Competitor Of Starbucks Essay

There are the known international company that become the competitor for the Starbucks. There are: Coffee Bean & Tea Leaf The endurance and popularity of The Bean, as it is affectionately referred to by devotees, can be attributed to the high standards that were established from the beginning. From trend-setting drinks like the World Famous Ice Blended, to the employees who become a part of the communities they work in, The Coffee Bean & Tea Leaf  ® has discovered the formula for a successful coffee and tea company. San Francisco Coffee The company that serve fresh coffee sourced from the best coffee farms on this green earth and the roast master, uses company to concoct blends and roasts that have the people wringing their hands, anxious for their next hit. Secret recipe Secret Recipe Cakes & Cafà © offers a friendly and personalised full-service dining experience for customers and incorporates a modern contemporary and vibrant interior concept with comfort ambience, and great food. It provides a great respite for customers to enjoy good food and quality time with friends, family or associates, after a long day at work. Old town white coffee To be Asia Pacific’s leading white coffee brand, providing high quality products to customers globally All the competitors try to win the demand of the customer who loves to drink coffee. Each company have their own strategy and uniqueness of their product. THE MACRO AND MICRO ENVIRONMENT THAT AFFECT THE STARBUCKS COMPANY MACRO ENVIRONMENT For the Starbucks micro and macro environment factor, we can use PESTEL element to evaluate and observed about the Starbucks. The (PEST) element included: Political factors The first factor which shall be kept in mind while studying the macro environment of Starbucks is the political aspect. It has been seen that, Starbucks has significant levels of presence in the coffee market. Starbucks consists of various types of products for government offices, corporate offices. The growth of Starbucks has increased and it means there are lots of demands about the Starbucks Coffee. However, in certain country, the political try to avoid the Starbuck because some of the countries try to boycott the Israel product. The cases of the boycott make the Starbucks have problem for their expansion of the business. Indirectly, the political of the country will affect the performance and growth of the Starbucks. Economic factors Economic factors such as recession which hard a big impact to the different organizations also to the consumer ability to purchase their product due to been unemployed and having debts. The way income is distributed among the individuals impact the marketing activities such as higher income earners, middle and low earners. These economic factors influence marketing segmentation and decisions. The exchange rate also will affect the Starbucks Company. When the currency decreases their value, it affects the monetary policies. Most of the supplier of the coffee comes from outsider. When the monetary decrease, it will affect the higher cost and the raw material become expensive. Finally, this situation makes the price of the Starbucks become expensive. It’s also become risk for Starbuck in making its coffee with the higher cost. Social factors Social factors that influence marketing decisions are such as demographic factors which is relating to the population where when the population  increases creates good opportunity for the marketing activities but if it decreases results to great impact in the market. Age, marketers tend to target their market according to the number of age available in an area. Behaviour also may influence the marketing decision where by some ethnics may not be able to purchase certain products due religion aspects also due to consumer’s different in taste, style and fashion some may like the products others may find them not attractive. Another than that, the social also included the changing in culture, taste and health consciousness. The culture of Malaysia who loves the coffee made the demand of Starbucks increase. However, Starbucks also need to learn about the culture among the country. Starbucks is International product and well known. Some of the country most prefers tea compare than coffee. That means , that is one of the challenges for Starbucks to come out with variety of product. Health consciousness of people also influences company to come out with healthy product for its customers. They need to plan new product that concern about the good healthy. It will provide opportunity to Starbucks to expand its business. Technological factors The fourth factor which shall be kept in mind while evaluating the macro environment for Starbucks refers to the technological aspect. Starbucks being one of the reputed coffee houses had a robust distribution strategy which helped them to stay ahead of the competition. Starbucks try to variety their distribution strategy within use the internet and mobile application. Starbucks launched a mobile payment system. This technological advancement helped the customers to pay while sitting at the store with the help of their smart phones. Starbucks also launched an I-phone mobile payment application. With this  application, the customers would be able to have an access of their favourite Starbucks card application. The use of technology will help the enterprise to break through the various distribution channels & be a step ahead of its immediate competitors. MICRO ENVIRONMENT The micro environment factors are about internal aspect of Starbucks. The micro environment are evaluate using Porter’s 5 forces model). There are about bargaining power of buyer, bargaining power of supplier, threat of substitute product, threat of new entrant and rivalry among competitors. Rivalry among existing competitors is high within the industry Starbucks operates in with major competitors like San Francisco coffee, Old Town White Coffee, Coffee Bean & Tea Leaf, Dunkin Donuts and thousands of small local coffee shops and cafes. Starbucks customers possess large amount of bargaining power because there is no and minimal switching cost for customers, and there is an abundance of offers available for them. The threat of substitute products and services for Starbucks is substantial. Specifically, substitutes for Starbucks Coffee include tea, juices, soft drinks, water and energy drinks, whereas pubs and bars can be highlighted as substitute places for customers to meet someone and spend their times outside of home and work environments. Starbucks suppliers have high bargaining power due to the fact that the demand for coffee is high in global level and coffee beans can be produced only in certain geographical areas. Moreover, the issues associated with African coffee producers being treated unfairly by multinational companies are being resolved with the efforts of various non-government organizations, and this is contributing to the increasing bargaining power of suppliers. However, the threat of new entrants to the industry to compete with Starbucks  is low, because the market is highly saturated and substantial amount of financial resources associated with buildings and properties are required in order to enter into the industry.

Human Goodness & Beauty Essay

You ever wonder why people can be so harsh but yet still do good things for people? Do things they wouldn’t normally do that’s nice, but they did it anyways or are not suppose to do? The Book Thief is a book that describes lots of this and this paper will explain the main theme of the book. The Book Thief’s main theme is Human Goodness and Beauty because the book has lots of goodness in people, people looking out for one another, and bring each other joy through actions or words. With people showing Human Goodness they do good deeds to help other people or animals. This can go from helping a dog stuck in a fence to a person in a car accident. Even a guy/girl that is a real pain all the time will help someone that is in danger because they don’t wanna be the witness of a death or something/someone being hurt. Say for example that someone doesn’t have anything to do, and a person talks with that person finds something to give them to do they will usually grab it for them shown here, â€Å"the weekly edition of the Molching Express, she lifted it out took home, presenting it to Max,† (Zuzak 221). This shows the expression by someone getting someone something for another person that they don’t normally have and giving it to them. Most of the time they will be happy for you doing this. In the world there is good/bad people but that doesn’t matter because they will still do something good for someone eventually no matter what it is. In the book Rosa Hubermann is a good example of this, â€Å"Rosa Hubermann, brown hair, in a bun, atrocious cooking, washes clothing for the rich, and hard headed but soft hearted women,† (Zusak 34). This quote shows that even though Rosa is a mean person, she is still nice to people at times. So Even a bad person will look out for a good person at times as well. For example they will save someone in a life or death situation because they are a nice person and don’t care if that person is mean, they are saving someones life and inturn thats what matters to them. Also people can bring other people joy through actions or words by, saying something that is really nice, or helping someone out that might be in the  need of it, but doesn’t ask. Even just doing a simple action that someone is not expecting can make them feel happy and overjoyed. â€Å"The Jew stood before him, expecting another handful of derision, but he watched with everyone else as Hans Hubermann held his hand out and presented a piece of bread, like magic,† (Zusak 394). This action of Hans shows that certain small things can bring people joy and peace. His action showed that small things can bring people joy because the jew was never expecting this, but the jew took it joyfully and thanked him for the bread. Not only does this show kindness but also shows that good people will sometimes not care what other people think and do what feels right. In conclusion, The Book Thief’s main theme is Human Goodness and Beauty because the book has lots of goodness in people, people looking out for one another, and bring each other joy through actions or words. Like lots of people have done and said it doesn’t madder if you’re nice or mean everybody will help someone, somewhere, and at sometime in life no matter how old or young you are. The body was created for many purposes and one of those purposes is helping another human being no matter the situation, or if its words or actions they are helping with.

