Exploring Military Education Assignment Example | Topics and Well Written Essays - 750 words

Exploring Military Education - Assignment Example He asserts that military education should equip soldiers to be effective defenders of the USA as well as the effective defenders of the American interest and its partners around the world. This article is credible because it is written by a professor who has deep knowledge of the military education. Professor Joan Johnson-Freese is also the former chair of national Security Affairs at the war college, Newport in the Department of Defense Alfred, M. V., &Nafukho, F. M. (2010). International and Comparative Adult and Continuing Education. In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.) Handbook Of Adult And Continuing Education (Pp. 93–102). Thousand Oaks, CA: Sage Publications. Bezacie Gerard. (2004). Synergy Between Doctrine, Training And Military Education Military education helps the soldiers to be equipped with the general knowledge since just like any other human activity; war is subject to changes and greatly depends on the choices made during a particular period . Military education also assists the soldiers to solve issues with strict intellectual discipline thus enhancing decision making process as well as equipping and preparing the future commanders in their new roles. This article is credible since it is a publication by the military experts and professionals Kerka, Sandra. (2002). ACVE - Teaching Adults: Is It Different? Eric Publications. Sandra Kerka asserts that adult learning are based on problems and challenges hence emphasizing the need for critical and transformative learning unlike the children’s learning which is dependent and lacks life experience. Adults are likely to be self directive and greatly motivational thus making it possible for soldiers to understand the concepts and importance of the military education. This article is credible because it is peer reviewed and backed by very rich primary resources from professionals such as Drapper, Guffey and Ramp. The article is also published by educational resources inf ormation centre which is a renowned publisher Smit, H., Den Oudendammer, F., Kats, E., & Van Lakerveld, J. (2009). Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education In The Netherlands And Belgium.European Journal Of Education,  44(2), 257-270. A country’s adult education is dependent on various factors such as historical, cultural and economical and differs in many countries. For instance, in Netherlands, vocational training is emphasized amongst adults just like in Belgium where it is greatly supported too. This article is peer reviewed and scholarly. It is also credible because it has other reliable sources cited in it Maric, L., Krsmanovic, B., Mraovic, T., Gogic, A., Sente, J., & Smajic, M. (2013). The Effectiveness Of Physical Education Of The Military Academy Cadets During A 4-Year Study.  Vojnosanitetski Pregled. Military-Medical and Pharmaceutical Review,  70(1), 16-20. Maric et al studied the main role of physic al education in the cadets’ life and their general personality development by evaluating the effectiveness of physical education. Physical education somewhat develops physical skills but through endurance, strength and speed. This resource is primary since it involves research thus proving its credibility. This study was carried out in the Military academy with a total of 120

Juvenile Adjudication Essay Example for Free

Juvenile Adjudication Essay It is a common knowledge that juvenile offenders in the US were those violating the law and arrested by the authorities at age 17 and lower. Quite a number of researches by psychiatrists and sociologists have been conducted on the causes of juvenile delinquency. It was the 13 year study of McCord and McCord published in 1959 involving 650 eleven year old children that gave credibility and proof to the hypothesis that â€Å"Parental permissiveness and laxness is the cause (†¦) of such delinquent and aggressive behavior. In fact, children coming from homes with permissive parents are thirteen times more likely to produce delinquent and aggressive ehavior than children coming from homes with overly strict and punitive parents†. (Hwang, et al, ca 2007, Abstract). According to the authors, this conclusion was supported with similar study conducted by Paulson involving California adolescents incarcerated for striking their parents in 1990. The Nature of Juvenile Courts It was a common knowledge that a juvenile court was established by different states in the U. S. to handle cases of delinquent, dependent or neglected children under the age of 18. The common law violations of juveniles were delinquency, status offenses, abuse and neglect. The same kind of offense committed by youths in one state is subject to different rules in another state due to the fact that juvenile courts are primarily run by state and county courts and not by the federal government (law. rank. org, 2008). The website further reported that some states adjudicate youths guilty of unlawful acts with both a juvenile and adult sentence. The juvenile sentence is served first and then continues with the adult sentence at age 21 onwards. This extension of the sentence to age 21 is normally under the condition that the delinquent was not eformed or rehabilitated while under a juvenile sentence or his sentence exceeds the number of years till his 21st birt hday. Though each state treats juvenile delinquents differently, the juvenile courts are dedicated to protecting the child’s privacy and well-being and seeing to it that the delinquent is rehabilitated either under house arrest or under the guidance of foster parents and social workers. 