activities. SLS 680P (1): Philosophy of Teaching. Crookes Participants will explore philosophical positions underlying S/FL teaching. We will address philosophical systems and procedures (including critical, moral and ethical thinking) in the contexts of S/FL teaching, and in respect to the decisions teachers are faced with daily, as well as long-term, as they shape their careers and their positions in society. Since all of the ideas about S/FL teaching and their philosophical dimensions have historical contexts, a historical perspective will be emphasized in the initial sessions. The concept of a philosophy of teaching can be set in practical terms because a philosophy of teaching statement is often called for in employment actions, such as job applications, contract renewals, and job interviews. It also falls into the area of professional development and personal growth, since it assists with that reflection without which efforts at a consciously constructed professional practice are not possible. SLS 680R (1). Narrative Analysis. Higgins This course introduces students to narrative analysis as an analytical framework for the exploration of research questions in sociolinguistics and applied linguistics. Most centrally, narrative analysis is used to explore questions of identity by examining how speakers construct their social worlds in and through telling stories. Narratives are also useful for examining ideologies on any number of topics. Because people tell narratives in their everyday interactions with others, researchers can also examine the role of stories in conversation and in various forms of institutional talk, including classrooms, courtrooms, clinics, and workplaces. This course will provide students with the foundation for analyzing narrative data by focusing on both ‘big stories,’ or, narratives which relate to speakers’ life histories, as well as ‘small stories,’ or narratives which take place in everyday settings. As the focus of the class is on the analysis of narrative s, students will be expected to contribute narrative data in the form of data workshops in class and to write a 20-page term paper on data they have collected. A final presentation will also be required. Required text: De Fina, Anna Georgakopoulou, Alexandra (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press. Additional readings will be in the form of journal articles and book chapters, available on Laulima or through UH library. SLS 680R (2). Classroom Action Research. Gilliland This course is a companion to the summer SLS 690 Teaching Practicum in Ubon Ratchathani, Thailand. All students must have participated in the practicum during Summer 2014. Required text: Burns (2010) Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. SLS 730 (1). Seminar in SL Pedagogy: Literature in the L2 Classroom. Day This seminar explores the use of literature in the second and foreign (L2) classroom. The primary goal is to help you develop a systematic and principled approach to using literature in your teaching. In addition to a focus on the major theoretical and research issues, the seminar explores how a literature component might be integrated into the L2 curriculum. Assignments provide opportunities to use and evaluate a variety of tasks and activities designed to incorporate literature into the L2 classroom. You will develop your own classroom materials and explore how those materials might be utilized in ways relevant to your own situations. The learning outcomes include being able to discuss the concerns and issues involved in using literature in L2 classrooms and to develop, adapt, and evaluate various literature genres and activities for the L2 classroom. SLS 750 (1). Ecological and Sociocultural Approaches to Second Language Learning. Zheng This seminar is designed to explore second language acquisition and language learning from perspectives that classical SLA does not usually take into consideration, namely ecological, sociocultural approaches. Topics regarding both epistemological and ontological orientations will be organized into the following modules: †¢ Learners: Are they truly individual beings cognizing or processing learning only in the brain, or are they only social beings who learn through socialization and interaction? Or are they ecological and dialogical beings who appropriate biological substrate, sociocultural values, semiotic resources for sense making? †¢ Environments/contexts: All research paradigms and pedagogical treatments consider the relationship between the learner and environments. Are environments considered as containers that function in the background? Are learners and environments reciprocally co-defining and co-changing? How are learners and environments connected? What are the roles of teacher, technology, community and personal biography in language development? †¢ Unit of analysis: Unit of analysis is the major entity that defines the ontological nature of your research and ultimately determines the values of finding in pedagogical practices and phenomenological discoveries. We will consider and compare a wide array of approaches on unit of analysis from different research paradigms, such as individuals, groups, tasks, t-units, turns, agent-environment coupling, communicative projects, etc. †¢ Methods and Analytical tools: technological prevalence and advancement pushes the envelope of human limitations on data management, such as data collection, analysis and report. We will examine readily available tools that can advance conducting research from ecological and sociocultural approaches. †¢ Pedagogical Implications: Synthesizing the first 4 topics, this module explores what an ecologically and socioculturally oriented classroom looks like. This includes such topics as action-based learning, place-based learning, pedagogy as multimodal design, studentteacher relationships that are beyond the segregation between teacher-centered and learner-centered dichotomies. This seminar is dedicated to the legacy of Leo van Lier’s work on The Ecology and Semiotics of Language Learning. Required texts:  van Lier, L., 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers, Norwell, MA. Additional journal articles, book chapters/sections and website will be available in Laulima and course website. SLS 750 (2). Child L2 Acquisition. Schwartz The purpose of this seminar is to examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of adult L2 acquisition as well as L1 acquisition. We will examine some of the very few studies that directly compare L2 (and L1) children and L2 adults in the acquisition of particular grammatical phenomena. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We start off by focusing on the critical period issue, or more neutrally, on age-dependent effects of L2 acquisition in terms of ultimate attainment. We next consider the issue of endstate (ultimate attainment) vs. development for L2 children and L2 adults. The third area is research on child L2 acquisition itself, where exposure to the nonnative language starts approximately between the ages of 4 and 7; this is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is  traditionally considered to be the critical period for language acquisition. Of special interest here are three issues: (1) whether child L2 acquisition replicates L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between L2 child and L2 adult acquisition, especially with respect to different domains, specifically syntax vs. inflectional morphology. The course will be a combination of lectures and student presentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessa ry linguistic background. SLS 760 (1). Intercultural Communication. Higgins Within a sociocultural linguistics framework, this seminar focuses on how the constructs of ‘culture’ and ‘cultural difference’ are enacted by speakers of more than one language in conversational interactions. The course will pay equal attention to the ways that cultural difference is associated with miscommunication and the ways that culture can be used as a resource in interactions among multilingual speakers. The course will emphasize the perspective that culture and cultural difference are social constructs that cannot be presumed, but rather are the result of active processes in interaction among conversational participants, processes which sometimes  point to the relevance of cultural models, interpretive schemas, discourses, and ideologies. Students will examine seminal work in the field, starting with cross-cultural communication studies, followed by an examination of the developments in the field that have led to the reconceptualization of this ar ea of inquiry. Following a seminar format, students will regularly lead discussions of readings and present data for analysis in workshop format during the semester. A final term paper of 20-25 pages (with deadlines for proposal and first draft) will also be required for the course. SLS 760 (2). Language Ideologies, Policies and Practices: An Engaged Ethnographic Approach. Davis While language policy (LP) scholars increasingly explore policies as shaped by global sociopolitical and economic ideologies, LP and applied linguistics scholars are increasingly calling for on-the-ground language practices that resist, negotiate, and appropriate inequitable policies (Davis, 2009, 2014; Johnson, 2013; Wyman, McCarty, Nicholas, 2014). This course takes an  engaged ethnographic approach that is designed to draw teachers, students, community members, and others into dialogic exploration of language education policy as an interactive process; covert ideologies and policies as potentially marginalizing; and plurilingual policies as desirable, effective and possible (Davis, 2014; Phyak Bui, 2014). While challenging dominant neoliberal ideologies (Gegeo Watson-Gegeo, 2001; Tollefson, 2013; Warner, 2002), the course explores ways in which to support practices that meet local language, education, economic and human welfare needs. Thus, the course takes an interdisciplina ry approach in exploring societal and schooling issues such as multilingualism, translanguaging, and identities while considering the agency of individuals and communities as the epicenter of language policy reform (Davis, 2014; Pennycook, 2013). The course draws on the above theoretical perspectives in exploring engaged dialogic and participatory efforts to promote equitable education in both developed and developing countries. Through readings, course activities and discussion course participants will develop both ideological analytical and engaged ethnographic abilities that can guide current and future work in schools, communities, and with education administration. Course participants will further gain insight into engaged ethnographic research methods through designing research proposal and/or documenting engaged efforts with teachers, parents and/or concerned others in promoting equitable language education policy and practices. These efforts can focus on research and/or documentation in one or more of the following areas: 1) Conducting ideological analyses with parents, educators, and concerned others towards raising awareness of harmful neoliberal commodification and standardization language education policies; 2) Exploring and planning resistance and alternatives to marginalizing and ineffective national, state, and regional language ideologies and policies; 3) Developing community and school based language and education policies that are locally relevant, educationally forward-looking, and serve to provide models for wider change and 4) Developing relevant and engaging instructional practices through supporting teachers and building on local knowledge for schooling that is studentcentered and engaging. In sum, this course actively involves course participants in drawing on current theories and utilizing engaged  ethnographic methods towards promoting equitable policies and practices.