Juvenile delinquency: an integrated approach Essay

Rick: A â€Å"Delinquent Youth† The youth court adjudicated or judged Rick, a 14-year-old, a â€Å"delinquent youth,† for motor vehicle theft and placed him on formal probation for six months. He and a good friend took without permission a car that belonged to Rick’s father. They were pulled over by the police for driving erratically—a classic case of joyriding. Rick was already a familiar figure in the juvenile court. When Rick was 12, he was referred to the court for â€Å"deviant sex† for an incident in which he was caught engaging in sexual activity with a 14-year-old girl. The juvenile court dealt with this offense â€Å"informally.† A probation officer met with Rick and his parents to work out an agreement of informal probation that included â€Å"conditions† or rules, but no petition into court. Not long after this first offense, Rick was taken into custody by the police for curfew violation and, on a separate occasion, vandalism—he and his good friend had gotten drunk and knocked down numerous mailboxes along a rural road. In both of these instances, Rick was taken to the police station and released to his parents. Even though Rick’s first formal appearance in juvenile court was for the auto theft charge, he was already well-known to the police and probation departments. Rick was a very likable kid; he was pleasant and personable. He expressed a great deal of remorse for his delinquent acts and seemed to genuinely desire to change. He had a lot going for him; he was goal-directed, intelligent, and athletic. He interacted well with others, including his parents, teachers, and peers. His best friend, an American Indian boy who lived on a nearby reservation, was the same age as Rick and had many similar personal and social characteristics. Not surprisingly, the boy also had a very similar offense record. In fact, Rick and his friend  were often â€Å"companions in crime,† committing many of their delinquent acts together. Rick was the adopted son of older parents who loved him greatly and saw much ability and potential in him. They were truly perplexed by the trouble he was in, and they struggled to understand why Rick engaged in delinquent acts and what needed to be done about it. Rick, too, seemed to really care about his parents. He spent a good deal of time with them and apparently enjoyed their company. Because Rick was adopted as an infant, these parents were the people he considered family. Rick attended school regularly and earned good grades. He was not disruptive in the classroom or elsewhere in the school. In fact, teachers reported that he was a very positive student both in and out of class and that he was academically motivated. He did his homework and handed in assignments on time. He was also actively involved in sports—football, wrestling, and track and field. Rick’s six months of formal probation for auto theft turned into a twoyear period as he continued to get involved in delinquent acts. Through regular meetings and enforcement of probation conditions, his probation officer tried to work with Rick to break his pattern of delinquency. Such efforts were to no avail. Rick continued to offend, resulting in an almost routine series of court hearings that led to the extension of his probation supervision period. The Study of Juvenile Delinquency The continuing pattern of delinquency included a long list of property and status offenses: minor in possession of alcohol, numerous curfew violations, continued vandalism, minor theft (primarily shoplifting), and continued auto theft, usually involving joyrides in his father’s car. Rick’s â€Å"final† offense was criminal mischief, and it involved extensive destruction of property. Once again, Rick and his best friend â€Å"borrowed† his father’s car, got drunk, and drove to Edina, an affluent suburb of Minneapolis. For no apparent reason, they parked the car and began to walk along France Avenue, a major road with office buildings along each side. After walking a while, they started throwing small rocks toward buildings,  seeing how close they could get. Their range increased quickly and the rocks soon reached their targets, breaking numerous windows. The â€Å"fun† turned into thousands of dollars worth of window breakage in a large number of office buildings. Because of the scale of damage, Rick faced the possibility of being placed in a state training school. As a potential â€Å"loss of liberty case,† Rick was provided with representation by an attorney. This time, the juvenile court’s adjudication process followed formal procedures, including involvement of a prosecutor and a defense attorney. In the preliminary hearing, Rick admitted to the petition (statement of charges against him), and the case was continued to a later date for disposition (sentencing). In the meantime, the judge ordered a predisposition report. The predisposition report is designed to individualize the court’s disposition to â€Å"fit the offender.† The investigation for the report uses multiple sources of information, including information from the arresting officer, parents, school personnel, coaches, employers, friends, relatives, and, most importantly, the offending youth. The predisposition report tries to describe and explain the pattern of delinquency and then offer recommendations for disposition based on the investigation. In Rick’s case, the predisposition report attempted to accurately describe and explain his persistent pattern of property and status offending, and it offered a recommendation for disposition. Finding no information to justify otherwise, the probation officer recommended that Rick be committed to the Department of Corrections for placement at the Red Wing State Training School. Depending on one’s viewpoint, the state training school represented either a last ditch effort for rehabilitation or a means of punishment through restricted freedom. Either way, Rick was viewed as a chronic juvenile offender, with little hope for reform. It was one of those formative experiences. I [coauthor Jim Burfeind] was fresh out of college and newly hired as a probation officer. I was meeting with two experienced attorneys—one the defense, the other the prosecutor. Almost in unison, it seemed, they turned to me and asked, â€Å"Why did Rick do this? Why did he develop such a persistent pattern of delinquency?† They wanted to make sense of Rick’s delinquency, and they wondered how the  juvenile court could best respond to his case. I had become familiar with Rick only in the previous few weeks when his case was reassigned to me as part of my growing caseload as a new probation officer. Now, meeting with the attorneys to gather information for the predisposition | 3 4 | JUVENILE DELINQUENCY: AN INTEGRATED APPROACH report, I was being asked to explain Rick’s pattern of delinquent behavior to two legal experts who had far more experience in the juvenile justice system than I did. I was, after all, new to the job. How could I possibly know enough to offer an explanation? I also had the daunting responsibility of making a recommendation for disposition that the judge would most likely follow completely. Rick’s future was at stake, and my recommendation would determine the disposition of the juvenile court. As I attempted to respond to the attorneys sitting in front of me, my mind was flooded with questions. The answers to these questions became the basis for my predisposition report—an attempt to explain Rick’s delinquent behavior and, based on this understanding, to recommend what should be done through court disposition. The questions with which I wrestled included the following: Is involvement in delinquency common among adolescents—that is, are most youths delinquent? Maybe Rick was just an unfortunate kid who got caught. Are Rick’s offenses fairly typical of the types of offenses in which youths are involved? Will Rick â€Å"grow out† of delinquent behavior? Is Rick’s pattern of offending much the same as those of other delinquent youths? Do most delinquent youths begin with status offenses and then persist and escalate into serious, repetitive offending? (Status offenses are acts, such as truancy and running away, that are considered offenses when committed by juveniles but are not considered crimes if committed by adults.) Is there a rational component to Rick’s delinquency so that punishment by the juvenile court would deter further delinquency? Did the fact that Rick was adopted have anything to do with his involvement in delinquency? Might something about Rick’s genetic makeup and his biological family lend some insight into his behavior? What role did Rick’s use of alcohol play in his delinquency? Are there family factors that might relate to Rick’s involvement in delinquency? Were there aspects of Rick’s school experiences that might be related to his delinquency? What role did Rick’s friend play in his delinquent behavior? Did the youth court’s formal adjudication of Rick as a â€Å"delinquent youth† two years earlier label him and make him more likely to continue in delinquent behavior? Should the juvenile court retain jurisdiction for serious, repeat offenders like Rick? What should the juvenile court try to do with Rick: punish, deter, or rehabilitate him? Should the juvenile court hold Rick less responsible for his acts than an adult because he has not fully matured? The Study of Juvenile Delinquency | Perhaps this list of questions seems a little overwhelming to you now. We don’t present them here with the expectation that you will be able to answer them. Instead, we present them to prompt you to think about what causes juvenile delinquency and to give you an idea of the types of questions that drive the scientific study of delinquent behavior. Throughout this book, we address these types of questions as we define delinquency; consider the nature of delinquent offenses, offenders, and offending; and present a variety of theories to explain delinquent behavior. We return to Rick’s story and these questions in Chapter 14. After reading the next 12 chapters, you should have the tools necessary to think about and respond to these questions in a whole new light. ââ€"   Understanding Juvenile Delinquency The questions that shape the scientific study of juvenile delinquency constitute attempts to define, describe, explain, and respond to delinquent behavior. Rather than being asked with regard to a particular case like Rick’s, the questions that inspire the study of juvenile delinquency are cast more broadly in order to understand delinquent behavior as it occurs among adolescents. An understanding of delinquent behavior builds upon explanations that have been offered in theories and findings that have been revealed in research. The primary purpose of this book is to cultivate an understanding of juvenile delinquency by integrating theory and research. Throughout the book, we focus on the central roles that theory and research play in the study of delinquency, because these two components form the core of any scientific inquiry. Before we go any further, we must define what we mean by â€Å"juvenile delinquency.† This definition is far more complicated than you might think. In the next chapter, we offer a thorough discussion of the social construction and transformation of the concept of juvenile delinquency. Here we offer a brief working definition of juvenile delinquency as actions that violate the law, committed by a person who is under the legal age of majority. Our exploration of juvenile delinquency reflects the four basic tasks of the scientific study of delinquency—to define, describe, explain, and respond to delinquent behavior. The first two major sections of this book are devoted to defining and describing juvenile delinquency, the third section to explaining delinquent behavior, and the final section to contemporary ways of responding to juvenile delinquency. Responses to delinquent behavior, however, should be based on a thorough understanding of delinquency. Thus, an understanding of juvenile delinquency must come first. The Study of Juvenile Delinquency The first section of this book describes the historical transformation of the concept of juvenile delinquency and the methods and data sources researchers use to study involvement in delinquent behavior. We begin by developing a working understanding of what we commonly call â€Å"juvenile delinquency† (Chapter 2). This includes not only the social, political, and economic changes that led to the social construction of juvenile delinquency as a legal term, but also the contemporary transformations that have dramatically altered how we as a society juvenile delinquency Actions that violate the law, committed by a person who is under the legal age of majority. 