2 Despite the efforts of the federal government to curb juvenile crime rates, during the 1980’s, there was an experienced increase in serious crimes committed by youths. Victims of serious crimes were not satisfied seeing the youth not imprisoned and just confined in special rehabilitation house. As a result of the clamor for justice and the increase in violent crimes perpetrated by the youth, some states consider adjudicating the youth offenders under the adult court despite being contrary the juvenile justice law. There were claims that subjecting the youth offenders to adult court and punishment will discourage youth offenders from graduating to full pledge adult criminal. This paper aims to elucidate the issues related to endorsement of uveniles to adult court and those against it and strike a compromise on punishing the youth offenders to bring justice to victims while maintaining the right of due process stipulated in the juvenile court. Juvenile Crime Trends in 2000’s and Policy Changes Young and Gainsborough (2000) claimed that the proportion of juvenile crimes to total arrests in 1998 was about the average for the past 25 years and that of property crime arrests declined throughout the most of the period. The authors claimed further that the one crime category that exhibited significant increase from the overall trend during the 25 year period was urder perpetrated by youth offenders as shown in the following graph: Criminologists Alfred Blumstein and Richard Rosenfeld (cited in Young and Gainsborough, 2000) reported from their analysis that the sudden increase in gun killings were related to the 3 development of the crack markets in metropolitan cities where fierce turf wars were waged with juveniles recruited by market organizers. As more guns came into the streets, juveniles armed themselves with guns for protection and self-defense resulting to spiraling of death cases. The sharp decline of murder cases in recent years according to the criminologists was due to market tabilization of crack and police authorities’ efforts to keep guns off the hands of juveniles. Related to this, according to Myers (2005) in his book Boys Among Men, there has been serious debates in the last 40 years related to juvenile courts’ philosophy, structure and procedure. The author added that â€Å"A variety of critical attacks have focused on such issues as due process violation, ineffective treatments and rehabilitation services, abuse of the juvenile courts’ power, lenient treatment of adolescent offenders and general lack of direction in dealing with adolescent crimes†. (p 71). On incisive analysis, these issues may have contributed heavily to mounting serious juvenile crimes. Myers (2005) claimed that the criticisms combined with the rapid increase of juvenile crimes in 1980 to mid-1990s and heavy media attention in sensationalizing juvenile crimes contributed to the erosion of traditional philosophy and authority of the juvenile courts. The author added that the central issue is the transfer of juveniles to criminal court which was equivalent to a move of criminalizing delinquent behavior. In relation to this, Young and Gainsborough (2000) commented that the legislative esponse to increased wave of serious crime focused on sending more and younger children to adult criminal court with the intention of discouraging the juveniles from committing murder crimes. The authors reported that since 1992, almost all states has made legislation to make it easier to try juveniles in adult court. The federal government through Congress initiative in 1998 provided additional grants to states with legal policies related to prosecution of those 14 and above as adults. It was an accepted practice since the inception of juvenile justice system hat serious and chronic crimes done by juveniles can be transferred to adult criminal court through a process of judicial waiver following a hearing in front of a judge in juvenile court. In reaction to mounting serious juvenile offenses, the judicial waiver was broadened to allow 4 juvenile court judges to transfer younger juveniles and those with less serious offenses to adult court by means of mandatory waiver. The authors further added that prosecutorial discretion was broadened to allow prosecutors more authority in their hands to file juvenile cases to either juvenile or criminal court as they choose. The statutory exclusion was also expanded to exclude certain juvenile offender categories from juvenile court jurisdiction based both on age and nature of offense. The legal provision of â€Å"Once an adult, always an adult† was enacted by almost all states which in effect automatically place the juvenile in adult court for the trial of subsequent lesser offenses once the offender was tried previously in criminal court. The policy changes resulted to abnormally high rate of juvenile children being tried as adults. The authors revealed