Juveniles Must Accpet Responsibility For Their Action Essays

Juveniles Must Accpet Responsibility for their Action Are juveniles as under control today as they were in the past? Crime plays a major role in today's society. The government follows the policy and has always followed the policy that no crime goes unpunished. The controversy that surrounds the United States courtrooms today is whether or not a minor needs to stand trial as an adult for committing a serious offense. These decisions made by the judge or jury in the preliminary hearing affect the rest of the suspects life. The opposing argument to the issue of juveniles being tried as adults remains that the minor is too young and immature to understand the consequences of what he or she did wrong. Juveniles need to be punished according to the severity of the crime in which they committed. Ultimately, juveniles should stand trial as adults. The opposition believes that holding court cases where juveniles remain tried as adults undoubtedly violates the rights of the juvenile. Initially, the age of a person when the alleged crime occurred decides whether or not he or she will be tried as a juvenile. ?Definitions of who is a juvenile vary for different purposes within individual states as well as among different states? (Rosenheim 36). Children, ages seven to seventeen, who are suspected of crime, must be treated as children in need of guidance and encouragement, and not as vicious criminals (Emerson 6). Also, the opposition feels that the juvenile cannot accept full responsibility for his or her actions. Some people insist that each minor who committed a crime was influenced in some way or another (Emerson 8). Not only does the opposition believe that the minor was influenced, but they also believe that the juvenile was not able to control his or herself (Emerson 8). In addition, juveniles have not yet reached the necessa ry maturity level to share a prison amongst other adults. Minors, isolated for punishment, do not deserve this radical treatment (Staff Report C13). Numerous lawsuits are filed annually to fight the improper incarceration of juveniles who were tried as adults (Staff Report C13). Most importantly, courts must not rely on prosecutors to prove that a child knew whether or not that the crime committed was right or wrong. ?The court is exhorted to treat children brought before it with the same kind of care, custody, and discipline that they would receive from good parents? (Emerson 6). Young offenders should be tried as minors because they do not know what is right from what is wrong (Fox 20). Juvenile crime has mushroomed into an enormous dilemma for the legal system. The juvenile court system needs to devote more time to backing up what the judicial system stands for. ?The courts allow the majority of juveniles off of the hook for committing crimes instead of arraigning them as adults like they should? (Stapleton 117). Due to the overflow of cases in lower circuit courts, the courts cannot handle the cases with the diligence necessary (Snyder 3). Moreover, a boom in juvenile crime poses a threat to the way that the judicial system conducts itself. Crimes that need to transfer to adult criminal courts are instead dealt with in the misdemeanor court (Snyder 3). Howard Snyder, Director of the National Juvenile Court Data Archive, in his report, demands that the courts must not continue letting minors leave the courtroom with minimal sentences for dangerous crimes. Most importantly, juvenile crime forces the courts to neglect time from the adult criminal courts. Juvenile cri me has done nothing but increase in the past, and because of the increase in crime by minors courts have been forced to place less emphasis on lower criminal cases (McPolin 26). Increasing crime amongst minors will be the primary cause for the ?downfall of the American judicial system? (Stapleton 119). The statistics pertaining to the crimes that juveniles committed in the past proves that a statement must be made by trying more serious juvenile offenders as adults. First of all, minors believe, and the statistics show that the system lets the juveniles off easy because they have not yet reached adulthood. Teenagers feel that because they are young and innocent they can beat the system (Howard