5 6 | JUVENILE DELINQUENCY: AN INTEGRATED APPROACH view, define, and respond to juvenile delinquency. We then explore how researchers â€Å"measure† delinquency (Chapter 3). We describe the research process, various methods of gathering data and doing research on juvenile delinquency, and sources of data on crime and delinquency. The Nature of Delinquency The second section of this book presents a trilogy of chapters in which we describe the nature of delinquent offenses, offenders, and patterns of offending. Any attempt to explain juvenile delinquency must first be able to accurately describe the problem in terms of these three dimensions. Chapters 4 through 6 report research findings that describe the extent of delinquent offenses (Chapter 4), the social characteristics of delinquent offenders (Chapter 5), and the developmental patterns of delinquent offending (Chapter 6). Explaining Delinquent Behavior The third section of this book examines a variety of explanations of delinquency that criminologists have proposed in theories and examined in research related to those theories. These chapters are organized in terms of the major themes that run through seven different groups of theories. One group of theories, for example, emphasizes the importance of peer group influences on delinquency. These theories, called social learning theories, address how delinquent behavior is learned in the context of peer group relations (Chapter 11). Six other themes are also considered: the question of whether delinquency is chosen or determined (Chapter 7); the role of individual factors, including biological characteristics and personality, in explaining delinquent behavior (Chapter 8); situational and routine dimensions of delinquency (Chapter 9); the importance of social relationships, especially family relations and school experiences, in controlling delinquency (Chapter 10); the structure of society, and how societal characteristics motivate individual behavior (Chapter 12); and social and societal responses to delinquency (Chapter 13). We also apply these various explanations to Rick’s case, which opened this chapter, and examine integrated theoretical approaches (Chapter 14). Throughout the book, as we present theoretical explanations for delinquency, we weave together theories and the most relevant research that criminologists have conducted to test those theories. Responding to Juvenile Delinquency The final section of this book comprises a single chapter that describes contemporary juvenile justice (Chapter 15). We have deliberately chosen to keep the discussion of juvenile justice in one chapter, in order to provide an undivided view of its structure and process. The formal system of juvenile justice includes police, courts, and corrections. Yet a substantial amount of juvenile delinquency is dealt with informally, sometimes by agencies outside the â€Å"system.† Juvenile justice encompasses efforts at prevention, together with informal and formal action taken by the traditional juvenile justice system. Formal procedures, such as taking youths into custody and adjudicating them as delinquent youths, are central to the task of responding to juvenile delinquency. But informal procedures designed to prevent delinquency and divert youths from the juvenile justice system are far more common. The Study of Juvenile Delinquency | ââ€"   Developing and Evaluating Theories of Delinquency In 1967, two noted sociologists, Travis Hirschi and Hanan Selvin, observed that theories of delinquency suggest a â€Å"sequence of steps through which a person moves from law abiding behavior to . . . delinquency.†1 Criminological theories try to identify and describe the key causal factors that make up this â€Å"sequence of steps† leading to delinquent behavior. In doing so, theories of delinquency emphasize certain factors as being causally important and then describe how these factors are interrelated in producing delinquent behavior. Stated simply: â€Å"a theory is an explanation.†2 Components of Theories Like other scientific theories, theories of delinquency are composed of two basic parts: concepts and propositions. Concepts isolate and categorize features of the world that are thought to be causally important.3 Different theories of juvenile delinquency incorporate and emphasize different concepts. For example, the theories of delinquency we consider in later chapters include concepts such as personality traits, intelligence, routine activities of adolescents, relationship ties (called attachments), associations with delinquent friends, and social disorganization of neighborhoods. Concepts require definition.4 Definitions serve two functions: they clarify concepts and provide common understanding, and they describe how concepts will be measured for the purpose of research. Propositions tell how concepts are related. Scientific theories use propositions to make statements about the relationships between concepts.5 Some propositions imply a positive linear relationship in which the â€Å"concepts increase or decrease together in a relatively straight-line fashion.†6 For example, some theories offer the proposition that the number of delinquent friends is positively related to delinquent behavior: as the number of delinquent friends increases, so does the likelihood of delinquency. In a negative linear relationship, the concepts vary in opposite directions. For instance, one theory offers the proposition that level of attachment and delinquency are negatively related: as attachment increases, delinquent behavior decreases. Relationships between concepts may  also be curvilinear. Here, too, the concepts vary together, either positively or negatively, but after reaching a certain level, the relationship moves in the opposite direction. For example, researchers have found that parental discipline is related to delinquency in a curvilinear fashion.7 Delinquent behavior is most frequent when parental discipline is either lacking or excessive, but it is least common when levels of discipline are moderate. If you think of parental discipline as a continuum, delinquency is highest on the two ends of the discipline continuum, when discipline is lax or excessive, and lowest in the middle, when discipline is moderate. Different theories may offer competing propositions. One theory may propose that two concepts are related in a particular way, whereas another theory may claim that they are unrelated. For example, one of the major issues in delinquency theory is the role of the family in explaining delinquent behavior. One major theory contends that the family is essentially unrelated to delinquent behavior and that delinquent peers are an important factor in explaining delinquency. Another theory An explanation that makes a systematic and logical argument regarding what is important and why. concepts Isolated features of the world that are thought to be causally important. propositions Theoretical statements that tell how concepts are related. 7 8 | theory of delinquency A set of logically related propositions that explain why and how selected concepts are related to delinquent behavior. JUVENILE DELINQUENCY: AN INTEGRATED APPROACH influential theory proposes the opposite relationship, arguing that family relations are strongly related to delinquency, whereas peer relations are less important in explaining delinquency.8 To summarize, a theory of delinquency is a set of logically related propositions that explain why and how selected concepts are related to delinquent behavior.9 A theory offers a logically developed argument that certain concepts are important in causing delinquent behavior. The purpose of theory, then, is to explain juvenile delinquency. Levels of Explanation level of explanation The realm of explanation— individual, microsocial, or macrosocial—that corresponds to the types of concepts incorporated into theories. Theories of delinquency operate at three different levels of explanation: individual, microsocial, and macrosocial.10 On the individual level, theories focus on traits and characteristics of individuals, either innate or learned, that make some people more likely than others to engage in delinquent behavior. The microsocial level of explanation considers the  social processes by which individuals become the â€Å"kinds of people† who commit delinquent acts.11 Criminologists have emphasized family relations and delinquent peer group influences at this level. Some microsocial theories also point to the importance of the structural context of social interaction.12 Race, gender, and social class, for example, influence social interaction not only within families and peer groups, but in virtually all social contexts. As a result, the distinction between social process and social structure is not always clear, nor is it always useful as a means of categorizing theoretical explanations.13 At the macrosocial level, societal characteristics such as social class and social cohesiveness are used to explain group variation in rates of delinquency.14 For example, poverty, together with the absence of community social control, is central to several explanations of why gang delinquency is more common in lower-class areas.15 The level of explanation—individual, microsocial, or macrosocial—corresponds to the types of concepts incorporated into a theory.16 Individual-level explanations tend to incorporate biological and psychological concepts. Microsocial explanations most often use social psychological concepts, but may incorporate structural concepts that influence social interaction. Macrosocial explanations draw extensively on sociological concepts. Theories can be combined to form â€Å"integrated theories† (see Chapter 14), which sometimes merge different levels of explanation into a single theoretical framework. Assessing Theory We have proposed that concepts and propositions are the bare essentials of theory.17 These components, however, do not automatically produce a valid explanation of delinquency. We can begin to assess the validity of theory—the degree to which it accurately and adequately explains delinquent behavior—by paying attention to several key dimensions of theory.18 We highlight these dimensions (e.g., clarity, consistency, testability, applicability) in the following list of questions. We invite you to ask yourself these questions as you evaluate the theories of delinquency we present in later chapters and consider how well they explain delinquent behavior. 1. Conceptual clarity: How clearly are the theoretical concepts identified and defined?19 How well do the concepts and propositions fit together—how compatible, complementary, and congruent are they?20 The Study of Juvenile Delinquency 2. Logical consistency: Does the theoretical argument develop logically and consistently? Do the concepts and propositions depict a causal process leading to delinquency? 3. Parsimony: How concise is the theory in terms of its concepts and propositions? This question concerns economy of explanation. Generally, simpler is better. So if two theories explain delinquency equally well, we should favor the theory that offers the more concise explanation with the smaller number of concepts. 4. Scope: What is the theory attempting to explain?21 Some theories try to explain a wide variety of criminal acts and criminal offenders. Others focus on particular types of offenses or offenders. What question is the theory designed to answer? Theories of delinquency usually address one of two basic questions: (1) How and why are laws made and enforced? and (2) Why do some youths violate the law?22 Far more theories try to answer the second question than the first.23 5. Level of explanation: At what level (individual, microsocial, or macrosocial) does the theory attempt to explain delinquency? 6. Testability: To what extent can the theory be tested—verified or disproved by research evidence? It is not enough for a theory simply to â€Å"make sense† by identifying key concepts and then offering propositions that explain how these concepts are related to delinquency.24 Rather, theories must be constructed in such a way that they can be subjected to research verification.25 7. Research validity: To what extent has the theory been supported by research evidence? 8. Applicability and usefulness: To what extent can the theory be applied practically? In other words, to what extent is the theory useful in policy and practice? These questions reflect key concerns in assessing theory. In the end, theory is the foundation for the accumulation of knowledge, and it is indispensable for an understanding of juvenile delinquency. However, theory must be tested through research. Together, theory and research constitute the two basic components of a scientific approach to juvenile delinquency. ââ€"   Purposes of Delinquency Research Delinquency research serves two vital purposes: to generate or develop theory, and to test theory.26 In Chapter 3, we discuss research methods and sources of data used in the study of delinquency. Here we briefly describe the two purposes of research as it relates to theory. Generating Theory Research is sometimes used to gain sufficient information about juvenile delinquency to theorize about it.27 Despite the old adage, â€Å"the data speak for themselves,† research findings about delinquency require interpretation, and it is this interpretation that yields theory. As a result, the development of theoretical | 9 10 | inductive theorizing The development of theory from research observations. JUVENILE DELINQUENCY: AN INTEGRATED APPROACH explanations of delinquency requires a long, hard look at the â€Å"facts† of delinquency (repeated and consistent findings), in order to isolate and identify key concepts and then explain how these concepts are related to delinquent behavior. Along this line, Donald Shoemaker defines theory as â€Å"an attempt to make sense out of observations.†28 The difficult task of making theoretical sense of research observations is sometimes referred to as â€Å"grounded theory† or inductive theorizing. 