Opposing Styles of Supervision Research Paper Example | Topics and Well Written Essays - 750 words

Opposing Styles of Supervision - Research Paper Example   McGregor's Theory Y and X McGregor's Theory X says that an average person dislikes work and will avoid it as much as he/she can and therefore most people must be forced with the threat of punishment to work towards organizational objectives whereas Theory Y says that there are people who show strong commitments towards their work and need rewards for boosting their performances further (Douglas Mcgregor - Theory X, Y, 2010). Theory X and theory Y point towards the necessitate of using contrasting management styles in an organization. In other words, a supervisor should change his strategies judiciously so that each employee will get the message that good works will be complemented whereas poor performances will be punished. For example, suppose an employee is reporting late continuously. The supervisor should give some punishment to that employee in order to motivate him to change his behavior. On the other hand, suppose another employee stay back to complete a work even after th e regular time, he should be complimented. In the first case, the employee belongs to the X category whereas in the second case, the employee belongs to the Y category. Suppose the supervisor failed to punish the employee X. X will repeat his mistake till he gets any warning or punishment from the supervisor. He may think that the organization is not much serious about late coming and therefore he can continue his behavior without any problems. Same way suppose the supervisor failed to notice the good work of Y. Y will think that he may not get any compliment or reward for his better works and there is no point in continuing that behavior. On the other hand, if the supervisor, complement the better work of Y, then he will get more energy to repeat such good works in future also. Autocratic Supervision vs. Participative Management â€Å"Authoritarian supervision, in general, is characterized by the relatively high degree of power wielded by the supervisor over the workgroup. Democra tic supervision, on the other hand, is characterized by a sharing of power through participative decision making† (Sales, n.d, p.275). In autocratic supervision, management makes all the decisions without seeking any inputs from the employees whereas, in participative management, the organization welcomes and respect the opinions of the employees while taking any decisions. It is difficult for a supervisor to remain autocratic or participative all the time. Based on the demands of the situation, the supervisor should change his supervising strategies. For example, suppose a supervisor wants to prepare an estimate for a particular project. It is better to seek the opinions of the employees about the possibilities of completing that project in the most feasible manner in order to prepare competitive estimates. It is not necessary that the supervisor may aware of all the options available for the completion of that project. The employees can advise the supervisor about the easies t and cheapest ways of completing a project so that the organization will be benefitted at the time of the preparation of the estimate and also at the time of execution of the project. On the other hand, suppose the organization wants to schedule some overtime work for finishing off some urgent work.  Ã‚  