Free Varsity Green Analysis Essay

Free Varsity Green Analysis Essay Varsity Green Abstract In the recent years, college sports have hit the headlines for the wrong reasons due to a litany of scandals that continue to erupt. It becomes shocking news when it becomes a reality that certain students have been secretly using his colleagues to get money through college sports, of course with the help of the administration. However, such incidents are often blamed on the very structures of college sports. According to literature, they have been designed in such a way that they only generate money for the university and a few private companies, leaving the students with absolutely nothing. It must, however, be appreciated that people are coming to terms with this reality and sooner than later, people responsible for that will be punished. Literature Review The author of Varsity Green forcefully emphasizes the subject of college athletics that is mostly avoided by the vast parts of the writers. He exposes the rot of corruption and money making, which has almost replaced athletics as a sporting activity. According to him, college athletics has since ceased to be a sport, as most people associate it with an opportunity to make money. In fact, the athletes themselves do not take the sport seriously. In most instances, they are literally searched to go and compete, as they do not focus on the sporting aspect of athletics. They find no fault going into bars and restaurants as late as hours to their sporting. In the end, competitions are often delayed for hours in order to give them time to feel a relief from their drunkenness. This is how unfortunate things have got in the past. Another unfortunate trend that is associated with college athletics is immorality, because the young athletes often do not know how to manage their funds. They hardl y have any financial education or thoughts of investment. In the end, they only spend their money on luxurious lifestyles at the expense of the sport. This paper presents a detailed account of the inside story regarding television revenues and coach salaries, as well as merchandise rights associated with athletics. According to literature, the issue of money in college athletics becomes a matter of concern upon realization that college coaches were earning more than college presidents. However, it was hard to believe this because most of the coaches certainly had nothing to show for their handsome pay. It became apparent that this money was either not being put into proper use or was just a property of the wring people. It is this unfortunate situation that Mark Yost intended to expose in this book. It remains to be seen if this expose will eventually lead to its cessation (Parker-Pope, 2011). College sports have always been associated with a mad rush for material wealth. However, Marks expose reveals the extent of influence that money wields the culture of sporting in colleges. According to literature, academic institutions are known to capitalize on the success of their athletes as well as their athletic programs to enrich themselves, stock their laboratories, and train better to maintain the trend of athletic success. While it is good to use the talents to develop them, the immoral aspect comes in due to gross corruption and misappropriation of these funds. In most cases, the athletes never benefit themselves from their hard-earned cash. It is the moneyed elites that significantly benefit from this money at the expense of the hard working athletes. Yost particularly focuses on the trend that has lately taken shape during the past decade where persons in positions of leadership in such colleges become multibillionaires within a stint of time. At some point, Yosts analysi s of corruption and immoral culture that drives schools to take an active role in sports goes beyond college. According to him, it is an unfortunate culture that intends to develop sportsmen instead of academics from learning institutions. In this regard, schools focus on the short term economic gain instead of long term academic ones. Although the book dwells on the lives of athletes and stakeholders in athletics, it is suitable for fanatics of any sports because it is basically the same thing that happens elsewhere. As for policymakers, they should understand exactly what happens behind the scenes in order to formulate policies that would make the society better that it currently is. However, it still remains to be seen how successful Yost would be in changing the money culture is college athletics (Yost, 2009). Recent Events The issue of corruption in college sports will only rest when college athletes are paid a share of the money generated through their athletics programs. If this does not seem to happen, questions are bound to be asked. For instance, the Knight Foundation has been actively involved in trying to de-commercialize college sports. According to the institution, sports should first be seen as a form of entertainment before it is looked at as a source of livelihood. It notes that things become a bit dangerous when non-participants unfortunately become the lot that wants to make commercial gains in the end. The worst thing that usually happens is that the real players remain abandoned, with hardly anyone to buy them necessary materials for training. The institution has also given itself the role of scrutinizing all the agreements made between colleges and private firms on behalf of the players so that latters are not treated unfairly. In the past, such details would not be availed to students due to fear that they might demand for their share (Yost, 2009). While the world continues to laud the United States for having some of the strongest college sporting teams, the country is struggling to conceal the stark reality in their colleges. For instance, the University of California was recently sanctioned when it got to the public domain that certain individuals within the institution had used unscrupulous means to get money from the sports kitty. One wonders why this money should be kept somewhere when players are never paid. Indeed, it looks as though the decision to keep it is intended at making it available for corrupt deals (Calkins, 2010). Where Does the Money Go? There is no doubt that college athletics raise lots of money from media agreements as well as ticket sales. However, the manner in which it is spent raises more questions than gives answers. For instance, it was noted that over 60% of the revenue was used in paying for sports memberships, thereby effectively taking the money away from the people who generated it. Of the remainder, a significant amount is used to fund particular events related to sports and academics. Indeed, this raises doubts considering that most school activities are often funded by the government. It is only a small portion that is well utilized in the general improvement of sporting facilities as well as the welfare of the athletes. According to literature, the expenditure that sustains all the athletic programs, services, as well as supports athletes during championships, only constitutes a meager 40%. This means that a whopping 60% is either not properly accounted for or simply used in a manner that does not b enefit the people who generate the money. It is this immoral expenditure that Yost intended to expose in his book Varsity Greens by use of which he manages to let people know certain secrets that would otherwise have remained hidden to the general public. It stimulates peoples thoughts to demand for accountability not only in athletics but also in other college sports where corruption is rampant. Indeed, his work can be considered a great success in the sense that it dwells in area that has always been avoided by writers. Such issues as corruption could easily put a writer at loggerheads with the culprits. For people who do not wish to get into controversy, they would rather avoid such topics instead of taking a bold step towards making the society a better place (Yost, 2009). Recommendation The book boldly exposes the issue of corruption in college sports. It faces a subject that many writers would like to avoid. In doing so, Yost shows a rare commitment to serve the community and work towards making it a better place. The book particularly suits young people who would wish to engage in college sports, as it cautions them against allowing their talents to be used by selfish characters for personal gain. In addition, it enlightens them about the social evil, a corruption, and the ways how to avoid it. Indeed, the book is a must read for every college student who wishes to live a decent life of integrity (Parker-Pope, 2011). Conclusion In conclusion, college sports have hit the headlines for the wrong reasons due to a litany of scandals that continue to erupt. That is why the author of Varsity Green forcefully emphasizes the subject of college athletics, which is mostly avoided by most writers. He exposes the rot of corruption and money making that has almost replaced athletics as a sporting activity. According to him, the issue of corruption in college sports will only rest when college athletes are paid a portion of the money generated through their athletics programs.