29 In the process of inductive theorizing, research involves collecting data and making empirical observations, which are then used to develop theory. For example, Sheldon and Eleanor Glueck, whose work we discuss more fully in later chapters, spent their entire careers attempting to uncover the most important empirical findings about juvenile delinquency. They referred to their task as Unraveling Juvenile Delinquency—the title of their most important book.30 The Gluecks’ work was heavily criticized for being atheoretical, or without theory.31 Their research, however, was clearly directed at providing empirical observations that would allow for the development of a theoretical explanation of delinquency, even though they never developed such a theory.32 In recent years, their data and findings have become the basis for an important new theory called â€Å"life-course theory,† which we describe in Chapter 10. Testing Theory deductive theorizing The evaluation of theoretical statements through research. Research also provides the means to evaluate theory and to choose among alternative theories.33 In contrast to inductive theorizing, deductive theorizing begins with theoretical statements and then attempts to test the validity of theoretical predictions.34 As we already discussed, theories advance explanations of delinquency in which propositions identify certain concepts and describe how they are related to delinquent behavior. These theoretically predicted relationships can be tested through research and either verified or disproved. For example, one simple proposition of differential association theory (presented in Chapter 11) is that attitudes  favoring delinquency are learned in the context of â€Å"intimate personal groups.†35 The predicted relationship portrayed here is that youths develop attitudes from peer group relations, and delinquent behavior is then an expression of these attitudes: peer group relations âž  delinquent attitudes âž  delinquent behavior If research findings support the theoretical propositions tested, then the theory is verified or confirmed. If research findings are not consistent with the predicted relationships, then the theory is disproved. Different theories often offer different predictions. To continue with the previous example, differential association theory and social bond theory (presented in Chapter 10) provide competing predictions about the relationships between peers, attitudes, and delinquent behavior. In contrast to differential association theory, social bond theory contends that attitudes are largely a product of family relationships.36 Delinquent attitudes result in delinquent behavior. Associations with delinquent peers then follow from delinquent behavior as youths seek out friendships with others like themselves. The relationships predicted by social bond theory are as follows: The Study of Juvenile Delinquency delinquent attitudes âž  delinquent behavior âž  delinquent peer group As this brief example illustrates, theories have empirical implications, and one purpose of research is to enable scholars to choose among competing theories.37 The preceding discussion of the two purposes of delinquency research implies that the processes of inductive theorizing and deductive theorizing are completely distinct. The former is used to generate or develop theory; the latter is used to test theory. We must acknowledge, however, the complexity of the relationship between theory and research, and note that the distinction between the two purposes of research is not necessarily clear-cut. Even within the process of deductive theorizing, for example, an element of inductive theorizing exists. In deductive theorizing, researchers begin with theoretical predictions and then use empirical observations to test those propositions. The research results may lead to modification or refinement of the theory being tested. The latter part of this process, in which observations are interpreted and may result in a revised statement of theory, is consistent with the process of inductive theorizing. Although the relationship between theory and research is complex, it is clear that the development of theory and the performance of research go hand in hand.38 ââ€"   Summary and Conclusions The scientific study of juvenile delinquency attempts to describe and explain delinquent behavior through theory and research. Theory seeks to provide a systematic and logical argument that specifies what is important in causing delinquency and why. Like other scientific theories, theories of delinquency  are composed of concepts and propositions. It is necessary to assess the validity of theories, including those we apply to explain delinquency. We provided a series of questions that you can use to evaluate the theories of delinquency we present in later chapters. The second basic component of the scientific method is research. In relation to theory, research serves two purposes: to generate theory and to test theory. Research is sometimes used to gain sufficient information about juvenile delinquency so that it becomes possible to theorize about it. The development of theory from research observations is called inductive theorizing.39 Research is also used to evaluate or test theory in a process called deductive theorizing. As we noted earlier, the primary purpose of this book is to cultivate an understanding of juvenile delinquency by integrating theory and research. This chapter has offered an overview of the key elements of a scientific approach to juvenile delinquency, focusing especially on theory. We describe research methods in Chapter 3. With this basic understanding of theory and its relationship to research, we can begin our study of juvenile delinquency on solid ground. The first two sections of this book present criminologists’ efforts to define and describe juvenile delinquency, the third major section presents explanations of juvenile delinquency that have been offered in theory and tested in research, and the fourth section considers contemporary responses to delinquency. Throughout the book, we present theoretical explanations of delinquency together with the most relevant research that has tested those theories. | 11 12 CRITICAL THINKING QUESTIONS 1. Define theory without using the words â€Å"concept† or â€Å"proposition.† 2. Why does a scientific approach to juvenile delinquency depend on theory? 3. Develop your own example of inductive theorizing. Develop your own example of deductive theorizing. 4. As you read Rick’s story at the beginning of this chapter, what factors seemed most significant to you in considering why Rick engaged in delinquency? Why? SUGGESTED READING Gibbons, Don C. Talking About Crime and Criminals: Problems and Issues in Theory Development in Criminology. Englewood Cliffs, NJ: Prentice Hall, 1994. GLOSSARY concepts: Isolated features of the world that are thought to be causally important. deductive theorizing: The evaluation of theoretical statements through research. inductive theorizing: The development of theory from research observations. juvenile delinquency: Actions that violate the law, committed by a person who is under the legal age of majority. level of explanation: The realm of explanation—individual, microsocial, or macrosocial—that corresponds to the types of concepts incorporated into theories. propositions: Theoretical statements that tell how concepts are related. theory: An explanation that makes a systematic and logical argument regarding what is important and why. theory of delinquency: A set of logically related propositions that explain why and how selected concepts are related to delinquent behavior. REFERENCES Akers, Ronald L. Criminological Theories: Introduction, Evaluation, and Application. 4th ed. Los Angeles, CA: Roxbury, 2004. Babbie, Earl. The Practice of Social Research. 8th ed. Belmont, CA: Wadsworth, 1998. Bohm, Robert M. A Primer on Crime and Delinquency Theory. 2nd ed. Belmont, CA: Wadsworth, 2001. Cloward, Richard A., and Lloyd E. Ohlin. Delinquency and Opportunity: A Theory of Delinquent Gangs. New York: Free Press, 1960. Cohen, Albert K. Delinquent Boys: The Culture of the Gang. New York: Free Press, 1955. ———. Deviance and Control. Englewood Cliffs, NJ: Prentice Hall, 1966. Cohen, Bernard P. Developing Sociological Knowledge: Theory and Method. Englewood Cliffs, NJ: Prentice Hall, 1980. 13 Curran, Daniel J., and Claire M. Renzetti. Theories of Crime. 2nd ed. Boston, MA: Allyn and Bacon, 2001. Gibbons, Don C. The Criminological Enterprise: Theories and Perspective. Englewood Cliffs, NJ: Prentice Hall, 1979. ———. Talking About Crime and Criminals: Problems and Issues in Theory Development in Criminology. Englewood Cliffs, NJ: Prentice Hall, 1994. Gibbons, Don C., and Marvin D. Krohn. Delinquent Behavior. 5th ed. Englewood Cliffs, NJ: Prentice Hall, 1991. Gibbs, Jack P. â€Å"The State of Criminological Theory.† Criminology 25 (1987):821–840. Glaser, Barney, and Anselm L. Straus. The Discovery of Grounded Theory. Chicago, IL: Aldine, 1967. Glueck, Sheldon, and Eleanor Glueck. Unraveling Delinquency. Cambridge, MA: Harvard University, 1950. Hepburn, John R. â€Å"Testing Alternative Models of Delinquency Causation.† Journal of Criminal Law and Criminology 67 (1976):450–460. Hirschi, Travis. Causes of Delinquency. Berkeley, CA: University of California Press, 1969. Hirschi, Travis, and Hanan C. Selvin. Delinquency Research: An Appraisal of Analytic Methods. New York: Free Press, 1967. Jensen, Gary F â€Å"Parents, Peers, and Delinquent Action: A Test of the Differential Association Per. spective.† American Sociological Review 78 (1972):562–575. Laub, John H., and Robert J. Sampson. â€Å"The Sutherland–Glueck Debate: On the Sociology of Criminological Knowledge.† American Journal of Sociology 96 (1991):1402–1440. Sampson, Robert J., and John H. Laub. Crime in the Making: Pathways and Turning Points Through Life. Cambridge, MA: Harvard University Press, 1993. Shaw, Clifford R., and Henry D. McKay. Juvenile Delinquency and Urban Areas: A Study of Rates of Delinquency in Relation to Differential Characteristics of Local Communities in American Cities. Rev. ed. Chicago: University of Chicago Press, 1969. Shoemaker, Donald J. Theories of Delinquency: An Examination of Explanations of Delinquent Behavior. 4th ed. New York: Oxford University Press, 2000. Short, James F Jr. â€Å"The Level of Explanation Problem Revisited.† Criminology 36 (1998):3–36. ., Stark, Rodney. Sociology. 7th ed. Belmont, CA: Wadsworth, 1998. Stinchcombe, Arthur L. Constructing Social Theories. New York: Harcourt, Brace, and World, 1968. Sutherland, Edwin H., Donald R. Cressey, and David F Luckenbill. Principles of Criminology. 11th ed. . Dix Hills, NY: General Hall, 1992. Turner, Jonathan. The Structure of Sociological Theory. Rev. ed. Homewood, IL: Dorsey Press, 1978. Vold, George B., Thomas J. Bernard, and Jeffrey B. Snipes. Theoretical Criminology. 5th ed. New York: Oxford University Press, 2002. ENDNOTES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Hirschi and Selvin, Delinquency Research, 66. Bohm, Primer, 1. Turner, Structure of Sociological Theory, 2–3. Bohm, Primer, 2. See Bernard P. Cohen, Developing Sociological Knowledge, 140–148, for a full discussion of concept definition. Vold, Bernard, and Snipes, Theoretical Criminology, 4. Bohm, Primer, 2. Glueck and Glueck, Unraveling Delinquency. Sutherland, Cressey, and Luckenbill, Principles of Criminology, 211–214; and Hirschi, Causes of Delinquency, 140–146. Stark, Sociology, 2; and Curran and Renzetti, Theories of Crime, 2. Short, â€Å"Level of Explanation.† Albert K. Cohen, Deviance and Control, 43; and Gibbons, Criminological Enterprise, 9. Sampson and Laub, Crime in the Making; Sutherland, Cressey, and Luckenbill, Principles of Criminology; and Short, â€Å"Level of Explanation.† Akers, Criminological Theories, 4–5. 14 14. Albert K. Cohen, Deviance and Control, 43; Gibbons, Criminological Enterprise, 9; and Akers, Criminological Theories, 4. 15. Shaw and McKay, Juvenile Delinquency; Albert K. Cohen, Delinquent Boys; and Cloward and Ohlin, Delinquency and Opportunity. 16. Short points out, in â€Å"The Level of Explanation Problem Revisited† (3), that the level of explanation corresponds to the unit of observation and the unit of analysis. 17. Our discussion of delinquency theory comprising concepts and propositions makes theory seem simple and straightforward. But we must admit that, among social scientists, â€Å"there is still no agreed-upon view of what theory is† (Bernard P. Cohen, Developing Sociological Knowledge, 170). See also Gibbs, â€Å"State of Criminological Theory.† 18. Drawn from Bernard P. Cohen, Developing Sociological Knowledge, 191–192. 19. Shoemaker, Theories of Delinquency, 9. 20. Akers, Criminological Theories, 6–7; and Shoemaker, Theories of Delinquency, 9. 21. Akers, Criminological Theories, 6–7; and Curran and Renzetti, Theories of Crime, 3. 22. Akers, Criminological Theories, 2–6. Renowned criminologist Edwin Sutherland defined criminology as the study of law making, law breaking, and law enforcement (Sutherland, Cressey, and Luckenbill, Principles of Criminology, 3). 23. Akers, Criminological Theories, 4. Gibbons (Talking About Crime, 9–11, 73–76) describes two key criminological questions: â€Å"Why do they do it?† and â€Å"the rates question.† The first question addresses â€Å"the origins and development of criminal acts and careers,† and the second question addresses â€Å"organizations, social systems, social structures, and cultures that produce different rates of behaviors of interest† (9). See also Gibbons, Criminological Enterprise, 9; Gibbons and Krohn, Delinquent Behavior, 85–86; and Short, â€Å"Level of Explanation,† 7. 24. Akers, Criminological Theories, 7. 25. Stinchcombe, Constructing Social Theories. 26. Bernard P. Cohen, Developing Sociological Knowledge, vii, 10; and Stark, Sociology, 3. 27. Stark, Sociology, 3. 28. Shoemaker, Theories of Delinquency, 7. 29. Glaser and Straus, Discovery of Grounded Theory; and Babbie, Practice of Social Research, 4, 60–64. 30. Glueck and Glueck, Unraveling Delinquency, 1950. 31. Gibbons and Krohn, Delinquent Behavior, 83–84. 32. Laub and Sampson, â€Å"Sutherland–Glueck Debate;† and Sampson and Laub, Crime in the Making. 33. Bernard P. Cohen, Developing Sociological Knowledge, 10. 34. Babbie, Practice of Social Research, 4. 35. Sutherland, Cressey, and Luckenbill, Principles of Criminology, 88–89. 36. Jensen, â€Å"Parents;† Hepburn, â€Å"Testing Alternative Models;† and Hirschi, Causes of Delinquency. 37. Stark, Sociology, 2; and Bernard P. Cohen, Developing Sociological Knowledge, 10. 38. Gibbons, Talking About Crime, 7. 39. Stark, Sociology, 3.