Xlas ais syllabus Essay Example for Free

Xlas ais syllabus Essay I. COURSE DESCRIPTION A general survey of scholarship practiced within three broad cultures of inquiry: the Humanities, Social Sciences and Natural Sciences. Through a cross-disciplinary framework, this course explores the diverse ideas, values, and practices used by various disciplines to investigate and organize their subject matter and create knowledge. Students will consider and compare the assumptions, methods, ethics, and impact of inquiry and scholarship within these three broad cultures of inquiry. Students will examine, compare, and contrast the intellectual endeavors that influence society and human experience. II. GOAL PURPOSE One of the primary purposes of all universities is to produce and share knowledge. Thus, the overall goal of this course is to provide incoming students with a general introduction to academic cultures of inquiry and the ideas, values, and beliefs inherent in its varied disciplinary perspectives. The specific purpose of this course is to provide an overview of academic inquiry and to guide student discovery of how various disciplines produce knowledge. This course begins with the premise that processes of inquiry differ by academic tradition, and thus represent distinct cultures of knowledge-making. Extending beyond simple rote memorization, the course will emphasize deep understanding and application of concepts. Hence, the course examines academic cultures of inquiry within the Humanities, Social Sciences and Natural Sciences and provides students a brief introduction to: (1) how different disciplines formulate and investigate questions; (2) how specialized disciplinary language influences inquiry; (3) how context and community influence inquiry; and (4) how each discipline uses different means, materials, and methods of inquiry to produce knowledge. A common theme â€Å"Food Matters† is used to organize the course readings and discussions. 1 III. LEARNING OUTCOMES This course contributes to the following measurable outcomes: LEARNING OUTCOME Upon completion of this course, the student will be able to: COURSE AND/OR CORE ASSESSMENT LEARNING OUTCOME CORE CURRICULUM OBJECTIVE 1. Compare and contrast how scholars from the Humanities/Fine Arts, Social Sciences, and Natural Sciences ask questions and seek answers. Course and Core Assessment Learning Outcome Critical Thinking 2. Categorize disciplines within the Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 3. Generate examples of appropriate research/inquiry questions in the  Humanities/Fine Arts, Social Sciences, and Natural Sciences Course Learning Outcome 4. Identify key research/inquiry terms and concepts used in the Humanities/Fine Arts, Social Sciences, and Natural Sciences. Course Learning Outcome 5. Explain similarities and differences in communication conventions in the Humanities/Fine Arts, Social Sciences, and Natural Sciences, using oral presentation, visual representations, and writing. Course and Core Assessment Learning Outcome Communication Skills 6. Identify credible resources and elements of scholarly work in the Humanities/Fine Arts, Social Sciences, and Natural  Sciences Course Learning Outcome 7. Identify components of ethical research and inquiry germane to the Humanities, Social Sciences, and Natural Sciences (e. g. , avoiding misrepresentation and distortion of information, academic dishonesty, and personal bias). Course and Core Assessment Learning Outcome Personal Responsibility 2 8. Explain how academic inquiry and various communities (local to global) influence each other. Course and Core Assessment Learning Outcome Social Responsibility IV. COURSE GRADING Final Class grades will be based on the following weights: Assignment Percent of Course Grade  Class Attendance 5% Weekly Assignments, Homework, Quizzes 40% Exams/Assessments (4 X 10%) 40% Group Presentation/Individual Response Paper 15% Total 100% V. COURSE REQUIREMENTS A. ATTENDANCE Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors will NOT drop or withdraw students because of non-attendance. B. WEEKLY ASSIGNMENTS, HOMEWORK, QUIZZES Student learning will be regularly assessed using a combination of weekly in-class assignments, homework, and/or quizzes designed for class participation. These will help students keep up with the assigned reading as well as provide a context for students to work through and reflect on class material. These cannot be replicated outside class sessions. If a student is absent (or late), he/she clearly cannot participate in the activity that occurred during the absence or tardiness. Students may not make up missed in-class activities without providing a medical excuse or verification of participation in official UTSA activities, e. g. : representing UTSA in approved events such as  debate or athletic events. The lowest in-class assignment grade will be dropped. C. EXAMS/ASSESSMENTS There will be four exams, each covering approximately one fourth of the course material. The exams will consist of objective items and short-answer essay questions. Student essay responses will be graded for grammar, punctuation, sentence-structure, etc. 3 D. GROUP PRESENTATION/INDIVIDUAL RESPONSE PAPER Students will be required to participate in a group presentation. Instructors will assign 3 students per group based on their identified major/area of interest (one Humanities/Fine Arts, one Natural  Sciences, and one Social Sciences). Each group will develop a narrowed topic, statement of the problem, and discipline-specific approaches related to a â€Å"Food Matter. † Students may be provided a list of pre-approved topics or they may identify their own topic, subject to instructor approval. Each group member will follow detailed instructions specific to his/her area of inquiry (instructions and grading rubric provided at later date). The group will work collaboratively to