Junior Boarding Middle School Options

Junior Boarding Middle School Options As parents consider options for their childrens middle school education, especially if there is a need to switch schools, a junior boarding school may not always be the first thought. However, these specialized schools can offer students things that students wont find in a typical middle school setting. Find out if a junior boarding school is right for your child by learning what two schools have to say about this unique learning and living opportunity for middle school students.   What are the benefits of a junior boarding school? When I reached out to Eaglebrook School, a junior boarding and day school for boys in grades 6-8, they shared with me that  junior boarding schools work to build strong foundational skills in students, such as organization, self-advocacy, critical thinking, and healthy living. Eaglebrook:  A junior boarding school also improves a student’s independence at a young age while exposing them to diversity and potential adversity in a safe, nurturing environment. Students have a broad range of activities and opportunities right on campus and are constantly encouraged to try new things. Junior boarding school can also help to improve relationships among families. Parents are taken out of the role as the primary disciplinarian, homework helper, and chauffeur and instead get to be the chief supporter, cheerleader, and advocate for their child. There are no more nightly fights about homework! Every student at Eaglebrook is given an advisor, who works in concert with each student and their family. The advisor is the point person for each student and his family.   How do you know if a junior boarding school is right for your child? Eaglebrook noted that one very important aspect of deciding if a junior boarding school is a good fit  is to simply visit, noting that families who believe that any of the benefits that were addressed in the previous question ring true, then its time to schedule one. I also connected with Indian Mountain School, a co-ed boarding and day school in Connecticut, told me that the willingness of the child to attend a junior boarding school is an important component of deciding if a junior boarding school is right for your child.   Indian Mountain:  There are many indicators of a good fit for junior boarding, but the first is a  willingness on the part of the child. Many  students have sleep-away camp experience, so they understand what it feels like to be away from home for significant stretches of time and are excited about the chance to learn and live in a diverse community with peers from all over the world. They welcome the chance to grow in a challenging but supportive classroom setting where​ ​class sizes are small and the curriculum has depth and breadth beyond many of their local options. Some families are also attracted to the ability to have all of the students’ activities (arts, sports, music, drama, etc) all in one place, and thus the opportunity to expand their horizons without limitations on time, transportation, and family schedules.    Are students developmentally ready for boarding school at such a young age? Indian Mountain:  Many are, but not all. In the admissions process, we work with families to determine if junior boarding school is the right fit for their child. For students that are ready, the transition is typically an easy one and they are immersed in community life within the first few weeks of school. Eaglebrook:  The structure, consistency, and support of a Junior Boarding School program meet  the developmental needs of children in middle school.  A Junior Boarding School is by definition a safe place where children are allowed to grow and learn at a pace that works for them. What is daily life at a junior boarding school like? Indian Mountain:  Every JB school is slightly different, but I assume a similarity is that we are all highly structured. The day begins when a faculty member wakes the students up in the dorm and supervises them through â€Å"check out† before heading to breakfast. Boarding students and faculty eat breakfast together before starting the academic day at roughly 8 am. The academic day ends at roughly 3:15. From there, students go to their sports practices, which generally end around 5 pm. Day students depart at 5 and then our boarding students have one hour of free time in their dormitories with a faculty member until dinner at 6 pm. Following dinner, students have study-hall. After study-hall, students typically spend time in their dormitories or go to the gym, weight room, or yoga classes. Faculty members supervise quiet time at the end of the evening and â€Å"lights out† happens between 9:00-10:00 depending on the age of the student.   Ã‚   Eaglebrook:  A day in the life at a Junior Boarding School can be fun and challenging. You get to live with 40 boys your own age, play sports, take art classes, act, and sing with students from around the world who share common interests with you. Home Nights every two weeks are nights to spend with your advisor, their family, and your fellow group members (about 8 of you) doing a fun activity and eating dinner together. On a day-to-day basis, you are faced with important choices: Should you go play pickup soccer with your friends on a Saturday afternoon or should you go to the library and finish your research? Did you ask your teacher for extra help at the end of class? If no, then you can do that at dinner and get in a math review before lights out. There might be a movie showing in the gym on Friday night or a camping trip you need to sign up for. Did you have that meeting with your advisor and your roommate to talk about the argument you two had the other day? Don’t forg et to leave your phone in the tech cart in your dorm when you go to class. There is a lot going on at Eaglebrook on any given day. And the students, with guidance, have a lot of room to make choices and figure things out.   Other than dorm experiences, what do Junior Boarding Schools offer that day schools don’t? Eaglebrook:  At a Junior Boarding School you have a â€Å"class day† that never ends and teachers who never â€Å"clock out† because everything, from a sit-down meal in the dining hall to an evening dorm meeting where you get assigned your dorm job for that week has learning value. You can rely on the community at a Junior Boarding School to look out for you while you spread your wings. Teachers see your value beyond the grade you got on your history paper or your math test. As we say in our mission, â€Å"In a warm, caring, structured atmosphere boys learn more than they ever thought possible, discover inner resources, develop self-confidence, and have fun along the way.† And there is a lot of fun to be had.  Weekends at Eaglebrook are designed to give students a break from the class day while holding them to a structure that forces them to not veg out in their rooms for 48 hours. There is time to relax, but there is also time to go skiing, go canoeing, head to the mall, go watch a college sports game at a nearby school, do some community service, and eat a delicious brunch. Built-in study halls allow you to get your school work done, too. Indian Mountain: Junior boarding  schools offer the opportunity to get to know teachers in an expanded supportive role, a vibrant community life and friendships with students and dorm-mates from all over the world, and access to multiple activities, teams and programs all in one place.   What are the challenges that students at Junior Boarding School face, and how does the school help? Indian Mountain:  There is no generalized challenge that students at JBS face. Just like all schools (boarding and day), some students are still learning how to learn effectively. To support these students, we build in time for students to work with their teachers for extra help. We also have a learning skills departments and tutors on staff who can be available for one-on-one work with students, if necessary. Some students struggle with homesickness, but generally, this only lasts for a few weeks at the beginning of the year. Just like at all schools, we also have some students who need emotional support for all kinds of reasons. Since we are a boarding school, we offer support from two full-time counselors on site. They also work with groups of students to support them in a relationship with their peers and classmates and through challenging moments for students in early adolescence.   Eaglebrook:  Students live, go to class, play sports, participate in activities, and eat meals with their peers. While this can provide a fabulous opportunity for them to form lifelong friendships, it can also be difficult. Teachers and advisors are constantly monitoring relationships and social situations to make sure that each child has a safe, healthy, and fun place to live and work. If a student is having academic difficulty, the advisor works with that student and his teachers to develop a plan to get help, do extra work, and correct the situation before it gets too dire. Students do get homesick, and advisors work with families on how best to alleviate those feelings. That plan is probably different for each individual situation, which is fine. Something we try to do at Eaglebrook is meet every student where he is. Individual attention to each boy is paramount. Where do Junior Boarding School graduates go to high school? Eaglebrook:  Most simply, they move on to their next phase of schooling. For the vast majority of our students, this means a private secondary school. Our placement office, which assists each ninth grader and his family with the application process, makes sure that the next school is the right fit for that individual. No matter where they move on to after their time on the Hill, they will have the skills and the network of people at Eaglebrook to support them. Indian Mountain:  Most of our students will matriculate to independent schools all over the United States, primarily as boarding students but we do have students that pursue the excellent local day options. A few of our students will return home to local public schools and occasionally graduates matriculate to independent day schools in New York City. We have a secondary school advisor who helps eighth and ninth grade students with the entire application process from compiling a school list to writing essays to submitting materials. We typically have approximately 40 or more boarding secondary schools on our campus every fall to meet with our students and inform them about their options.   How does JBS prepare you for high school and college? Indian Mountain:  Our schools help students develop the self-confidence to take ownership of their learning experiences. Because of the supportive relationships they have with their teachers (some of whom may be their coaches, advisors and/or dorm parents), students are adept at asking for help and speaking up for themselves. They learn the benefit of being self-advocates at an earlier age and develop leadership, critical thinking, and communication skills so they are ready to take full advantage of opportunities ahead in high school and beyond. Our students also develop independence alongside the presence of committed faculty, take intellectual risks in a nurturing environment, and learn about the importance of embracing community, all the while being kids and having fun.