2-DISCUSSION QUESTION Coursework Example | Topics and Well Written Essays - 250 words

2-DISCUSSION QUESTION - Coursework Example ning.† Although Maude has a constitutional right to park her car in place properly designated for her, she has no right parking her car in a place reserved for handicapped whether in hurry or not. Therefore, she is not respecting the rights of others i.e. the handicapped. However, from another perspective, I think Maude is acting ethically. Going by the definition of physical handicap, I think Maude is physically handicapped, given that she parks her car at this place whenever she is in a hurry implying loss of memory coordination and sensation. However, given that she has not been diagnosed with this condition, I can authoritatively conclude by saying that she is acting unethically. Ethical issues involving minors has become a contentious issue in the world today. An act can be described legal but unethical. Legally, the 16-year old girl should not be put on the pill, but what remains a puzzle is whether the doctor’s action is ethical or not. Under the policy statement about ethical issues involving children, the policy statement states that, drugs may affect children in a different way from adults (Watterberg et al., 2013). Parents have the responsibility of bringing up their children in an ethical manner; thus, from a religious perspective, the doctor should have denied the girl the accessibility to medical pill with or without the parents’ approval because this violates Christian beliefs. However, the law provides for confidentiality of the doctor-patient privacy and, therefore, a doctor should under no circumstance share any information of his or her patient with anyone be it a minor or an adult. However, the girl being a minor she is deemed n ot able to make an independent decision concerning her health status and, therefore, the doctor acted within ethical lines in contacting her

Smartphones Research Paper Example | Topics and Well Written Essays - 500 words - 1

Smartphones - Research Paper Example Its use have virtually permeated both in the corporate, and everyday life of people. In a corporate settings, it makes the employees more productive because it supplements their working tools. Smartphones help employees open their mails, communicate and collaborate with each other in addition to allowing them to working remotely. Among students, smartphones have also became popular because of its usefulness to their studies. In addition to making phone calls and texts to friends and love ones, smartphones also assist students in the universities and colleges to connect with their instructors in various activities such as giving assignments, rescheduling classes and even provides the opportunities to ask clarifications questions about the subject or a certain homework. The connectivity enhancements afforded by the call, text and internet features of the smartphones facilitates learning. Through this facility, tutors and instructors can now give assignments to students through the inte rnet without the necessity of physical contact. Students can also ask question from the tutor and/or instructors without personally meeting them and could submit the homework or academic requirement without physical contact. In the process, students need not need to visit the library physically to search for research materials they need because they can use the internet to browse through the library. Students can also check their grades online using their smartphones and can even enroll and pay their tuition using their smartphones. In fact, smart phones are now required to fully avail of universities’ services. These services include the online libraries, students online registration, and e-learning (Hingorani, Kamal, Woodard, Donald and Askari-Danesh 36). The applications in smartphone are also useful in school as well as our everyday

The Concept of the All You Can Eat Buffet Essay

The Concept of the All You Can Eat Buffet - Essay Example President Obama’s mass production of currency has radically increased the costs of transportation for food products, raised prices for animal feed, and increased utility costs in many locations nationwide. All of these prices impact the supply chain strategy and capacity of the all you can eat buffet purchasing system, leaving customers to bear the burden of thrifty, independent and corporate buffet owners attempting to save their revenues. Let’s face it: Virtually everyone loves to indulge themselves with a vast assortment of well-prepared foods in which there are no consumption limitations. Most buffets carry prime meats that are significantly more expensive than less-tender and less-marbled cuts of meat, a differentiation strategy to lure customers from limited menu competitors. Many people take their own families and extended families to the buffet experience as it maintains appeal to many different demographics and psychological profiles. President Obama did not take into consideration the impact on the national food supply chain when developing his monetary policies, attempting to, first, satisfy the interests of multi-billion dollar profit organizations. Short-run thinking, which is very typical of less-effective financial leaders, now has created more than just national inflation, these decisions have doubled the price of prime foods. Buffet owners, not equipped with the knowledge and education of the in ternational financial system, see only lost revenues occurring as their monthly invoices continue to grow higher. Angry, but unsure where to direct these appropriate hostilities, it leaves them in a position where they must begin scrutinizing plate volumes taken by paying customers.  

Comparative Public Sector Administration Assignment

Comparative Public Sector Administration - Assignment Example Based on Northouse's (2007) definition, of leadership — Leadership is a process whereby an individual influences a group of individuals to achieve a common goal – we gather that a leader’s style of functioning can have significant implications for the employees as well as the goals. In examining the case of Albert Dunlap, we can identify how this seems to occur. Albert Dunlap served as the Chief Executive officer at Sunbeam Corporation using a managerial style that was both ruthless and rigorous. The emphasis seems to have been on profit-making; to the extent that ethical behavior was deeply compromised to that end. There is supposed evidence of tampering with the revenue books; which if true, would be evidence of a selfish motivation to the ruthless attempt at making profits. Such behavior shows a marked lack of consideration for the staff’s needs or their due. According to Blake and Mouton’s (1957) model, these are signs of low concern for people and a high concern for tasks. Such a pattern of leadership is described as the ‘Authoritarian Leadership. The Authoritarian leader is focused on the task to exclusion of the people involved in completing the task. In the case of Albert Dunlap, this ‘task’ was creating as much profit as possible, and siphoning much of it into personal desires. This kind of leader views people as means to an end, and communicates only what s/he believes is essential to the task.

World View on Religion Essay Example | Topics and Well Written Essays - 1250 words

World View on Religion - Essay Example Looking back on this I am curious as to why my parents would just stop participating, which in turn meant my siblings and I stopped participating in the church. I feel that this exposure to the church early in my life planted the seeds for the morals and values I can proudly say I have today. However as the expanse of time sense we left the church grew; I slowly started questioning the church and its members more and more. Slowly growing more disenfranchised until my tipping point in 2008 while deployed on board the USS Los Angeles. My early years were shaped by my parents teaching me the difference between right and wrong and how I should face the world little steps at a time. This is where I feel that religion has played a vital role. As a Catholic the concept of good is founded upon the teachings of Jesus Christ and of course the Bible. The Gospel plays an important function in this and how ideas that I correlate with my personal ethics are influenced. In this regard the idea of h eaven has played in my mind ever since. Jesus inspires us to be good to be worthy of the Kingdom of Heaven and most of what I know about this place came from the teachings of the church and mass media’s portrayal of it. In order for any good Catholic to achieve this, one must live virtuous life. I was told to do good to others and in one proverbial Catholic maxim: when someone throws you stones, throw bread in return. Correlatively, ‘Be good to thy neighbors’ immediately comes to mind. These are just some of the things that I have carried with me from childhood and I have always thought that they shape how I live and conduct myself to others. Without knowing what ethics is or understanding what it means including all its various types, this is what I know. The Ten Commandments is a fundamental fragment of the Catholic religion which differentiates it among others. From a time of lawlessness and chaos, God has sent to Moses His commandments to the people encapsula ted in ten short sentences. When I was a child, this is the first set of laws that I came across with. My days attending Sunday school was my first taste of beginning to comprehend what following rules meant. Slowly as I grow older these rules vary and complicate and how every person deals with it differs concurrently. In retrospect I realize how basic these things are and how at the same time they are so terribly difficult for us to follow. It baffles me how something so archaic such as the Ten Commandments is relevant then to the same extent it is today without us realizing. What it contains is nothing out of the ordinary and any sensible ethical proposition has contained basically the same core ideas. ‘Honor thy God,’ ‘Do not covet thy neighbor’s wife’ and ‘Honor thy parents’ are just some of the imperative notions that finds its value beyond Catholicism. Religion is a way that helps parents in rearing their children and teaching them to be good people in the future. I think that the bible is one good parenting book to serve as guide in times of uncertainty. It defines what any parent would want their child’s perception to be. Religion, in most cases, determines how we dress, what holidays we celebrate, what books we read and sometimes what language we speak. Though it is a fundamental Constitutional right to choose one’s religion and to change it at our will, it is our parents who initially decide for us and whether or not we adapt the same up to the moment that we die, what they have instilled have become a part of us that we cannot easily erase at our every whim. It creates a sense of belongingness and knowing that you are part of something, a tradition that extends far beyond yourself. This also paves the way for interaction which is especially meaningful