create a poster that includes (1) an overall statement of the problem, (2) a Natural Science disciplinary approach to the problem, (3) a Social  Science disciplinary approach to the problem, and (4) a Humanities/Fine Arts disciplinary approach to the problem. Groups will present a 6 to 7-minute summary of their exploration of inquiry in three broad areas of learning to the class by stating their problem and describing the three approaches to addressing their problem. Each group member is required to participate in the oral presentation and is expected to orally present his/her discipline specific approach. In addition, each group member is expected to provide an individual response paper detailing his/her portion of the presentation. Specific guidelines for the group presentation and indivdiual response paper will be provided at a later date. Reflective Evaluation. Each student may complete a reflective evaluation rubric for each group member and one self-evaluation. Criteria will include the extent to which each group member helped move the group forward, completed tasks effectively and in a timely fashion, supported a constructive team climate, and addressed destructive group conflict. These evaluations may count as a homework grade. Group Presentation Evaluations. Each student in the class will critically evaluate their classmate’s group presentations. A rubric of the presentation evaluation will be provided at a later date. The evaluations may serve as a graded assignment. VI. CLASS POLICIES. Attendance. Regular attendance is necessary for successful completion of the course and is, therefore, mandatory. Attendance will be taken at each class meeting. Dropping a course is the student’s responsibility. Instructors may NOT drop or withdraw students because of non-attendance. Participation Preparation. This course is designed to engage class members in a thoughtful, on-going conversation about the nature of research and various academic cultures. Many of the  class activities are based on readings and group work completed prior to and during class. It is, 4 therefore, a student’s responsibility to keep up with the readings and assignments and come to class ready to participate. Electronic Devices. †¢Cell Phones. Ringing cell phones disrupt the learning environment. Please set to vibrate during class. †¢Audio-Taping. It is permissible to record class lectures if you so desire. However, recording the class while going over an exam is prohibited. †¢Laptops and/or Tablets. If you have one, bring it. We may use them during class to access the Internet. Do not use them unless assigned. Makeup Exams, Late Work, Extra Credit, Incompletes. Make-up exams and late work will not be allowed unless PREVIOUSLY cleared with the professor. IF a makeup exam is permitted, the student must take the exam prior to or during the next scheduled class meeting. Late work will be allowed at my discretion. IF late work is accepted, points will be deducted at a rate of 5 percentage points per day, excluding weekends and holidays. No late work will be accepted more than 1 week after the due date. No work for extra credit will be allowed for any individual student for any reason. Course incompletes will be given only in EXTREME cases. Course Evaluation. Professors use feedback provided by students in course evaluations to improve their teaching. Additionally, course evaluations are a strategy used by the University as one factor in evaluating an instructor’s effectiveness. As a faculty member I encourage you to complete the course evaluation during the availability period later in the semester. One extra credit point will be added to the average of participating students at the end of the semester. Students with Disabilities. Students with documented exceptionalities should register with Disability Services (MS 2. 03. 18, 458-4981 or – Downtown BV 1. 302, 458-2945). For more information regarding the Office of Disability Services, consult the following link: http://www. utsa. edu/disability/students. htm Tomas Rivera Center. I encourage you to utilize the academic support services available to you through the Tomas Rivera Center (TRC) to assist you with building study skills and tutoring in course content. These services are available at no additional cost to you. The TRC has several locations at the Main Campus and is also located at the Downtown Campus. For more information, visit the web site at www. utsa. edu/trcss or call (210) 458-4694 on the Main Campus  and (210) 458-2838 on the Downtown Campus. Cheating. Students are expected to be above reproach in scholastic activities. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the 5 possibility of failure in the course and dismissal from the University. According to The Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3. 2, Subdivision 3. 22, Scholastic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another  person, taking an exam for another person, and act designed to give unfair advantage to a student or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For more information regarding the UTSA Student Code of Conduct, consult the following link: http://www. utsa. edu/infoguide/appendices/b. html 6 Roadrunner Creed The University of Texas at San Antonio is a community of scholars where integrity, excellence, inclusiveness, respect, collaboration, and innovation are fostered. As a Roadrunner, I will: †¢Uphold the highest standards of academic and personal integrity by practicing and expecting fair and ethical conduct; †¢Respect and accept individual differences, recognizing the inherent dignity of each person; †¢Contribute to campus life and the larger community through my active engagement; and †¢Support the fearless exploration of dreams and ideas in the advancement of ingenuity, creativity, and discovery. Guided by these principles now and forever, I am a Roadrunner! 7.