Motivation, Emotion, and Learning Essay Example | Topics and Well Written Essays - 750 words

Motivation, Emotion, and Learning - Essay Example After the end of the three days, the frequency of each emotion experienced across the total reporting period and on preset times on each day (For example, anger=1, joy=2, sad=1, anxious=3, etc.) was calculated. Thereafter an analysis was made of the physiological (internal and expressive body changes) and cognitive (specific thoughts occurring during an emotion) components of emotions in the experience. Findings are reported below. There are several psychological frameworks that define and operationally emotion (e.g., Izard 1977; Mehrabian and Russell 1974; Plutchik 1980). The present research uses Izard's framework which "assumes that separate and discrete emotions exist and that each has measurable, experiential, and motivational properties" (Izard 1972, p. 85). In his Differential Emotions Theory Izard (1972) conceptualizes ten fundamental emotions: joy, surprise, anger, disgust, contempt, shame, guilt, fear, interest, and sadness. Given the fact that the time period chosen was that of three consecutive days and observation points comprised of preset 7 vantage time periods on each day it was inevitable that the felt emotions would source from out of major events that either preceded these days or occurred during these days. The predominant emotions observed during the period were Anger (15), Contempt (16), Disgust (11) and Interest (12).It was observed that the first three had occurred in tandem as they were basically caused by a single event. The last interest was caused by a separate event. There were two events that had primarily originated the predominant emotions in the observation period. The event causing disgust, anger and contempt in tandem involved a gory media reporting of a riot involving a crowd in a developing country .The graphic images shown over media had immersed in attention span substantially and a lot of time was spent analyzing this event which explains the high frequency of the three emo tions felt in tandem. Interest was evinced by another event which involved receiving a personal bursary from my distantly related uncle who was arriving from UK to assess me for the grant of this bursary. Anger invariably resulted in racing of heart and tightening of arm muscles. A little tightening was felt in thigh muscles as well. The eyes got a little blood shot with bleary affect. However despite all these effects all senses seem to sharpen with anger. Disgust essentially produced tightening of stomach muscles. It was accompanied by eyebrow pull up and screwing of eyes. Contempt produced physical effects quite similar to those produced by anger with the difference that fists formed almost involuntarily and teeth clenched hard, as the contempt emotion traversed from one end to the other. Interest emotion was accompanied by widening of eyes and slight outward popping of eyeballs. A small blush spread from middle of the cheek to the top edge of both ear lobes indicating rush of

Articles Essay Example | Topics and Well Written Essays - 1000 words - 1

Articles - Essay Example Competence was a study aimed at determining prejudice based on the high competency associated with Asian Americans and sociability studies depicted the way in which social framework diminish the significance of Asian Americans (Monica et.al, 2005). The article realized that the most appropriate correspondents to use were University students as it selected correspondents from three campuses. In addition, the article focused on theory findings and disregarded practical findings as it would have minimized the effectiveness of data obtained from the correspondents. From the article, sociability recorded the most number of causes of prejudice against Asian Americans as competency was a cause to few correspondents. The main reason for this direction on the data collected is the fact that Americans have a social system that tends to exclude other races from its fit. The article also realized that most respondents appreciate the competency level of Asian Americans. With the change in perception from social system this problem would be solved. This article focuses on analyzing the depth at which Asian Americans are prejudiced and discriminated in the modern day American society. The article mainly focuses on comparing the perception towards Asian Americans to other minority groups such as Jews the blacks. The article also creates a summary of the history of prejudice towards Asian Americans and the reason as to why laws do favor the creation of equal treatment towards Asian Americans. The article uses data from already done research on the same problem. The article argues that among all existing groups in America, Asian Americans were held with the least regards if compared to blacks, Jews, Hispanics and whites (Weaver, 2012). This is based on the assumption that Asian Americans consist of the lowest population among the cited groups considering the massive number of the Blacks, Jews, Hispanics and the White. In addition, media activism exclude the fact that

Dehumanization of the Jews Essay Example for Free

Dehumanization of the Jews Essay Dehumanization is the process of making a person less human by taking away the important things in their life and what makes them who they are; not only the material things but their ideas and morals as well. The Nazi’s dehumanized millions and millions of Jews during the Holocaust. In Elie Wiesel’s recollection of his experience in the German’s concentration camps, he explained how brutal the Nazi’s could be, how they could take a person’s life away in the matter of seconds, and how they change a person’s outlook on life entirely. The Jews were dehumanized from the very beginning of the Holocaust and only grew to be worse. Dehumanization is the process of making a person less human by taking away the important things in their life and what makes them who they are; not only the material things but their ideas and morals as well. The Nazi’s dehumanized millions and millions of Jews during the Holocaust. In Elie Wiesel’s recollection of his experience in the German’s concentration camps, he explained how brutal the Nazi’s could be, how they could take a person’s life away in the matter of seconds, and how they change a person’s outlook on life entirely. The Jews were dehumanized from the very beginning of the Holocaust and only grew to be worse. The Nazi’s didn’t make anything easy for them. The Jews endured a continuous struggle that they could do nothing about. In the beginning, it all started with the German’s forcing them out of their homes and sending them to the ghettos. The Nazi’s stripped them of their rights, took away their belongings, and removed them from their daily lives. This left them with nothing. They left behind their lives. â€Å"To live? I dont attach any importance to my life any more. Im alone,† states an early deportee, Moshe the Beadle. (pg. 5) The Jews were ridded of all sense of security. Once they arrived at the concentration camps, they were struck with another loss of â€Å"themselves. † At the camp, they received tattoos. These tattoos were a series of numbers which represented â€Å"who† they were in the concentration camps. They were known as numbers, not people, numbers. A name is sacred. A name is who you are, without it, you’re only a being. They were people with friends and family that knew them by this name, their name. It was just another way to break away the ties of humanity. In the camps, the prisoners were treated like animals. They had to work all day long. They had to eat when they were told to eat. They had do everything they were told. If anyone misbehaved they would be shot down like dogs. Wiesel asks, Was there a single place here where you were not in danger of death? † (pg. 37) A human is meant to be free, do as they please, and not live life in fear. The Jews weren’t allowed to have these luxuries anymore. They were worn down to nothing, which is exactly what Hitler was trying to do. Dehumanization was carried on throughout the Holocaust. The Nazi’s wanted the Jews gone. They made them flee their homes and their personal lives. They were left with nothing. They were given numbers in replace of their own name, the name that makes them the person they grew up as. They Jewish prisoners were treated like animals. They worked, hardly ate, hardly slept, and worked some more. If someone was to do the slightest thing wrong, they were shot down. The person they used to be is gone. The Jewish weren’t given a chance to fight for their lives. The Nazi’s made this impossible. They had to hold onto the little bit of hope left in their wounded hearts.