Area studies 2 Essay Example | Topics and Well Written Essays - 1000 words

Area studies 2 - Essay Example 3). As such, different countries impose disparate legal ramifications for people caught in drug trafficking. For a lot of countries in the Asian pacific region, the ultimate sanction of imposing the death penalty for drug-related crimes has been revealed. Amnesty International reported that capital punishment is the legal recourse for drug-trafficking and drug-related crimes, in sixteen Asian Pacific countries, to wit: â€Å"Bangladesh, Brunei, China, India, Indonesia, North Korea, South Korea, Laos, Malaysia, Myanmar, Pakistan, Singapore, Sri Lanka, Taiwan, Thailand, and Viet Nam† (Asia-Pacific: Death sentences for drug-related crimes rise in region 1). The current discourse aims to explore drug trafficking in China, by examining relevant statistics, its impact on the people, and any further proposed recommendations resulting from the findings. trafficked in China is in Myanmar (Yong-An). As disclosed, â€Å"the Myanmar-Yunnan-Guangdong route is a traditional and preferred drug trafficking route. Some of the drugs that come into Southern China are consumed directly there, or may be trafficked onward to interior provinces† (Yong-An 4). The alarming fact is that despite the wide-known fact that drug-related crimes would be punishable by death in the country, statistics still revealed rampant increases in abusers as reported by the National Narcotics Control Commission, from 150,000 in 1991 to 1,545,000 in 2010, or a 930% increase (Yong-An). Likewise, the number of deaths or executions in China could not be effectively monitored or accurately determined due to the secrecy stance maintained by the state (Gallahue, Gunawan and Rahman). The authors revealed that â€Å"China continues to execute more people than any other country. According to the China Law Yearbook, as reported by the Anti-Death Penalty Asia Network (ADPAN), China has a nearly 100 per cent

The Interrelationships between Languages and Cultures with Reference Essay

The Interrelationships between Languages and Cultures with Reference to Theory and Policy - Essay Example Visual images such as the pictures in the flashcards also bring life experience and background knowledge to what is being viewed. Nowadays, using flashcards to teach language is not recommended because research shows that actual experience with real objects and activities promote language learning better. However, in my time, my mother did not know any better, but I believe it worked for me. In my time, the English language was formally introduced to Chinese children in the intermediate grades. It was taught with a phonetic approach of learning the alphabet first, its symbol and sound and eventually, its grammar. I felt not much connection to the English language at that time. It was only taught by rote but not practiced enough for verbal expression. Besides, it is a far cry from how young children learn language today, with hands-on, interesting and engaging activities. If in my time, it was taught that way, then, I believe I would have learned the English language better and at a f aster rate. Bishop-Glynn (1999) cites the study of Wong-Filmore (1991) which finds that language differences between the home and school depends on the dominant language used. The language dominant in the wider society is usually maintained. In my case, Chinese language prevailed over English in our society, so English did not create a strong impression on me then. Still, Baker (2006) contends that evidence supports that there are cognitive and performance advantages in being bilingual over being monolingual. Cummins (1986) mentioned the BICS or the Basic Interpersonal Communicative Skills and the CALP or the Cognitive Academic Language Proficiency as two tools in second language learning. Baker (2006) explained that students engage in BICS when they communicate with contextual supports and props such as face-to face â€Å"context embedded† situations where they read the other person’s non-verbal gestures, hand movements and sounds to support verbal communication. On t he other hand, CALP happens in â€Å"context reduced† situations requiring higher order thinking skills such as analysis, synthesis or evaluation. This is usually encountered in more academic learning and communication where language is â€Å"disembedded† (Baker, 2006). On hindsight, I realize that while I was learning English, I was experiencing BICS and CALP as my classmates and I struggled to teach each other how to communicate in a foreign language not only with our speech but also our bodies. In school, we were taught the more formal Chinese language, Mandarin. However, at home, I spoke our dialect. So at that particular time in my life, I was speaking 3 languages! It reflected the culture I belonged to because we were a traditional Chinese family trying to adjust to modern changes and language is one aspect of the progress we were heading to. Makin, Campbell & Diaz (1995) discussed additive and subtractive bilingualism. One issue in second language acquisition is its effect on the first language of the individual. The immense concentration necessary to learn a second language may create a negative impact on the first language. This is known as Subtractive bilingualism. When a child becomes fluent in a second language due to immersion in that language, there is a strong tendency to forget the first language, causing disruptions in communication with family members who only know the first language. That was not the case with me since I continued speaking Chinese at home. There was no risk of

Product Life Cycle Essay Example for Free

Product Life Cycle Essay INTERNATIONAL PRODUCT LIFE CYCLE The international product life cycle is a theoretical model describing how an industry evolves over time and across national borders. This theory also charts the development of a company’s marketing program when competing on both domestic and foreign fronts. International product life cycle concepts combine economic principles, such as market development and economies of scale, with product life cycle marketing and other standard business models. The four primary elements of the international product life cycle theory are: the structure of the demand for the product, manufacturing, international competition and marketing strategy, and the marketing strategy of the company that invented or innovated the product. These elements are categorized depending on the product’s stage in the traditional product life cycle. Introduction, growth, maturity, and decline are the stages of the basic product life cycle. During the introduction stage, the product is new and not completely understood by most consumers. Customers that do understand the product may be willing to pay a higher price for a cutting-edge good or service. Production is dependent on skilled laborers producing in short runs with rapidly changing manufacturing methods. The innovator markets mostly domestically, occasionally branching out to sell the product to consumers in other developed countries. International competition is usually nonexistent during the introduction stage, but during the growth stage competitors in developed markets begin to copy the product and sell domestically. These competitors may also branch out and begin exporting, often starting with the county that initially innovated the product. The growth stage is also marked by an emerging product standard based on mass production. Price wars often begin as the innovator breaks into an increasing amount of developed countries, introducing the product to new and untapped markets. At some point, the product enters the maturity stage of the international product life cycle and even the global marketplace becomes saturated, meaning that almost everyone who would buy the product has bought it, either from the innovating company or one of its competitors. Businesses compete for the rema ining consumers through lowered prices and advanced product features. Production is stable, with a focus on cost-cutting manufacturing methods, so that lowered prices may be passed on to value-conscious consumers. Product innovators must guard both foreign  and domestic markets from international competition, while finally breaking into riskier developing markets in search of new customers. When the product reaches the decline stage, the innovators may move production into these developing countries in an effort to boost sales and keep costs low. During decline, the product may become obsolete in most developed countries, or the price is driven so low that the market becomes close to 100% saturated.

PEP and performance analysis for rounders Essay Example for Free

PEP and performance analysis for rounders Essay There are many important skills and techniques required in Rounders. As a batter in order to successfully hit the ball the player will need to have good hand and eye co-ordination. A number of things contribute to making, a good hit, these include the hand grip you are using while holding the bat, the hand grip of the bat is bad then the direction the ball will be other target because of awkward angles. Hitting the ball in Rounders is fairly significant as it will make getting the ball pass the opposition easier allowing you to ran around more bases allowing you to score more points for your team. Also when hitting the ball in a batter role it is important to keep you head in an up-right position this is because if you hit the ball with your head in an awkward position it will affect the direction the ball will go because of your lack of area awareness. Stance is important in Rounders because it determines whether you hit the ball well. A good stance includes, having your legs apart with knees slightly bent. When batting if you manage to hit a perfect ball then you will need good agility, to run around the bases well with out hitting them or going around them to far (if this happens it will affect you because it means your will have to run further out making your time slower because of the larger  distance you will have to run.) In Rounders when playing in a fielding position you need to have the ability to both catch and throw a ball in order to either get batter out or stop them from scoring the maximum points. The .reason you need to have the capabilities to catch is to catch someone out if they hit a high ball, this requires good co-ordination. When throwing a ball in a fielding position you need to have a good ball grip and good timing (this is because it will make the ball go accurate when thrown.) it is important to have a good grip of the ball when throwing it because if your grip is to loose then the ball will fall out of your hand. Also when you throw the ball you need to keep it up right so it goes in the direction you want it to go in. 2. (a) List in detail the strengths of the player/competitor/participant.  In Rounders Im good at hitting the ball when batting; in order for me to do this I had good hand and eye co-ordination. When batting it is good to have good hand and eye coordination because it determines whether a hit will be good or bad, I think the ball the reason why Im good at batting is because I hi the ball right in the middle making the ball go at max speed, the reason I can do this is because of the co-ordination. This also involves me having a good grip of the bat this is so I get the angle right when hitting the ball, if I did not have this angle right then I would not be able to hit the ball well directionally wise, it is important a can hit the ball in a good direction because it makes it more hard for the opposite sides fielders to get the ball and try get me out. Im also good in the fielding position where I have to stop the ball going past me and stopping the ball go a longer distance reducing the chance of the batter t score more points.  (b) List in detail the weaknesses of the player/competitor/participant.  The weaknesses of me when playing Rounders is in the fielding position where I have to throw the ball to a team mate where by it becomes possible for them to get the batter out. The reason why I think Im bad at throwing the ball long distances and in an accurate direction is because of the strength of my arms and because my co-ordination is not the best it could be. This could be because of the lack of flexibility in my arms making me not able to move my arm in a swift motion. Another weakness is the lack of agility making my body not as agile as it could be (making running in different directions harder.) 3. Suggest what raining practices might be used to improve the strengths and in particular the weaknesses you have identified.  One of the weaknesses I have found out is my lack of agility, a training practice could be set out for me where b I have to run in and out of cones in opposite directions as fast as I can while recording the tie, I can keep track of my progress by comparing the different times I have ran it in. (this test is called Illinois Agility Run and is commonly used with sport competitors throughout the world.) I can also use ladders in m exercise, going through them as fast as I can see what time I did and then improving it. This will help my timing and it will tune my muscles into knowing where my feet are, giving me a better sporting feel.  To improve my throwing ability I can set out a base with a thin pole in it and see how many times I can hit it, if this activity gets to easy I can always position myself further away from the pole and as time goes on I should see my coordination levels increase as my muscle more gets more use to doing this exercise thus making m directional throwing better.