My Hero-Muhammad Ali David Ramsey 10A Essay Example for Free

My Hero-Muhammad Ali David Ramsey 10A Essay My hero is Muhammad Ali who first came into the public eye as Cassius Clay when he won a gold medal at the Olympic Games in Rome in 1960. In 1964 he stunned the boxing community with his defeat of Sonny Liston, the heavyweight champion, and shocked the world yet again when he changed his name to Muhammad Ali after the fight. During the Vietnam war he was ordered to go and fight but he refused on religious grounds, but his decision was not met with ease, he was branded a draft-dodger and threatened with prison. He was stripped of his title and was effectively banned from boxing. Despite this, he never gave in to the American Government and stuck to his principles and during the years of exile from boxing he spent time studying his religion and public speaking. It was evident that he was sincere in his beliefs and he started to reclaim the respect of the American public, especially as the horrors of what was happening in Vietnam began to be shared more widely.When he was 28 and after 3 years band from the sport he loved, he was able to resume his boxing career. He eventually regained his title and went on to fight in some of the most breathtaking fights the world has ever seen. During his career, his influence on the world of boxing changed the sport forever. He took the world heavyweight championship away from its traditional New York City venue and took it to Canada, Britain, Germany, Zaire, Malaysia and Manila, as well as the United States. He used his position to speak out against inequality and always helped people who were less fortunate than himself. He is still an ambassador of his religion and continues to try to give people hope. After he came back from suspension, he started with a mission to reclaim his title, he was granted a title shot against Joe Frasier in 1971, he underestimated Joes ability however, and lost the fight, it would now be even harder to become champion again. The world said that he was too old and past his peak when he was beat again by Ken Norton in 1972. Joe Frasier was beaten by George Foreman so Ali knew that if he was once again to become the Greatest he would have to beat Ken Norton, which he did and then he made an amazing comeback against Joe Frasier in the rematch in 1974. Ali had earned his title shot, the stage was set for Zaire (the Rumble in the Jungle) Ali vs Foreman. Muhammad Ali was very old and although he had made amazing comebacks against Frasier and Norton, neither of these were the fighter that George Foreman was, even Alis own trainer asked Foreman to take it easy on Ali because he was an `old man`. But yet again Muhammad Ali proved the world wrong yet again by knocking out George Foreman out in 8 rounds to regain his title. He reigned as champion for 4 years until he was beaten by Leon Spinks, now Leon was thought to be the greatest and the world expected him to become the next Muhammad Ali, he repeatidly taunted Ali until the rematch when Ali taught him what it meant to be the greatest! He was the first man to win the title 3 times. His flamboyant style has made him a legend, and his slogans `I am the greatest` and `float like a butterfly, sting like a bee` became catch phrases. Alis lifestyle was plagued with divorces and failed relationships but stayed loyal to his religion and his fans. Ali was president Carters special envoy to Africa in 1980 (attempting to persuade nations to boycott the Olympics). Muhammad Ali has lots of personal qualities and values. He spoke for civil civil rights against discrimination of black people in America on numerous occasions and refused to go to Vietnam for 2 reasons: he remained loyal to Islam and he refused to murder innocent people. This shows dignity and independence because he wouldnt get drafted into the army when he didnt want to. I admire Alis determination and strengh of character in this act even when he was sentenced to 5 years imprisonment and had his boxing license revoked he would not submit to the American Government. Ali has got to be the most entertaining sportsman ever, his humour, charisma and skill in the ring earned him the sportsperson of the century award. I admired his boxing skills when I first learnt about Muhammad Ali but as I progressed in learning about his life I was amazed to find out how much money he donated towards charity, he held many fundraisers for under priveliged children on the streets of America and Africa. Ali was very endurant because he has always been the only boxer to dance around the ring for a whole 15 rounds during a fight. He was always confident in his abilitys and always optimistic. Ali has great ambition, ever since he started boxing he said he would be the greatest and went in the right direction to do so because he is widely known as the greatest boxer ever. Ali has the courage to stand up and fight for what he believed in because he became a muslim whilst getting alot of criticism off muslims themselves, and changed his name to Muhammad Ali to suit his religion even when his own family disapproved of it. Now, Muhammad Ali is suffering from Parkinsons disease, which attacks the nervous system, there is no cure for this disease and Ali has suffered immensly as a result of it. Despite this he still finds the energy to fund the Black Muslim campaign and other charities. Muhammad Ali has certainly influenced my life for the better because he has taught me to never give up on my dreams. Muhammad Ali is a perfect example of that if you work hard enough and never give up you can achieve just about anything, just as he did. The world might never have known Muhammad Ali if his bike hadnt been stolen when he was 12. He set out an aim to be the greatest ever and worked extremely hard but never gave up, even when he was deemed too old to fight again, he beat George Foreman, against all odds, in Zaire. In conclusion, Muhammad Ali is my hero because he has proved the world wrong again by defeating other boxers against all odds (and still leave room for his witty humour). I will remember Muhammad Ali as someone who stood up for his beliefs always and was indeed the greatest.