Eulogy for Mother :: Eulogies Eulogy

Eulogy for Mother It is hard for me to believe she’s gone, my primary influence, sustainer, supporter and wisest counselor has left me physically. Mother was such an active participant in this world right to her very last breath. I am so grateful to have been with her on her last day. At his point she was struggling to form words and get them out, but her mind was alert, caring and compassionate. She was still worried about me, a mother to the end. During our conversation I mentioned that when I left her I was going to have dinner with my cousin Alison and friend Keith and she told me, albeit with some degree of difficulty, to VAMOOSE. She wanted me to be off enjoying myself. We had a wonderful visit talked about upcoming events in both our lives. I asked her if she was discouraged and she replied, â€Å"no†, a trooper to the end. I left her feeling optimistic, not aware that I had given her, her last kiss. What an honor! I have never had any trouble singing my mother’s praises. My friends and family know that I always appreciated and admired her. I never hesitated to include her in my activities or gatherings, knowing full well that she would probably be the most interesting person there. A testament to this was the wide variety of age groups and people she had as friends. Very few people knew mum’s age, and this was for a very good reason. She felt if people knew her age they might just write her off, as simply another older lady, those of us who knew her never made that mistake. She was so adamant about keeping her age a secret that she wouldn’t let me throw her an 80th birthday party for that would clearly let the obvious out of the bag. Mum was first and foremost our mother, a job she took very seriously, we were always her primary concern and like most mothers she continued her watch right up to the end. One of her expressions was, â€Å"you didn’t grow up by accident you know!† At first I didn’t know quite what this was supposed to mean†¦ but I came to know that this meant she had devoted her life to our stewardship and she had worked hard to instill her values and qualities. Her most notable qualities were her fierce loyalty to all of her family, her personal poise, elegance, grace, talents and wisdom.

Strategy Non Market Environments

Strategic Management in Non-market Environments 05/11 – 06/11. Cheetah / Hyena video ? Analogues to business world o Make kill, but can you hold when scavengers come o Eat fast if you’re a cheetah ? Value Creation o Economic Activity ? Value Capture o Power, Leverage Companies you create (value you create) must be cognizant of game to come (value capture) Boeing ? Site distribution throughout US, most Congressional districts o Helps when applying / bidding for contracts o Decision making process in Congress ? If only worried about â€Å"capturing an antelope† (market environment), wouldn’t design locations for supply chain this way ?Recognizing hyenas (non-market environment effects) o How to ensure capture value o Spread out across country (multiple congressional districts) o Helps with getting funding (congressionally directed contracts) ? GM locations are more concentrated o Operationally makes more sense, politics weren’t controlling decision ma king o However, when GM needs something from Government, may be in worse position than Boeing Wal-Mart ? Not in bigger cities o Local players (protected), politics can block entry o How negotiate, work around? Market vs.Nonmarket Environment ? Market transactions are typically consensual and bilateral o Voluntary, fundamental 1:1 (bilateral negotiations between parties) ? Nonmarket transactions are rarely consensual and are almost always multilateral ? Market environment focuses on economics ? Nonmarket environment combines political science, psychology and ethics. Integrated, Managerial Strategy ? Goal as a Manager is to integrate Market and Non-market strategy Four I’s (way to analyze situation) ? Issues ? Interests ? Institutions ? Information Diebold Case ?Risks (reputational, new technology) o Can we create Ballot Security service arm, to help solve problem and also create profitability for firm? ? Quality issues ? Communication / marketing plan ? Reach out to political parties, special interest groups ? Diebold should have known Bev Harris, taken her call ? Diebold files suit under DMCA (may not have been best idea in non-market environment) o Protecting access to information becomes worldwide cause ? Politics is unstable o Have to be farsighted o Can not be myopic, take short term view ? Pays to set the genda (want to be the one who makes theproposal) o Proposal helps define the winners and losers o Want to be the agenda setter Observations on Nonmarket Strategy & Analysis ? Issues generate nonmarket competition ? Market rivals can be nonmarket allies; coalitions can be effective ? Your choice of objectives determines who is aligned with and against you ? Alignments of interests are often issue-specific ? Business can represent those who would otherwise be unrepresented ? Institutional features matter; e. g. , Federal versus State jurisdiction ?When attempting to stop an issue, proposing better alternatives is often effective o Bring other intere sts into play ? If there is a problem for you at the company level (e. g. , appearance of corruption), then form coalitions and work on behalf of coalition o J&J – partner with other pharmaceutical, healthcare orgs, activist groups (help assure people are not acting in corrupt fashion, but for greater public good) o Can expand to not just specific industry, but all businesses in area (e. g. , chamber of commerce), etc. ? When thinking about coalitions ask: who benefits from my success on this issue?Goal of Course ? Don’t accept that rules are fixed (â€Å"rules are not fixed†) o But think about is there a way that we can change the rules to benefit the company o Don’t miss opportunity to change b/c have not considered ? Politics is about public good, but also fundamentally about â€Å"redistribution† o How can set strategy to affect positively for our organization ? Complication of Politics o People are motivated to go to voting booth on moral conc erns along with economic o Sometimes issues that can be large motivators may not have as large an impact as other concernsLuxury Tax Case ? 1990; Tax was introduced on luxury items o Huge political fight, tiny revenue generator (not important in context of trying to balance the federal budget) ? Why was the tax introduced if will not have large impact? ? May have just been for the perception; create impression that care about fairness in way that doesn’t create large new taxes for parties ? Core constituents feel that they â€Å"care about values they run on† ? May have been to help â€Å"reelection problem† ?Opposed to tax: consumers of luxury goods, manufacturers of luxury items, retailers of foreign luxury items ? Supporters of Luxury Tax: foreign manufacturers of boats, people who don’t buy luxury items, domestic manufacturers of luxury cars, manufacturers of substitutes for luxury items, some NGOs (anti-fur, anti-diamong) o Not an accident that bill does not apply to GM (b/c GM was on committee working on bill) ? When make predictions in the political arena, are going to ask: o Who are important interest groups, who will have power on the issue ?Large number of voters ? Wealth / contributions / participation of group ? Do you have connections with key members of Congress? ? Distribution of voters ? Ability to get media attention (celebrities, experts) ? Is the group organized? o Who has power, who has incentives? ? Can go a long way to making predictions once have the details of the situation ? What determines the incentives for action? o Magnitude of benefits will receive ? As a group ? As individuals (per capita) ? Substitutes and Opportunity cost ? How does this compare to other issues ?Expected Return on Effort ? (how much work will take / what is expected impact) ? Potential reputational costs ? Luxury Tax Coalition ? Yachts – Not as many manufacturers, not as well distributed (concentrated in states like Rhode Isla nd, smaller state) ? Foreign manufacturers are not voters – poor position when entering country ? Cross of manufacturers (Horizontal across Rent Chains) – Airplanes, Boats o Distributed Politics Spreadsheet, Cemex case ? ? ? See spreadsheet for Distributed Politics notes Modified Lowi Matrix Cemex case notes on handouts