Gladiatorial Games in Ancient Rome

Gladiatorial Games in Ancient Rome Little doubt the gladiatorial games at Rome’s Colosseum would have been blood-fuelled, brutal spectacles. The knowledge of the games has been left through stories, letters and poems of great Roman politicians and writers. This essay will briefly examine how various Roman writers responded to the games, and how those reactions were similar or different. The conclusion will identify reasons why these writers may have held their opinions about the games. Seneca, a politician who died around 65 CE, has the same attitude as Cicero, displaying no satisfaction in the Roman gladiatorial shows. However, Seneca condemns the shows in a direct fashion. First, he declares no trust in one’s ability to retain their moral character when one is engulfed in a crowd. One’s moral character becomes damaged, becoming â€Å"more greedy, more ambitious, more self-indulgent†¦more cruel and inhuman.†[6] Second, Seneca proclaims that one does not find entertainment in the shows, only â€Å"sheer butchery.†[7] As any victor in one challenge is simply offered in the next fight, the shows teach lessons in cruelty to those who cannot benefit from it.[8] Martial, on the other hand, glorifies the gladiatorial games. Martial lived from 40 -103 CE and might have been connected to Seneca’s family. Martial’s â€Å"On the Spectacles† exalts Rome’s Colosseum to the highest level, comparing its greatness to the wonders of the world, such as Babylon’s gardens.[9] Martial believes that the fallen in the arena have a just end as only guilty criminals or animals fall in the arena. â€Å"On the Spectacles† vividly describes the gore and encourages those from far away to witness the spectacle for themselves, almost like a tourist advertisement.[10] Statius, who wrote around the same time as Martial, has a different view on the games in â€Å"The Tame Lion.† This poem mourns the death of one lion in the arena. So tragic is it that the king of hunters has been tamed that even Caesar sheds a tear for the fallen lion.[11] This directly contrasts Martial’s image of a â€Å"treacherous lion† that had dared to violate and harm his master.[12] Statius views the loss of the beast as tragic, Martial as deserved. â€Å"The Tame Lion† shows that Statius believes that the gladiatorial games diminish the glory of hunters. In a letter to Valerius Maximus, Pliny the Younger praises the politician for putting on a great spectacle for the people of Verona. Pliny was a politician who lived from 61-112 CE. Pliny declared it a suitable event for a funeral tribute to Valerius Maximus’s wife.[13] Pliny’s attitude about the games is neutral, expressing neither dislike nor affection for the spectacles, which is unsurprising in a document addressed to one who holds the games. What the letter does reveal is that Pliny believes the games are necessary gestures of generosity when the public demands such events. Thus, unlike many of the other Roman writers, Pliny finds value in the games in that they satisfy the desires of the public. St. Augustine lives much later than the other writers featured in this essay, between 354-430 CE. By this time Christianity had been accepted as a religion in the Roman Empire. St. Augustine was one of the great Christian philosophers. In â€Å"The Story of Alypius†, St. Augustine reveals a similar reaction to the games as Seneca’s reaction, that is, once surrounded in a crowd, one’s character will be irreparably damaged. In the story, Alypius attends the games believing he is strong enough to resist temptation of the cruel games. The problem, according to St. Augustine, is that Alypius trusted in himself instead of God, and he too falls prey to the savage games.[14] As St. Augustine was a Christian philosopher, there is little wonder that he declared those who viewed â€Å"the wickedness of fighting† as ones filled with â€Å"savage passion.†[15] St. Augustine would have linked the games with Rome’s Pagan past. Thus, most of the Roman writers believe that the games are bloodthirsty events, offering entertainment of little value. Pliny the Younger’s belief that the games are necessary for public goodwill stands out from the others. Many of them critique the games in a negative way, focusing on how being part of a crowd may harm one’s moral character. Martial is one of the few writers who directly praises the spectacles. Perhaps he was trying to gain favour from the Emperor, as â€Å"On the Spectacles† reads like a tourist advertisement for the games at the Colosseum. St. Augustine’s view on the games is not surprising. As a Christian philosopher, he would have wanted the Roman Empire to distance itself from events that were notable in its former Pagan past. Clearly, the writings show that the spectacles at the Colosseum were controversial affairs. References Augustine, St., â€Å"The Story of Alypius† in Resource Book 1, Open University. Cicero, â€Å"Pompey’s Shows† in Resource Book 1, Open University. _____. â€Å"Philosophical Discussion† in Resource Book 1, Open University. Martial, â€Å"On the Spectacles† in Resource Book 1, Open University. Pliny the Younger, â€Å"Letter to Valerius Maximus† in Resource Book 1, Open University. Seneca, â€Å"Letter 7† in Resource Book 1, Open University. Statius, â€Å"The Tame Lion† in Resource Book 1, Open University. 1 Footnotes [1] Cicero, Philosophical Discussion, 98. [2] Ibid. [3] Cicero, Pompey’s Shows, 97. [4] Ibid. [5] Ibid. [6] Seneca, Letter 7, 99. [7] Ibid. [8] Ibid. [9] Martial, On The Spectacles, 91-92. [10] Ibid., 93. [11] Statius, The Tame Lion, 98. [12] Martial, On The Spectacles, 92. [13] Pliny, Letter to Valerius Maximus, 96. [14] St. Augustine, The Story of Alypius, 100. [15] Ibid.

Vagueness and Identity :: Philosophy Philosophical Papers

Vagueness and Identity ABSTRACT: The view that identity can be vague holds that there are statements of identity which are neither true nor false. The view that composition can be vague holds that unities can have borderline constituents — that is, elements that are neither parts nor non-parts of some larger unity. The case for vague identity is typically made by way of an argument for the vagueness of composition. In this paper, however, I argue that the thesis that composition can be vague is actually incompatible with the thesis of vague identity. The argument for the incompatibility of these two views arises out of a demonstration of the way in which constituency facts (even vague constituency facts) are grounded in the other facts about how a larger unity is configured. Thus, I show that composites that are allegedly vaguely identical are actually different configurations. Hence, the alliance of vague composition with vague identity is taken to be all that is needed in order to show that compos itional vagueness is indefensible. I It is sometimes held that, like other things, identity can be vague.But care should be taken about what this means. The claim that identity can be vague is best understood as the claim that there can be statements of identity which are indeterminate in truth value. This view gains in attractiveness when the precision of the concept of identity is contrasted with the lack of precision endemic to various criteria of identity. As Sainsbury notes, diachronic artifact identity must surely be governed by principles such as this: "Replacing some, but not too many, parts of an artifact does not destroy it, but leaves the very same artifact". Such principles are vague. How could the identity relation, which they determine, be precise? Considerations like these extend to members of natural kinds like mountains and cows as well. What's consistent throughout these views is that identity requires enough of the appropriate sort of continuity. This reliance on continuity goes for not only the way w e re-identify things over time, but for the way we individuate objects at a time as well. So for example, spatio-temporal continuity at least partially explains how it is that at Broadway and 42nd I am standing on the same road I stood on when I was at Broadway and 41st. Since identity deciding conditions like continuity and contiguousness can be weak or strong or more or less, it appears the vagueness of those concepts has a limiting effect on how precise identity claims can be.

Cable Modem Access :: essays research papers fc

Cable Internet   Ã‚  Ã‚  Ã‚  Ã‚  The Internet has been around for over 40 years and despite technological advances in speed, people still complain that it’s too slow. How can people get their favorite songs or visit their favorite sites before dinner is over? This paper will discuss one option, cable internet access.   Ã‚  Ã‚  Ã‚  Ã‚  Until now internet the public had to access the WWW through slow phone lines, connecting anywhere from 300 bps in the infancy of public access to 56k. But now there are several high-speed alternatives to the old phone line, one being the cable modem. Using your cable TV provider as your ISP, people can access the Internet at speeds up to 27 Mbps, but limitations with hardware limit this to about 2Mbps (www.TechTarget.com). This speed is fine for most users. It is also â€Å"always on†. Meaning you do not have to dial-up to your ISP. It is similar to a LAN connection. This hasn’t been done before mainly because when cable TV companies were being formed, the networks were only being set up to send data and not to receive it. The remedy for this was to upgrade the networks not only to be able to receive information, but to handle the larger amount of bandwidth (www.Vicomsoft.com). The way cable internet access is possible is my using a standard cable TV coax line as the medium and a cable modem to connect the computer to the Internet. The cable TV provider has a Cable Modem Termination System (CMTS) that then goes through the coax line to the home. The coax line is then connected to a splitter, with one line going to the television or set-top box, and the other to the cable modem (www.Techtarget.com). The cable modem then is connected to a PC via a Cat 3 or 5 cable to a network card. Some modems can also be connected via the USB or FireWire port. The type of modem a person needs depends on the standard the provider is using. One may be using the Multimedia Cable Network Systems (MCNS)/ Data over Cable Systems Interface Specification (DOCSIS) standard, and the IEEE 802.14 standard. The faster, bandwidth efficient, better performing, and more robust choice is the MCNS DOCSIS standard (www.Vicomsoft.com). Because this is the standard, most manufacturers have developed their modems to work with it, though some manufacturers have based theirs off of the IEEE 802.14 standard.