that per data of Amnesty International in 1998, as many as 200,000 outh under 18 years of age were prosecuted in criminal courts. In 13 states which set the upper age limit of juvenile court jurisdiction at 15 rather than 18, a total of 180,000 juveniles were adjudicated in adult court. Although the central objective of the laws facilitating juvenile offenses prosecution in adult court was to discouraged homicide and violent crimes, the impact was much wider. The authors reported that in 1996, more than half of the cases waived to criminal court were non-violent drug and property offenses; 43% were person offenses, 37% were property offenses, 14% were drug related and 6% were public order disturbance. Moreover, racial disparities were very evident; 67% of juvenile adjudications were black and 77% of juveniles sent to prison were minorities (60% black, 15% Hispanics and 1% American Indians and Asians). Despite using drugs at a much lower propensity than whites (15. 7% of blacks, 16. 7% of Hispanics , 19. 6% of whites aged 12 to 17), 75% of juveniles charged with drug offenses in adult court were black and 95% of juveniles sentenced to adult prison were minorities. It was very evident that discrimination toward minorities which should not be the case actually happened as a result of juvenile transfer to adult courts.

The Identity of an American Puerto Rican Essay example -- Race Identit

The Identity of an American Puerto Rican Am I "American" or "Puerto Rican", a question that wanders along the halls of my mind all the time? Many Puerto Ricans might not agree, but I feel that I am, "American", Puerto Rican American that is. As a child my own parents deprived me of my culture and true identity. They spoke to me in a language that many Puerto Ricans refused or detested to learn, English. The only thing I can actually say that I know about Puerto Rican heritage is the comida we shared during family gatherings. "In Spanish the words are habichuelas con arroz; in English, rice and beans; and in any language they translate into the food staples of island life" (p. 59, Fernandez). I went to Puerto Rico when I was four years old and haven’t been ever since. I remember limbers and roosters crowing and hot floors burning my feet but nothing about my generations past. It’s sad to know nothing about an island that many of my own kind are very proud of. I’m clueless of what my Puerto Rican people h ave actually been through. Political, economics, social relations and identity issues, what about them, I wonder. All I know about the island’s history is that we are Puerto Ricans from an island in the Caribbean called Puerto Rico. We are Puerto Rican Americans to my knowledge. We are Puerto Rican Americans because we are a commonwealth island being assisted by the American Government so that gives us some affiliation to being American. Those of us who were born and raised in the United States are Puerto Rican Americans whether we want to admit it or not. The majority deny that they are American, maybe because of our historical past with governmental issues and struggles in the early and late eighteenth century. Who knew we w... ...r school day mornings with the pledge of allegiance, the "Star Spangled Banner", and "America the Beautiful", teachers hoped to instill the love of country that would make islanders 100 percent Americans" (p.56, Fernandez). Americans had many visions for the Island of Puerto Rico of which many, till this day, are still trying to be touched on. From fighting the Spanish-American War to invading the island, the Puerto Rican people did not once stop fighting for what was there’s. Americans tried so hard to make Puerto Rico a little America but through many struggles, were denied all rights. Puerto Ricans have to admit that, though they are not an official state of the United States of America, they are in a sense, still Americans because they have citizenship. And because some finally accepted the English language as a second language, whether by choice or by force. The Identity of an American Puerto Rican Essay example -- Race Identit The Identity of an American Puerto Rican Am I "American" or "Puerto Rican", a question that wanders along the halls of my mind all the time? Many Puerto Ricans might not agree, but I feel that I am, "American", Puerto Rican American that is. As a child my own parents deprived me of my culture and true identity. They spoke to me in a language that many Puerto Ricans refused or detested to learn, English. The only thing I can actually say that I know about Puerto Rican heritage is the comida we shared during family gatherings. "In Spanish the words are habichuelas con arroz; in English, rice and beans; and in any language they translate into the food staples of island life" (p. 59, Fernandez). I went to Puerto Rico when I was four years old and haven’t been ever since. I remember limbers and roosters crowing and hot floors burning my feet but nothing about my generations past. It’s sad to know nothing about an island that many of my own kind are very proud of. I’m clueless of what my Puerto Rican people h ave actually been through. Political, economics, social relations and identity issues, what about them, I wonder. All I know about the island’s history is that we are Puerto Ricans from an island in the