Diane Arbus

Diane Arbus was originally born Diane Nemerov on March 14, 1923 to David Nemerov and Gertrude Russek Nemerov. She was the daughter of a wealthy New York businessman. Her family owned Russeks department store on Fifth Avenue, allowing Dian a pampered childhood. As a member of a prominent New York family, she grew up with a strong sense of what was â€Å"prohibited† and what was â€Å"acceptable† in high society. Diane’s world was a protected one, with little adversity; yet this very lack of adversity made her feel as thou she was living in ungrounded world.As funny and different as it may seem, the ability to have a comfortable life was somehow painful for her. An extremely shy child, she was often fearful but told no one of her scary daydreams and nightmares. From what I gather her closest relationship was with her older brother, Howard. For Jr. High School, the seventh through the twelfth grade, Arbus attended Fieldstone School in the Riverdale section of the Br onx. At Fieldstone she became interested in public spectacles, rituals, and myths; ideas, which would later influence her photography work.Here she also devoted much of her time and energy to art class sketching, painting, and clay sculpture. During this period of her life, Arbus and several of her friends began exploring the city of New York. On their own they would take the subway, getting off in unfamiliar areas, Brooklyn or the Bronx. They would go out to observe and following interesting or unusual passers. At the young age of 14 Diane met her future husband. Allan Arbus, a 19-year-old City College student who was employed in the art department at Russeks, her father’s store. They say it was love at first sight for the young happy couple.Her parents obviously disapproved, as he was not of the same wealth class. However their disapproval only served to heighten Diane's conviction to marry him. Diane saw in marriage a way to escape from all that was restricting and oppress ive in her family life. In many ways, Allan represented the freedom she had been searching for. They were married, on April 10, 1941, with only their immediate families present. At the start of their new lives, to ease financial burdens her husband Allan supplemented his income by working as a salesman and also by doing some fashion photography.Diane Arbus soon became his assistant. World War II came and Allan was sent to a photography school near Fort Monmouth, New Jersey. Soon after Arbus relocated to nearby, Red Bank, and set up a darkroom in their bathroom. As a way to learn Allan taught her everything he was learning in school. May of 1944 came and Allan was transferred to another photography school in Astoria, Queens. By this time Diane was pregnant. She was having their first child, Doon Arbus, who was born April 3, 1945. During the 1940s however, Arbus briefly studied under photographer Berenice Abbott.Learning all she could about photography she and her, husband teamed up a s fashion photographers. Their first customer was her father’s business, Russeks. They were first published in the magazine May 1947 issue of Glamour. This would mark the beginning of a long association with (Conde Nast publishing) firm. Their forte was shooting models in motion. For some reason, the Arbuse’s despised the shallowness of the fashion and the magazine industry. Working in the fashion industry with all the glamour and glitz brought her lots of stress. During this period her only real joy was photographing friends and relatives.She would often wear a camera around her neck at friend and family events. On April 16, 1954, Diane became a mother for the second time. She gave birth to her second daughter, Army Arbus. Now in addition to her fashion work she was also photographing children. She would go out to Spanish Harlem in New York to photograph stranger’s children. In the 1950s she also found herself increasingly attracted to nontraditional people, pe ople on the fringes of normal society. This new avenue provided a release from the oppression felt in the fashion world.During this time of her life she also suffered from recurring bouts of depression. Due to her mental state in 1957 the couple decided to make a drastic change. He would continue to run their fashion studio, leaving her free to find and photographic subjects of her own choosing. Diane began attended Alexey Brodovitch's workshops at a New School. However Arbus found herself drawn to the work of photographs like (Weegee) Arthur Fellig, Louis Faurer, Robert Frank and, especially to the unusual pictures of Lisette Model. In 1958 Arbus enrolled in a class, Model was offering at a New School.It was during this period Diane decided, what she really wanted to pursue photographing â€Å"the different. † She saw her camera as a sort of all access pass, that allowed her to be curious, nosy, and to explore the lives of others. Gradually she overcame her shyness. She enjo yed the ability of going where she never gone before as she did as young child. She would enter the lives and homes of others and confronted that which she had never had in her own overprotected childhood. Her teacher Model taught her to be specific, that if you pay close scrutiny to reality it produces something fantastic.In her early projects, she undertook photographing what she referred to as â€Å"freaks. † She responded to them with a mixture of shame and understanding. For some reason she always identified with her subjects â€Å" the freaks† in a personal way. You could refer to Arbus' â€Å"specific subject matter† as â€Å"freaks, homosexuals, lesbians, cripples, sick people, dying people, and even dead people. † Like Weegee instead of looking away from such people, as do most of us, she looked directly at these individuals, treating them as a serious part of humanity.As a result, they opened their arms to her as one of their own making her work original and unique. In1960, When Arbus and her husband separated, her work became increasingly independent. During that period she began her series of circus images, photographing midget clowns, tattooed men, and sideshow freaks. Diane was frequently seen at Hubert’s Freak Museum at Broadway and 42nd Street, fascinated by the figures she saw. To build a repot she returned again and again until her subjects knew and felt comfortable around her. She also frequented the Times Square area, getting to know the thugs and bag ladies.Arbus’s style, was to pose her subjects, them looking directly into the camera, just as she looked directly at them. For her, the freaks were always more important than the picture. She said, â€Å"I don't like to arrange things; I arrange myself. † She was a firm believer that there were things in life everyone overlooked and no one would ever see, unless she photographed it. In the early 1960s Arbus began to photograph, nudists. She vis ited nudist camps in New Jersey and Pennsylvania, were she agreed to take her clothing off in order to be allowed to stay with them.This period was particularly productive for her, 1962 to 1964. It was during this period Arbus' won her first Guggenheim fellowship for a project on â€Å"American rites, manners, and customs†. Of Arbus' pictures three were shown in John Szarkowski's 1965 show at the MOMA, (Museum of Modern Art) â€Å"Recent Acquisitions†. There were two from her series on nudists and one of two female impersonators back stage. These honest images shocked and often repelled Viewers. Later her work was included, along with that of Lee Friedlander and Garry Winogrand, in Szarkowski's â€Å"New Documents urvey of 1967)† exhibition at the MOMA. The show, which opened March 6, marked the pinnacle of her career while she lived. It included some 30 examples of her work. Critics called her â€Å"the wizard of odds. â€Å", â€Å"the peeping Tom in all of us. † From 1966 on Arbus struggled with bouts of hepatitis, which often left her extremely depressed. In 1969, Allan Arbus, her life long partner, formally divorced her leaving her devastated. He married Mariclare Costello soon after the divorce. To cope with this difficult period Arbus photographed many influential figures of the 1960s: F.Lee Bailey, Jacqueline Susann, Coretta Scott King. Diane Arbus committed suicide in her New York apartment on July 26, 1971. In 1972, a year after she committed suicide, Arbus became the first American photographer to have photographs displayed at the Venice Biennale. Her show broke the attendance record set by the Edward Steichen's noted 1955 photographic exhibit Family Of Men which did include a photograph by the Arbuses of a father and son reading a newspaper, Millions of people viewed traveling exhibitions of her work in 1972-1979.In 2003-2006, Arbus and her work were the subjects of a another major traveling exhibition, Diane Arbus Rev elations. In 2006, the motion picture Fur, starring Nicole Kidman as Arbus, presented a fictional version of her life story. To this day her work continues to draw discushions and provoked controversy. Norman Mailer was quoted in 1971 as saying â€Å"Giving a camera to Diane Arbus is like putting a live grenade in the hands of a child. â€Å"