Comparison & Contrast of Windows & Windows ME Essay -- essays research

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Comparison and Contrast Windows & Windows Me Pamela R Kerr NTC / 410 Richard Bohn June 22, 2005 Comparison and Contrast Windows & Windows Me   Ã‚  Ã‚  Ã‚  Ã‚   This paper will identify comparison and contrast of Windows and Windows Me, which will include the program description, planning the scope and plan objectives, vocabulary definitions, project control, schedule of deliverables and resource requirements. When Windows first hit the market in 1985, it failed miserably. The over-priced, under-powered computers of the day busted a bearing over Windows ¡Ã‚ ¦ attempts at fancy graphics. Back then, Windows was not only slow. But, it also looked dorky and awkward with ugly colors. Windows has turned into a trendy best-seller installed on nearly every new computer. What are Windows and Windows Me? Windows is just another piece of software, like the zillions of others lining the store shelves. I feel Windows is not a program in the normal sense, but it is something that lets you write letters or lets your coworkers play Bozark the Destroyer over the office network after everybody else goes home. Rather, Windows controls the way you work with your computer. For years, computers have clung to a typewriter-style of work. Just as on a typewriter, people type letters and numbers into the computer. I have learned over the years that the computer listens and then places letters and numbers onto the screen and this time tested system works well. But, I also feel it takes a long time to learn and it is as boring as reading the ingredients on a jar of reduced fat peanut butter. The method is boring because computer engineers designed computers for other engineers many moons ago. They thought that computers would be forever isolated in narrow hallways where somber youngsters with crew-cuts, clipboards and white lab coats jotted down notes while the big reels whirled. Nobody expected normal people to use computers especially not in their offices, their dens, or even in their kitchens. „h Windows software dumps the typewriter analogy and updates the look of comput... ...rds, and game controllers, Microsoft now offers a small but, very focused line of routers and network adapters designed specifically for home networks. What ¡Ã‚ ¦s on the Web Site: Microsoft ¡Ã‚ ¦s massive online knowledge base contains answers to nearly every PC technical problem ever recorded. You ¡Ã‚ ¦ll also find a wealth of product information, software updates, downloadable manuals, and a few nice tutorials on Windows networking.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  References Class notes and memorization from Database Management, NTC/360, NTC/410 & POS/420 (2004 & 2005). Rathbone, A. (2000). Microsoft Windows Me, Millennium Edition www.dummies.com. Safari Tech Books Online, (2005), search.safaribooksonline.com. Windows & .NET Magazine (March, 1999). On-line Sites: www.microsoft.com

Adapting Communication for Age of Pupils Essay

When working with children each age group requires a different level of support and also a best way to communicate, communication doesn’t just change on the age of the child but also the child themselves. When working with children in the foundation stage F-1 it is appropriate to speak to children n there level whenever possible this helps the child to feel more comfortable as they haven’t got someone towering over them, also for the adult it helps them to hear the child correctly as younger children are likely to not be as loudly spoken and may lack in confidence. Also another non verbal communication in this age is to use lots of facial expression as children will pick up the meaning of a word or what context it is meant in by facial expression as well as tone of voice. Younger children also benefit from the use of actions to go with words such as having a hand action for hello waving etc. this makes language more remember able to them and easier for them to use. The verbal communication for this age needs to be simple, using words which the child will understand both the meaning of the word and the context it is meant in for example clear instructions are helpful such as â€Å" go and get your coats on, its cold today, they need to be done up, and then line up please† a opposed to â€Å" coats on† the children will not know to do up or line up. Clear tone of voice I also needed and children quickly respond to this if a member of staff has a calm happy tone of voice and changes to a stern tone the pupils are likely to recognise she is upset about something as her tone of voice has dramatically changed. Where as if a member of staff always had a flat tone of voice which doesn’t change children are likely to be less aware or able to pick up on the contexts things are meant as they are unable to relate to the changing of tone. See more:  Mark Twain’s Humorous Satire in Running for Governor Essay In KS-1 pupils have much better language skills and can use more complex words, Verbally I can use more complex words such as time words, and more complex description words when communicating with them light humour is also appropriate as they will be able to understand it. In KS-1 pupils are likely to find it a little unnerving If I were to always speak to them on their level as they are older and may see this as been spoken to like a baby, however eye contact is still important when speaking to them. Hand actions will no longer be needed at this stage, also facial expression is still important but needn’t be as exadrated. As children get older depending on their development they are likely to be able to communicate on a more adult level, exploring language and understanding its context and meaning, using humour and asking questions if unsure of how something is meant. The context of the communication. How I communicate with the CYPs in the settiing will be adapted also to the context in which I am talking for example when in the classroom working with a pupil on a task I will speak in a calm relaxed tone of voice, encouraging them while they do the task, if a pupil had been struggling I may change my tone of voice to a more enthusiastic pitch recognising their achievements. When in a classroom and a pupil might talk whilst the teacher is talking either to myself or another pupil usually saying their name in a stern tone and unsmiling face is enough to get them to correct their behaviour. Whilst in the playground speaking to a pupil on a social subject I can relax use light humour, be interested in what they are saying without asking inappropriate questions. I can use hand gestures and have a more relaxed pose. Communication differences. Pupils depending on their individual needs, preferences may need different communication from their peers for example is a pupil is quiet shy and quietly spoken they may feel more comfortable with the adult to speaking to them in a calm quiet manner whereas a adult being load and confident may make them feel very nervous etc. Pupils who have SEN. may need communication to be different to suit their needs for example if they have additional learning needs they may have difficulty understanding language as well as there peers and need simple language with actions and facial expressions to help them. Pupils with sight difficulties may need more physical communication such as leading around the room by hand or being allowed to explore activity’s by touch. Pupils with a hearing difficulties may benefit from visual aids around the classroom such as school rules such as no running. They may also need adults to repeat things to them if they are unsure and also for adults to always face them when talking to them to enable them to lip read, and speak in a clear load voice. TDA 3.1( 2.3) The differences between communicating with adults, children and young people. The way I communicate with adults and pupils varies depending on the context, however in a professional situation a lot of the communication is the same such as using a calm happy tone of voice, good eye contact and open body language. Some things which are different which may be appropriate for a child but not for a adult such as using a stern tone of voice to discipline a child, wouldn’t be suitable for use on a adult as they are adults and this would cause conflict as it isn’t my place to get them to correct their behaviour, Adults don’t need me to speak to them on their level although in some situations this may be useful for example in a noisy pace to bend down to talk to another adult who is seated. Depending on the age of the child humour used may not be appropriate although as with children as any humour used is likely to be hear by children it will remain light and clear so no one misunderstands its context and also humour must never hurt someone else’s feelings. Hand actions and exadirated facial expressions aren’t needed with adults as they might be benifitual to communicating with children. How to adapt my communication with adults to meet adults individual communication needs. Adults within the setting like children too will have their own needs, preferences when communicating Also their communication preferences may change depending on the situation/ environment they are in for example if a member of staff is outside in a busy playground supervising, they have to supervise the pupils so are unlikely to maintain full eye contact which in some situations may be seen as having bad communication however in this situation the child is paramount and they are putt ing the child’s safety first. Also in a noisy environment they are likely to need me to speak louder and clearly. In a situation where the member of staff may be doing some written work I will approach them quietly so not to disturb them as the written word may be important. Adults may also have a disability or need such as a hearing impairment which will mean I will need to make sure my face is visible when talking to them so that they can lip read, also I would never talk to them across the room but make sure I am stood in front of them when communicating with them, I will also speak in a clear load voice. Managing disagreements with CYP. If I were to become in a situation where myself and a child came into a disagreement I would firstly make sure the child has understood something I said probably by repeating myself and use simpler words. It may be that I may have misunderstood the meaning of something a child said so to confirm I will ask questions to make sure I am clear on the context they meant It in. It may be a achedemic disagreement for example a child telling me they have already read a certain book, I would refer to their home/ school book to check as all books children read are written down. Most disagreements via myself and a child can easily be resolved either by clarifying meaning, they might not have meant what they said in that manner , or if its about their school work I can check with the teacher or through any written records the school has that are relevant. In my setting I will have to maintain professional communication even if I disagree or experience any conflict with another adult. I would keep this unobvious to the pupils within the room instead dealing with the issue outside of the classroom at a appropriate time i.e. in the staffroom at a designated break time. I feel that in most instances I would be able to solve the issue with a verbal open conversation with the other adult explaining to them what I am unhappy about and why. However if the incidence was serious where the other member of staff showed a misconduct of practise i.e. racism poor health and safety etc. I may feel it appropriate to consult the head teacher of what has happen/what I have witnessed. I will refrain from criticizing the member of staff myself. In a more serious event I may be asked to write down what I have encountered if the head teacher needs to seek advice take the incident to the school governors or local authority. TDA 3.1 (3.2) An explanation of the importance of reassuring CYP and adults of the confidentiality of shared information and the limits of this. As part of safeguarding I in some cases am required to break any confidentiality if the information may mean a child is in potential harm or at risk from harm. Any disclosures from children concerning adults both within and outside of the school setting have to be reported to help risk to be assessed and prevented. In the case of adults it may be they a adult has concerns over another adults practise maybe due to a action taken by the adult , their mental health at a certain time or something a child has informed them off. When hearing any concerning information I will always firstly reassure the information giver that they have done the correct thing, I will them tell them that I cannot keep it to myself but will have to tell a appropriate person however it wont be told to anyone just the people who need to know. It is important that I tell them this so they don’t think of me a misusing their trust, or doing something to upset them, they need to know that the children’s safety comes first and any information that is passed on is done so only to protect them and only the relevant people will be told about it.