Caribbean called Puerto Rico. We are Puerto Rican Americans to my knowledge. We are Puerto Rican Americans because we are a commonwealth island being assisted by the American Government so that gives us some affiliation to being American. Those of us who were born and raised in the United States are Puerto Rican Americans whether we want to admit it or not. The majority deny that they are American, maybe because of our historical past with governmental issues and struggles in the early and late eighteenth century. Who knew we w... ...r school day mornings with the pledge of allegiance, the "Star Spangled Banner", and "America the Beautiful", teachers hoped to instill the love of country that would make islanders 100 percent Americans" (p.56, Fernandez). Americans had many visions for the Island of Puerto Rico of which many, till this day, are still trying to be touched on. From fighting the Spanish-American War to invading the island, the Puerto Rican people did not once stop fighting for what was there’s. Americans tried so hard to make Puerto Rico a little America but through many struggles, were denied all rights. Puerto Ricans have to admit that, though they are not an official state of the United States of America, they are in a sense, still Americans because they have citizenship. And because some finally accepted the English language as a second language, whether by choice or by force.

Ethnicity and Education Essay

Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. The government sponsored â€Å"Swann report† found that â€Å"Asians† did almost as well as â€Å"Whites† however not as well, one Asian group in particular the â€Å"Bangladeshi’s† did particularly badly and â€Å"West Indians† preformed considerably worse than â€Å"Whites†. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pidgeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. The Ethocentric curriculum can cause ethnic differences in educational achievement this is the school being biased towards one particular culture. Many sociologists argue that the curriculum is geared towards white middle class students. The curriculum is set in place for white middle class students and this means that ethnic minorities will not understand the curriculum and will fall behind and not do well thus leading to educational underachievement. Parents from ethnic minorities may not be able to afford or have the right experience to make an informed choice on the best school to suit their children’s needs whereas middle class parents have the money and correct experience to make an informed decision on the best school for their child. Ethnic differences in educational achievement are the result of school factors however other factors have significance. Material Deprivation is the effect poverty has on educational achievement. Poorer parents from ethnic minorities may not be able to provide their children with the educational toys needed such as computers. Cramped housing means less space to study. High rate of illness can lead to missing days of school. Children from poorer backgrounds may need to contribute to the financial running of the home thus getting part time jobs which will affect their studies and will leave school at the earliest opportunity to start work. Harker states that overcrowding causes a negative effect on educational achievement which can cause differences in ethnic minorities which can cause bullying and truancy. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

Team to Achieve Milennium

CASE STUDY ANALYSIS OF: USING TEAMS to ACHIEVE MILLENNIUM DEVELOPMENT GOALS CASE STUDY FOR HCA 6225-01 California State University East Bay – Hayward 02/21/13 1. One feature of the team in this case is frequent turnover among team members. How might turnover among team members affect team performance? What approaches can team leaders to take to minimize potential negative impacts of turnover and gain advantages, if any? Employee/team member turnover may be mostly a negative issue, yet it can become positive if only controlled by the organization correctly and appropriately.Turnover is often utilized as an indicator of the organization performance and it can easily be observed negatively towards the organization’s efficiency and effectiveness. Also, turnover is a natural outcome of an organization which is why it has to be kept to a minimum. In order to minimize the impact of turnover is to first address and understand the issue and cause of the turnover. The purpose of knowing is to raise alertness as to investigate for the â€Å"why†.Once the organization finds out the reasons and cause of turnover, there are variety of actions that the organizations and leadership can execute in order to prevent the effects and impacts of turnover. By ensuring that management learns the cause of turnover and act accordingly, turnover may be reduces or controlled. Lyman Coleman (1989) offers ideas on how to correct and prevent turnovers. His recommendation includes institution of exit interviews and other methods of finding reasons for people turnover. Also the following: * Get involved in finding our the cause of turnover Bring attention to bottom line figures and how turnover affects everyone * Have an open door policy style of managing to allow members to comment on what might be bothering them about their