How to Increase Stamina in Basketball with Physical Exercises Essay Example

How to Increase Stamina in Basketball with Physical Exercises Essay Example How to Increase Stamina in Basketball with Physical Exercises Paper How to Increase Stamina in Basketball with Physical Exercises Paper Basketball is a sport that needs high stamina, because basketball is a fast and energetic sport. Adrenaline is high in every game makes heart rate beating faster and only people who have high stamina that can hold out to play until the end of the game. Basketball players have to train hard to build the stamina in order to the body does not get tired quickly when playing basketball. Basketball players can do many training to improve stamina, and the best way to stamina is physical exercises. Physical exercises are very important to improve stamina of basketball players; players who never do physical exercises do not have enough stamina to play basketball until the end of the game. It is easy to improve stamina in basketball by following these three instructions, which are doing interval training, suicide training, and jumping rope. The first exercise to improve stamina for basketball players is interval training. Interval training translates into the game of basketball at times when there is fast running mixed in with jogging. Begin the exercises with warming up 5 to 10 minutes; warming up by jogging 1 to 3 laps around the court. After do warming up, start the main exercises which is interval training. Do the interval training with distance 100 meters, do sprint 50 meters, then jogging 50 meters, and walk back; or with distance 100 meters, do sprint 50 meters, then stride 50 meters, and walk back. Basketball players can manage the distance to do the interval training. After do interval training, take a short break for 15 minutes before start the next exercise. Interval training is helping to improve the stamina of basketball players and key in to reach the fullest potential as a basketball player. The next exercise is suicide training which is one of physical exercises in basketball to improve stamina and quickness to dribble of basketball players. Suicide is technical term for sprint training in basketball. After take a short rest, basketball players can continue to start the suicide training. Start suicide training from the baseline, run to the free-throw line, touch the floor and run back to the baseline. Then, run to half-court line, touch the floor and run back to the baseline. Then, go to the free-throw line opponent, touch the floor and run back. Finally, run coast-to-coast, touch the other baseline and run back. In this case do not slow down or stop running. Try this particular move for 20 minutes and then take a short break for 15 minutes to continue the next exercise. Suicide exercise is very useful to improve stamina and quickness to dribble for basketball players. The last exercise to improve stamina in basketball is doing jumping rope. Jumping rope is body exercise and it is excellent to improve stamina and footwork, especially for basketball players. After take a short break, basketball players continue jumping rope training. Firstly, choose the rope in accordance with the desired size. With rope folded in half, the rope should reach nearly to the shoulders of basketball players who would practice. Then, grab the jump rope by its ends, or the handles, one handle for each hand. Put the jump rope behind butt and let the loop hang behind crotch. Throw the jump rope over head and when it meets feet jump over it. After get better at jumping rope forwards, do the other trick of jumping rope; try to do jumping rope backwards. Start with the rope in front of feet and throw it over head to the back. Jump over the rope when it reaches the foot. Try this particular move for 15 minutes. A lot of people make mistake of bending the knees because it is easier to do the jumping rope. With doing jumping rope exercise, basketball players can build strong stamina and vertical jumping. Improving the stamina of basketball players is not difficult. By doing physical exercises such as interval training, suicide training, and jumping rope training routinely; these would make basketball players more quickly to have strong stamina. Physical training begins with warming up for 5 to 10 minutes, and then continues with the main exercises. The first is interval training which is doing by combining sprints and jogging with a distance of 100 meters or more. After do the interval training take a short break for 15 minutes. Continue with suicide exercises for 20 minutes, and then break for 15 minutes. The last exercise is jumping rope training, do jumping rope training for 15 minutes. Finish off all the exercises with flexibility exercises. In this case, the important things are managing the time for training and do the physical exercises regularly. With doing physical exercises for 1 to 2 hours each day, the stamina of basketball players can improve quickly. Bibliography 1. ehow. com/how_4830064_build-stamina-basketball. html 2. http://findarticles. com/p/articles/mi_m1608/is_10_23/ai_n21119011/pg_2/? tag=content;col1 3. http://basket-beezer10. blogspot. com/2010_03_01_archive. html 4. ehow. com/way_5434775_stamina-building-exercises. html