Growth and Change in the English Language

Growth and Change in the English Language English is a rich and colorful language that is constantly in flux. The English language has evolved over time, the way all languages do. As members of a society grow and develop, so too must the tools they use to communicate with each other. As Coulmas points out, languages are often said to reflect the social realities of their speech communities (1989, p. 2). Since social realities are constantly shifting, the language that reflects them must adapt as well. This is particularly true of English. One reason for this is that there are so many variations of the language itself. In addition, it is such a widely spoken language, and it is spoken by people in all parts of the world. Non-native speakers of English now outnumber native speakers 3 to1, according to a recent Newsweek report (Power, 2006, par. 4). In addition, non-native speakers of English not only learn the language, they change it: the new English-speakers arent just passively absorbing the language theyre shaping it (Powe r, 2006, par. 5). Changes in Grammar and Vocabulary Even among native speakers of English, the language constantly evolves. Language itself provides the seeds of change, and social circumstances provide fertile ground for their growth and spread (Wolfram,2005, par. 3). We can see this in the grammar and syntax of the language, as well as in the vocabulary. Grammar, for example, has changed gradually over the years. A recent example of this is the need to reflect a new awareness of gender equality. In contemporary usage, instead of always using the male pronoun, speakers and writers employ a variety of ways to acknowledge the equality between the genders. At times, he or she is used. As an alternative,many times people will simply use the plural forms, since they refer to both males and females. Vocabulary changes because new things are constantly invented, and we need ways to name them, and to communicate about them. When new inventions,or new concepts, become part of our lives, we need to have words for them. For example, with the invention of the Internet, new words had to be coined so that people would have a way of discussing it. And since the influence of the Internet continues to grow, new words are continually invented, or borrowed, to categorize the many concepts that have become pertinent to our lives. Innovation in language is necessary because there is a constant need to name novel objects, processes, and relations, asserts Coulmas (1989, p. 15). The options available to a speech community when it needs a new word for a new idea or invention are limited, however. Coulmas breaks it down as follows: When a speech community wants to express a concept for which there is no word in its language it can either borrow one from another language or coin a new one; it can, in other words, borrow the form and the meaning or the meaning only'(1989, p. 15). English Language from a Linguistic Perspective Linguists explain that language, by its very definition, must change and develop overtime in order to meet the needs of an increasingly complex society. Language is seen by linguistic experts as a fluid and constantly evolving tool, one that must adapt in order to continue to meet the needs of the individuals who use it. Occasionally, a language may suffer a period of stagnation, or it may even go through a period of deterioration. Coulmas discusses this, and explains that languages tend to have a basic resiliency that allows them to get past these periods and continue to develop: In the course of history, languages have been known to adapt successfully, thus recovering their full communicative potential after a period of retardation or degeneration (Coulmas, 1989, p. 4). Aitchison explains that human language is a communication system used by humans, but that it is hardly the only system that exists. Other life forms communicate, too,although their medium is not words. The methods these other life forms use to communicate shift over time to accommodate changes in the needs of those who use it. Human language is no different. Human language is not unique among animal communication systems in its tendency to alter itself continuallyasserts Aitchison (2001, p. 95). However, she swiftly points out that it is only recently in the twentieth century that linguists have come to develop plausible theories about the ways in which language changes, and the reasons those changes occur (Aitchison, 2001, p. 95). One of the pioneers of linguistic research is Labov, whose years of research in the field have provided a basic framework for later investigation by other linguists. Labovs studies on language and language change have been hugely influential. His basic premise is that one cannot understand the development of a language change apart from the social life of the community in which it occurs (Labov, 1972, p. 3). This means that the study of language alone is insufficient; the language must be studied within the larger framework of the culture it reflects. The conditions of that culture, historically, socially,economically all play a role in the evolution of that cultures language. In keeping with Labovs theory, Aitchison suggests that language developments happen as a direct consequence of events that occur with in a cultural setting. According to Aitchison, a social trigger is needed to ignite a change (2001, p. 98). She then goes on to explain that these changes do not happen at random, but that there are deeper causes at work. She separates these causes as being either natural tendencies or therapeutic changes (p. 98). Natural tendencies, she explains, are part of a normal and expected linguistic process. An example of this is the tendency for members of a speech community to drop the final consonants of their words. This has happened in other languages, and it is now happening in English as well(Aitchison, 2001, p. 99). Therapeutic changes, on the other hand, are forged by speakers of the language for purposes that may not be initially evident. An example of this is politeness, and the desire to avoid confrontation. Humans learn to create constructions tha t will be less likely to stir up unpleasant interactions (Aitchison, 2001, p. 100). Some changes have overt prestige: speakers regard certain pronunciations as classy, and they want to talk that way themselves (Aitchison, 2001, p. 96). Speakers of a language consciously and unconsciously become aware of certain levels of speech within their language.In order to advance socially, then, some people adopt the words that are spoken by individuals they perceive to be on a higher social level. In so doing, they believe that they will improve their own status. This may work to greater or lesser degrees. However, this can also result in other consequences, such as hyper correction Hyper correction, Aitchison explains, tends to occur in fairly formal styles, when people are trying to speak in a careful way,especially if they are insecure, and want to impress those around (Aitchison,2001, p. 96). Once a language is no longer capable of growth and change, it dies out. Languages that are no longer used, then, are no longer growing. Languages like Ancient Greek and Latin are examples of this. They are alive only in the sense that they area key to past civilizations, but they are no longer used as a means of verbal communication. One linguist writes, change is one of the inevitable facts in the life of any language. The only language not in a perpetual state of flux isa dead language (Wolfram, 2005, par. 3). English, clearly,is alive and thriving, and it continues to change in ways that were never thought possible. As Power notes, all languages are works in progress. ButEnglishs globalization, unprecedented in the history of languages, will revolutionize it in ways we can only begin to imagine (2006, par. 6). Conclusion As this paper has demonstrated, English is a rich language that is spoken all over the world, by natives and non-natives alike. As such, it is in a constant state of evolution. As members of a speech community grow and develop, their language must grow and adapt along with them. Social realities constantly shift, and language clearly reflects that shift, through grammar and syntax as well as through the vocabulary itself. Linguists describe and explain these changes in a number of ways; the discipline of linguistics, much like language itself, is continually evolving and developing as new researchers and new theories come along. English is unique in its ubiquity and in its ability to adapt and reinvent itself, and will certainly continue to change and thrive in years to come. Reference List Aitchison, Jean.2001. Language Change. Pps. 95-104 in The Routledge Companion to Semiotics and Linguistics, ed. Cobley, Paul. London: Routledge. Cobley, Paul, ed.2001. The Routledge Companion to Semiotics and Linguistics. London: Routledge. Coulmas, Florian.1989. Language Adaptation. Pps. 1-25 in Language Adaptation, ed. Coulmas, Florian. Cambridge: Cambridge University Press. Labov, William. 1972.  Socioloinguistic Patterns. Philadelphia: University of Pennsylvania Press. Power, Carla.2006. Not the Queens English. Newsweek International Edition. Accessedon February 14, 2006, from http://www.msnbc.msn.com/id/7038031/site/newsweek/ Wolfram, Walt. 2005.The Truth About Change. Accessed February 14, 2006, from http://www.pbs.org/speak/ahead/change/change/#change