job and roles. * Realize there is more that one problem and pay attention to all. Stay alert * Execute periodic audits of job satisfaction * Have str ict hiring standards * Develop and constant training strategies * Conduct member meetings One of the best recommendation is to have open door policy that will allows the team leaders/organization to hear of issues prior to escalating.Finding and learning about the member job satisfaction and exhaustion early can eliminate turnover. But on the other hand, turnover can be beneficial to the organization by learning which team member to elimination/terminating poor performances that affect the organizations performance, this allowing for internal promotion and hiring new team members with innovative ideas. New team members can often bring positive input into the organization that can help handle turnover (Cintron, p4) In class lectures, team characteristics are discuss which are the following: * Team size, composition, and diversity: Too few or too many members may reduce performance * Diversity affects way individuals perceive each other and how well they work together * Status differe nces: * May motivate others or act as source of conflict and tension * Psychological safety * Perceptions about consequences of interpersonal risks in work environment * Team norms * Standard shared by team members regulating member behavior * Team cohesiveness * Extent members are committed to group task As a result it will follow into the model of team effectiveness. (HCA 6225, CH5) 2.Consumers or patients are sometimes involved in quality improvement teams, but in this role, they may feel that their voices are unimportant or that participation is symbolic rather than substantive. Do you think that consumers should be involved in the improvement teams in this case? Why or why not? If consumer involved, how can team leaders and members most effectively utilize their knowledge and insights? Consumers or patients can play an important role in shaping managed care by expressing their voice on issues; by participating in governance, management or otherwise; through representatives; or by some combination of these.So I suggest yes that they should be involve on the team improvement teams. Their Participation refers to active involvement on implementation. They can participate in oversight, governance, operations, opinion surveys, and complaints. Also according to Rodwin, the aims of early Health Maintenance Organizations (HMOs) parallel those of consumer/ patient movements. Managed care offers many benefits. It can increase access to primary and preventive care (with minimal or no out of pocket costs). It can also monitor and improve the practices of physicians and other health care providers and coordinate and rationalize the services of specialists.It can also control spending. Consumer involvement can put managers in touch with the experience and desires of customers. It can provide balance and perspective. Although they are being part of the team performance, their voice should be limited and watch over. Consumer voice, participation and representation program s, however, need to be viewed critically because they might demand too many services and can become divided and polarize issues, leading to increased conflict. So therefore, future challenge is to foster balanced, appropriate and effective use of consumer voice. 3.Even when team improvement efforts achieve change, the sustainability of change remains a pervasive challenge. In fact, sustainability of the teams may be problematic. What are the particular obstacles to sustaining the improvements achieved by teams in this case? Similarly, what factors might lead to the dissolution of the improvement teams over time? As a team leader, what strategic might be used to sustain change and to uphold the vitality of the team over time? Although teams have the capability to boost productivity and improve quality, they can also have the potential to increase costs and stress.As a result it can lead to lack of communication and motivation that can lead to the dissolution of the improvement of the teams over time. Team leadership should have skills pertaining to conflict resolution, overcoming communication obstacles, and effective structure techniques. Understanding the five stages of team development, which are the following: Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction.Group members have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future subgrouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. Discussion centers around defining the scope of the task, how to approach it, an d similar concerns.To grow from this stage to the next, each member must relinquish the comfort of non-threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, called Storming, is characterized by competition and conflict in the personal- relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization.Because of â€Å"fear of exposure† or â€Å"fear of failure,† there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure , power, and authority. There may be wide swings in members’ behavior based on emerging issues of competition and hostilities.Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a â€Å"testing and proving† mentality to a problem-solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In the Norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members’ contributions, community building and maintenance, and solving of group issues.Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared, and cliques dissolve. When members begin to k now-and identify with-one another, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development (assuming the group gets this far) that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts.The major task function of stage three is the data flow between group members: They share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort.Stage 4: Performing The Performing stage is not reach ed by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be most productive.Individual members have become self-assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity: group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivit y through problem solving and work. Stage 5: AdjourningThe final stage, Adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension – in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group. The most effective interventions in this stage are those that facilitate task termination and the disengagement process. Reference: Burns, L. Bradley, E. , and Weiner, B. (2012). Shortell & Kaluzny's Health Care Management: Organization Design ; Behavior, (6th Edition), Clifton Park, New York: Delmar Cengage Learning. Cintron, Rene. Employee Turnover: Causes, Effects, and Prevention. Retrieved on February 09, 2013 from www. renecintron. com/files/Employee_Turnover. doc Coleman, L. G (1989 , December 4) Human Resources Management: An Experimental Approach )2nd custom edition) Upper Saddle River, NJ Prentice Hall. HCA 6225-01. Chapter 05 powerpoint. Retrieved on February 08,2013 from https://bb. csueastbay. du/webapps/portal/frameset. jsp? tab_tab_group_id=_30_1;url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D%20_396854_1%26url%3D Marc A. Rodwin, May 1998. Address comments to Marc A. Rodwin, Associate Professor, School of Public and Environmental Affairs, Indiana University, Bloomington, IN. 47405 Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.? Tuckman, B. ; Jensen, M. (1977) Stages of Small Group Development. Group and Organizational Studies, 2, 419- 427. http://www. drexel. edu/oca/l/tipsheets/Group_Development. pdf

Walmart essayEssay Writing Service

Walmart essayEssay Writing Service Walmart essay Walmart essayBased on the cases described above, how would you describe the managerial philosophy of Walmart? What principles are involved? What are the over- riding aims, values, and goals of Walmart?Walmart’s managerial philosophy is profit-oriented that means that the company puts its marketing interests prior to ethical norms and standards. The company uses utilitarian principles to reach its over-riding aims, values and goals, which lead the company toward taking the competitive advantage in the marketing using any means to reach the target end.How would you decide, in any of the cases mentioned above, whether or not Walmart had been acting in a socially responsible way? What considerations would help you to decide?The company would refuse from bribery in Mexico, if it acted in a socially responsible way. This is the only possible way because bribery violates basic social and ethical norms and misbalances the performance of the company and its social responsibility. The c ompany cannot bribe, with the one hand and provide social support with another.Does it matter to you, as a potential customer or a potential employee, whether Walmart has acted unethically? Why or why not?It does matter a lot whether Walmart acts ethically or not because the neglect of basic ethical norms is the ultimate manifestation of disrespect to a potential customer or employee. I would not buy from or work at the company that violates ethical norms.For a corporation as complex as Walmart, with some activities that can be described as unethical and some as ethical, is it ever possible to make a blanket ethical judgment about its operations?It is possible to make a blanket ethical judgment about Walmart’s operations because the company should have corporate ethical norms and standards determining the conduct of its managers and employees worldwide.How might Walmart executives defend their actions after they learned of the bribery in Mexico? Would your judgment change if bribery was a common business practice in Mexico?Walmart executives justified cases of bribery by the high level of corruption in Mexico. However, even if bribery was a common business practice in Mexico, such practices are unacceptable for the company conducting socially responsible policies.Walmart’s wages are above the legally required minimum wage, and health benefits are not legally mandated. Are there reasons for a business to take actions that are not required by law but that might reduce profits?Such actions are acceptable as long as they are within the framework of the social responsibility of the company and stand for interests of employees and local community members.Does Walmart have any responsibilities to its suppliers other than those specified in their contracts?Formally, Walmart have responsibilities determined by contracts but also the company should be able to respect ethical norms and standards.