Ongoing UN Peacekeeping Missions in Africa

Ongoing UN Peacekeeping Missions in Africa There are currently seven United Nations Peacekeeping Missions in Africa.   UNMISS The United Nations Mission in the Republic of South Sudan began July 2011 when the Republic of South Sudan officially became the newest country in Africa, having split from The Sudan. The split came after decades of war, and the peace remains fragile. In December 2013, renewed violence broke out, and the UNMISS team was accused of partisanship. A cessation of hostilities was reached 23 January 2014, and the UN authorized further troops for the Mission, which continues to supply humanitarian aid. As of June 2015 the Mission had 12,523 service personnel and more then 2,000 civilian staff members. UNISFA: The United Nations Interim Security Force for Abyei began June 2011. It was tasked with protecting civilians in the region of Abyei, along the border between The Sudan and what became the Republic of South Sudan. The Force is also tasked with helping The Sudan and the Republic of South Sudan with stabilizing their border near Abyei. In May 2013, the UN expanded the force.   As of June 2015, the Force was comprised of 4,366 service personnel and more than 200 civilian staff members and UN volunteers. MONUSCO The United Nations Organization Stabilization Mission in the Democratic Republic of the Congo commenced 28 May 2010. It replaced the UN Organization Mission in the Democratic Republic of the Congo. While the Second Congo War officially ended in 2002, fighting continues, particularly in the eastern Kivu region of the DRC. The MONUSCO force is authorized to use force if need be to protect civilians and humanitarian personnel. It was due to be withdrawn in March 2015, but was extended into 2016.   UNMIL The United Nations Mission in Liberia (UNMIL) was created 19 September 2003 during the Second Liberian Civil War. It replaced the UN Peace-building Support Office in Liberia. The warring factions signed a peace agreement in August 2003, and general elections were held in 2005. The UNMILs current mandate includes continuing to protect civilians from any violence and providing humanitarian aid. It is also tasked with assisting the Liberian government with strengthening national institutions for justice. UNAMID The African Union / United Nations Hybrid Operation in Darfur began 31 July 2007, and as of June 2015, it was the largest peacekeeping operation in the world. The African Union deployed peacekeeping forces to Darfur in 2006, following the signing of a peace accord between The Sudan government and rebel groups.   The peace agreement was not implemented, and in 2007, UNAMID replaced the AU operation. The UNAMID is tasked with facilitating the peace process, providing security, helping establish the rule of law, providing humanitarian aid, and protecting civilians. UNOCI The United Nations Operation in Cà ´te dIvoire began in  April 2004. It replaced the much smaller United Nations Mission in  Cà ´te dIvoire. Its original mandate was to facilitate the peace agreement that ended the Ivorian Civil War. It took six years, though, to hold elections, and after the 2010 elections, the incumbent, President  Laurent Gbagbo, who had governed since 2000, did not step down. Five months of violence followed, but it ended with the arrest of Gbagbo in 2011. Since then, there has been progress, but the UNOCI remains in  Cà ´te dIvoire to protect civilians, ease the transition, and ensure disarmament. MINURSO The  UN Mission for the Referendum in Western Sahara (MINURSO) began 29 April 1991.   Its outcomes were to   Monitor the ceasefire and troop locationsOversee POW exchanges and repatriation Organize a referendum on  Ã‚  Western Sahara  independence from Morocco The mission has been ongoing for twenty-five years. During that time, MINURSO forces have assisted in maintaining the ceasefire and removing mines, but it has not yet been possible to organize a referendum on Western Saharan independence. Sources Current Peacekeeping Operations,  United Nations Peacekeeping.org.  (Accessed 30 January 2016).

Managing Change Master Case Study Example | Topics and Well Written Essays - 3250 words

Managing Change Master - Case Study Example Also, measures and ways to monitor the change process will be examined. The project will end with an examination of other change management methods that XYZ aught to have used, and the challenges that the organization may face in the foreseeable future spanning from the next five to ten years and possible contingent solutions to these problems. For change to be successful, commitment is vital. According to Kotter, "Most people won't go on the long march unless they see compelling reasons to do so and the reasons are producing expected results". This question addresses the internal and external forces of change affecting XYZ construction Organisational paradigm according to Johnson & Scholes (1997) are those set of assumptions, beliefs which are rarely talked about, which are not considered problematic and most often managers in an organisation are unlikely to be explicit about it. It reflects the collective experience without which members of an organisation would have to do things their own way in different situations they face (Johnson 1992, Johnson &Scholes 1997). According to Dwyer & Kemp (2000:3), "the forces at work in the environment and the organisations capabilities in coping with these, are made sense of in terms of the individual experience of managers and the collective assumptions within the paradigm". Figure one below summarises the cultural web and the organisational paradigm as construed by Johnson and Scholes (1997 Fig. 2.10, p. 69) These assumptions are more commonly observed in conversations, discussions between the different stakeholders in an organisation (Dwyer & Kemp 2000). In some situations assumptions are deeply embedded in an organisation and its' members that it can only be manifested through peoples action (Dwyer & Kemp 2000). In all, these assumptions, ways of doing things are the backbone of the organisation (Johnson 1992, Johnson &Scholes 1997). In XYZ company, the internal factors affecting the change process as deduced from the case include the poor working relationship, less friendly workers who make cooperation and team work difficult, poor management and the autocratic management style of the previous director. The culture and the taken for granted assumptions were at the