The Coca and the Cocaine War :: essays research papers fc

THE COCA AND THE COCAINE WAR The current â€Å"War on Drugs† involves skirmishes in an arena with two fronts: The consumer and the manufacturer. The successes and failures of the battle are not clearly identified without first looking at how the battle can be ultimately won. When it comes to cocaine, the problem of punishing the whole instead of the individual is hard to define. Many countries use the raw ingredient, the coca plant, as part of a social and cultural structure. The only way to win the â€Å"War on Drugs† is to focus war efforts on fighting the manufacturer of the finished cocaine product.   Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"War on Cocaine† has been trying to fight a battle on two fronts. The first objective of the American government is to deter the consumer from using illegal products. The genesis of punishment against users is sited in the 1914 Harrison Act, in which addicts and others that possessed drugs were punished for buying or possessing cocaine or heroin without a prescription (Bertram, 26). This act began a trend that still today allows law enforcement to arrest the user along with the supplier. The supplier (drug trafficker) is the key in this type of police action, because most of the time the user will be unaware of the exact origin of the substance or have any knowledge as to where it was purchased or manufactured. The main problem with this type of arrest is that 70 to 75 percent of the narcotic arrests per year are for possession and only 25 to 30 percent are for actual drug trafficking offenses. Although the user should not be overlooked, a greater emphasis ought to be focused on the supplier in order to reach the actual manufacturer of the illegal substances.   Ã‚  Ã‚  Ã‚  Ã‚  The other front of the battle of the â€Å"War on Drugs† comes from locating and shutting down the manufacturers of cocaine. Cocaine is manufactured from the coca plant, the drug’s main ingredient. When the government imposes sanctions on different nations for growing the coca plant, careful considerations must be made. Just like any other market, there may be underlying circumstances for growing the plant that are perfectly innocent to the illegal cocaine market. The key influence of the coca market comes from the Andean countries of South America: Peru, Bolivia, and Colombia. These countries are responsible for almost exclusively cultivating the coca plant, but Colombia is the main processing nation of the plant into cocaine, at nearly 70 percent (Stares, 2).