Mispronunciation Definition and Examples in English

Mispronunciation Definition and Examples in English Mispronunciation is the act or habit of pronouncing a word in a way that is regarded as nonstandard, unconventional, or faulty. Words and names are sometimes deliberately mispronounced for comic or malicious purposes. The traditional term for incorrect pronunciation is cacoepy (the opposite of orthoepy, the customary pronunciation of a word). Because the pronunciation of a word or name is often determined by dialectal or regional conventions (which may vary widely), most contemporary linguists avoid the terms correct or incorrect in reference to pronunciation. Examples of Mispronunciation   The word I had used to describe the Liberal lust for power was insatiable, which I mispronounced as insat-eye-able. To this day, I cringe in embarrassment as I reflect upon the gentle public correction by Governor General Bob Higgins and the look of undisguised dismay on the face of Prime Minister Murray.(Brian Mulroney, Memoirs. McClelland Stewart, 2007)I had to mock her Australian accent, and she had to mock my American one, because she looked at me and my mouth and saw the corollary of what I saw, and we fought violently over how to spell aluminum, which she pronounced aluminium, and when she ran off into the bamboo and came back shaking a British dictionary that spelled it her way, I was utterly defeated.(Jane Alison, The Sisters Antipodes. Houghton Mifflin Harcourt, 2009) Local Pronunciations One thing visitors will notice in the Ozarks is the odd pronunciation of certain words. If youre used to hearing the state pronounced Mis-sour-EE, you may be surprised to hear some natives say Mis-sour-AH. Bolivar, Missouri, is BAWL-i-var, while out on the edge of the Ozarks, Nevada, Missouri, is Ne-VAY-da, and nearby El Dorado Springs is El Dor-AY-duh.(Fodors Essential USA, ed. by Michael Nalepa and Paul Eisenberg. Random House, 2008)If its the first Sunday in April, its Brougham Horse Trials. Thats Brougham pronounced broom. We have a tradition for odd pronunciation in Cumbria; its why Torpenhow is pronounced not tor-pen-how but Trappenna. I know. I cant work that one out either.(Jackie Moffa, Shipwrecked. Bantam, 2006) Exercise: Is There a Right Way to Say It? Think of some words that have more than one common pronunciation (coupon, pajamas, apricot, economic). Practice transcribing by writing each pronunciation in phonemic transcription. After you have done the transcription, discuss the varying pronunciations and the characteristics you associate with each pronunciation. What factors (age, race, gender, class, ethnicity, education, etc.) correlate with each pronunciation, and why do you think you have those associations? Are there some words for which you adopt the pronunciation of the person youre speaking with?(Kristin Denham and Anne Lobeck, Linguistics for Everyone: An Introduction, 2nd ed. Wadsworth, 2013) Mispronunciations in Language Acquisition One very productive approach to the language of under-fives especially is to study apparent mispronunciations. These can appear to be idiosyncratic mistakes but, as with inflectional errors, many children display similar patterns, and they are considered to be part of normative development unless they persist for too long.(Alison Wray and Aileen Bloomer, Projects in Linguistics and Language Studies, 3rd ed. Routledge, 2013) Mispronunciations in English Language Learning (ELL) First is the foreign accent factor: ELLs may mispronounce a word because some of the sounds do not exist in their first language and they have not learned to say them in English, or because the letters they are trying to pronounce map to different sounds in their native language.(Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners: Insights from Linguistics. Guilford Press, 2010) Speech Perception In speech perception, listeners focus attention on the sounds of speech and notice phonetic details about pronunciation that are often not noticed at all in normal speech communication. For example, listeners will often not hear, or not seem to hear, a speech error or deliberate mispronunciation in ordinary conversation, but will notice those same errors when instructed to listen for mispronunciations (see Cole, 1973). . . .[S]peech perception [is] a phonetic mode of listening in which we focus on the sounds of speech rather than the words.(Keith Johnson, Acoustic and Auditory Phonetics, 3rd ed. Wiley-Blackwell, 2012) A Word That Cant Be Mispronounced Banal is a word of many pronunciations, each of which has its outspoken and often intractable proponents. Though it may pain some to hear it, let the record show that BAY-nul is the variant preferred by most authorities (including me). . . .Opdycke (1939) says banal may be pronounced [BAY-nul] or [buh-NAL) (riming with a pal), or [buh-NAHL] (riming with a doll), or [BAN-ul] (riming with flannel). It is, therefore, one of the few words in English that would appear to be impossible of mispronunciation. . . .Although BAY-nul is probably the dominant pronunciation in American speech, buh-NAL is a close runner-up and may eventually lead the pack. Four of the six major current American dictionaries now list buh-NAL first.(Charles Harrington Elster, The Big Book of Beastly Mispronunciations: The Complete Opinionated Guide for the Careful Speaker. Houghton Mifflin, 2005) Deliberate Mispronunciations As well as making history, [Winston] Churchill also wrote it. His deep historical sense was evident in his many books and in his brilliant speeches in which he used his speech impediment to great effect. One example was his deliberate mispronunciation of the word Nazi, with a long a and a soft z, in order to show his contempt for the movement to which it referred.(Michael Lynch, Access to History: Britain 1900-51. Hodder, 2008)Singapore culture may be considered pro-West in many ways. This pro-West attitude is implied in the Singlish word cheena, which is a deliberate mispronunciation of China. It is an adjective used to describe anything that is considered Chinese and old-fashioned (e.g. so/very cheena). The word can be used to describe the way a person looks or does things.(Jock O. Wong, The Culture of Singapore English. Cambridge University Press, 2014) Mock Spanish and the Mispronunciation of Spanish Loan Words [T]he sociolinguist Fernando Peà ±alosa (1981), working in southern California, identified the racist functions of hyper anglicization and bold mispronunciation of Spanish loan words as long ago as the 1970s. Spanish speakers object to the use of offensive words like caca and cojones in public English, and many also object to the ungrammaticality of expressions like No problemo, and misspellings like Grassy-Ass as showing disrespect for the language...Bold mispronunciation . . . yields bilingual puns like Fleas Navidad, which shows up every year on humorous Christmas cards with pictures of dogs, and that hardy perennial Moo-cho with a picture of a cow. The opposite treatment is Much Grass from Muchas gracias.(Jane H. Hill, The Everyday Language of White Racism. Wiley-Blackwell, 2008) The Lighter Side of Mispronunciation Ann Perkins: Seniors can get pretty ornery.Andy Dwyer: I think thats pronounced horny.(Rashida Jones and Chris Pratt in Sex Education. Parks and Recreation, October 2012) Donald Maclean: Hullo.Melinda: Hi. Youre English.Donald Maclean: Does it show?Melinda: You say hello with the letter u where the letter e oughta be.Donald Maclean: Well, youre American.Melinda: You noticed.Donald Maclean: You say hello with the letter i where the e and the l and the l and the o ought to be. . . . I hate America.Melinda: Are you gonna tell me why?Donald Maclean: For the way you treat workers, the way you treat black people, the way you appropriate, mispronounce and generally mutilate perfectly good English words. Cigarette?(Rupert Penry-Jones and Anna-Louise Plowman in Cambridge Spies, 2003)