Online Courses vs. Traditional Courses Essay -- Higher Education, Inter

Today, more and more colleges are offering courses to students that are entirely online. Students who are drawn to online courses include students working full-time jobs, students who would prefer a private study environment, or students who find that online courses are easier than traditional (campus-based) courses. Advertisements geared to encourage students to register for online classes have the tendency to portray them as being easier and requiring less work than its campus counterpart. For instance, some television advertisements show students wearing night clothes working in a relaxed environment within their home - free of the pressures caused by deadlines and testing. Despite the fact that online courses and traditional courses generally cover the same material on a given subject—the two are markedly different with regards to technical requirements, social interaction, testing, and practice. Possessing strong computer skills is one of the fundamental requirements for a student taking an online course. In contrast, traditional courses seldom require the use of computers; instead, online courses are conducted entirely on a computer via the internet. Students must know how to navigate the internet, use email to communicate and submit assignments, and use word processing and other programs required for the specific course. Students who are novice computer users will be at a great disadvantage and likely will not complete the course with a satisfactory grade. Students who possess these skills will be able to excel through online courses with greater ease, and more flexibility than courses taught on campus. Lack of social interaction is another factor that a student should consider when registering to take an online course. A... ...es, than courses taken on campus. Students absolutely must possess great self-discipline in order to successfully complete an online course. All things considered, besides a private study environment, the single most advantage of an online course over a traditional course is the flexibility they offer in scheduling, especially for students with fluctuating schedules. Nevertheless, despite advertisements, online courses require students to work as hard as courses taught on campus—if not harder. Students who lack computer skills, students who require strong social interaction, and students who are not strongly disciplined should take courses that are offered on campus. Students must carefully evaluate all of these points and any course literature available in order to select the type of course that best fits their learning style, as this has been most helpful for me.

Will My Child be Okay at a Summer Camp? :: Disabilities Education Essays

Will My Child be Okay at a Summer Camp? With the thought of summer camp comes the recollection of cabins filled overstuffed with bunk beds, campfires, and mess hall meals with the loads of friends we met at the opening dance. Summer camp is a childhood memory for many of us, one that changed our youth, usually for the better. Such camp memories and activities still hold true today, even for children with disabilities. The inclusive classroom that takes place during the school year has now begun to carry over into the summer months at camps across the country, whether they be overnight for the whole summer, day camps or weekend camps. Residential camps may be one setting where children can develop greater personal and social maturity, according the Ann Fullerton, et al. article entitled The Impact of Camp Programs on Children with Disabilities: Opportunities for Independence. With that thought in mind the Americans for Disabilities Act now requires all camps to make reasonable accommodations so that children with special needs can attend. But some camps surpass this requirement by a long shot. Inclusion has become quite a popular aspect of the general education schooling and so children with disabilities, learning, behavioral or physical among some, are now being placed in classrooms with their peers with no such needs. These children are given the chance to interact and experience things they would have never done at home perhaps or in a special education school. The same goes for summer camps these children may attend between June and August. As stated in a Washington Post article, â€Å"parents of special education students have long said their children are left in the lurch once school closes for the summer.† Summer camps across the country are beginning to bring together children with and without disabilities for memorable summer experiences. â€Å"The percentage of accredited camps that have tailored service for children with physical or mental disabilities has risen from 9 percent to 13 in the past two years†, states Harriet Gamble, director of co mmunications for the American Camping Association. Having accredited camps that blend children with and without disabilities provides an opportunity for new friendships to form and families to attend camp together. At Kamp A-Kom-Plish in Southern Maryland is where Tiffani Sterling-Davis sent her three children. Alayna and Julian checked into camp with sister Breanna, 11, who has Down syndrome.