The International Marketing Mix Case Study Example | Topics and Well Written Essays - 3000 words - 4

The International Marketing Mix - Case Study Example In terms of product, PepsiCo utilizes a wide variety of different positioning strategies for each product brand. However, as each food and beverage product is being distributed to different multinational consumers and a high volume of competition exists in this market, PepsiCo must use its marketing focus to create a connection with consumers through various branding activities. For example, if the typical Aquafina (bottled water) drinker is the athletic and motivated consumer fitting the psychographic profile of social and recreational enthusiast, PepsiCo must position Aquafina as a brand which befits lifestyle and utilizes various marketing communications (as an integrated bundle of marketing messages) to appeal to this demographic. In some developing countries, Aquafina might be more of a staple drink in an environment where clean, city water systems are not common in foreign neighborhoods. This would provide PepsiCo with the opportunity to position Aquafina as a reliant brand suc h as emphasizing its quality or mineral content. For instance, PepsiCo, in an attempt to appeal to the international consumer with a dedication for environmental advocacy, created a partnered marketing strategy with Sam’s Club (a Wal-Mart company) entitled Return the Warmth to promote recycling and other environmental initiatives (Annual Report, 2007). This indicates how the company utilizes various social trends and a desire to make brands appeal to different demographic segments as a means to give PepsiCo brands competitive advantage and boost international profitability. Â   Â   Â   Â  The company also utilizes creative marketing practices, such as new logo design and product packaging visuals, to appeal to the diverse multinational consumer. With the recent decline in global demand for PepsiCo products, the company is attempting to reinvigorate the Pepsi brand by changing cans. In an attempt to appeal to the foreign, contemporary U.S. consumer, the Pepsi brand designed the cans to reflect various emotions which are used in countries where text messaging is popular (Birchall, 2008).

Turkey make people sleepy Essay Example | Topics and Well Written Essays - 1000 words

Turkey make people sleepy - Essay Example According to my personal experience to this matter; eating a lot of turkey makes me tired and consequently, I resort to taking a nap. Mary Ann’s theory questions if the thanks giving feast sleepiness and tiredness aspect could explain this lethargy. The friend of mine - Martin, who is visiting my town for summer holidays, and who had earlier admitted to this myth had even warned us that â€Å"if you serve a lot of turkey in any party or dinner, you are definitely going to fall asleep in front of your companions†. Everyone else thinks that my reason on this matter is misplaced as it is logical that eating a lot of any meal can make one sluggish and tired, but to some extent, I think that one can be surer of getting tired after eating turkey than with other meals – even after moderate consumption of turkey. In a more professional context on this matter, the story has been reasoned out by the fact that turkey contains tryptophan and amino acid contents that tend to make people tired and sleepy. However, this has also contributed to a controversy as other animals’ products and meat contains some level of these substances as well. â€Å"This is based on a little right information, but just misapplies and misunderstood†, this is what Fiona Martinez – a professor of molecular nutrition from Minnesota University had to say. Turkey traditionally has been regarded as the main meal in the thanksgiving ceremonies. Funnily, it has been observed that after these ceremonies, people tend to get tired and sleepy. This fact has made a lot of people to actually conclude that the contents of turkey are the primary reason that leads to these conditions. Therefore, many people believe in the myth that eating turkey makes people sleepy. However, in the holiday or festive seasons where a lot of people take turkey, these seasons have also been characterize by the intake of other food substances such as lots of dessert and drinks that contain al cohol are equally usually consumed during these seasons. This has also raised more hypotheses as far as this myth is concerned. A lot of individuals have claimed that it is the dessert and the alcoholic drinks taken after consuming turkey that leads to this feeling of laziness and tiredness. Otherwise, a majority of people still believe in the myth that turkey contains a natural sedative that induces sleepiness. Part II The myth around turkey has been investigated by various scholars and researchers and they have come out with different conclusions as regards to the matter. Turkey in real sense does not make people sleepy. What scientists have concluded to be the cause of this myth is the L-tryptophan which is an essential amino acid (Hirshkowitz, Max & Patricia Pg 105). Being an essential amino acid, it means that a human body cannot produce or synthesize it. Therefore, the diet we take must supply our bodies with the essential amino acid. Amino acids are the blocks that build prot eins. One of the foods rich in tryptophan is turkey. Besides, tryptophan is also found in other animal products especially poultry. When it enters the body, it is utilized in making a vitamin B which is called niacin and is essential for ensuring smooth digestion as well as in the synthesis of serotonin. Serotonin on the other side is a brain hormone or chemical which plays a major role in the regulation

Path Planning Strategy For Line Follower Computer Science Essay

Path Planning Strategy For Line Follower Computer Science Essay This paper presents the development of a line follower wheeled mobile robot. In this project, ARM cortex-3 based microcontroller is chosen as the main controller to react towards the data received from infrared line sensors to give fast, smooth, accurate and safe movement in partially structured environment. A dynamic PID control algorithm has been proposed to improve the navigation reliability of the wheeled mobile robot which uses differential drive locomotion system. The experimental results show that the dynamic PID algorithm can be performed under the system real-time requirements. Keywords embedded system, wheeled mobile robot, PID control algorithm. Introduction Embedded system includes many areas of knowledge, microcontroller hardware and software, interfacing technologies, automatic control theory, and sensor technologies etc. To speed up the learning process and motivate students to learn actively, the project-based learning approach may be applied in the embedded system design laboratory [1-4]. The low-cost wheeled mobile robot building, which is proposed in this paper, serves as a good example on which students can learn embedded system design skills. It covers not only common embedded system peripherals, but also energy control and real-time control firmware implementation. The process of the construction of wheeled mobile robot can give students the idea that hardware circuits and software algorithms are both mandatory for a successful embedded system design. The competition between student groups in the racing contest can also encourage them to explore in depth the skills acquired in this laboratory as well as give them lots of fun [ 5-7]. The remainder of this paper is organized as follows: The line follower robot structure and architecture issues and challenges along with their technical issues and problems are discussed in section 2. Programming details will be explained in section 3. Section 4 describes the integration of the complete system. LÄ ±ne follower wheeled MobÄ ±le Robot structure Generally, the line follower robot is one of the self-acting wheeled mobile mechanisms that follow a line drawn on the floor. The route can be a visible black line on a white surface or vice versa. The simple operations of the wheeled mobile line follower robot are shown below. Taking the line position data with optical sensors attached at the front end of the mobile robot. Most are using more than a few numbers of IR photo-reflectors. Therefore, the line sensing procedure needs high resolution and high robustness. Steering the wheeled mobile robot to track the line with any direction-finding mechanism. This is just a servo maneuver; actually, any phase recompense will be required to become stable following motion by applying digital PID filter or any similar servo algorithm. Monitoring the speed according to the path complaint. The speed is restricted during passing a turn due to the friction of the tire with the floor. From actually building the robot platform, to setting up, programming, and hardware or software fine tuning, everything needs to be taken into account when building a differential wheeled mobile robot. A mobile robot can be considered fundamentally as a combination of five main portions and subsystems. Chassis and body. Sensors and signal processing circuits. Microcontroller and interface circuits. Motor drivers Actuators (Motors and wheels) The Chassis and Body The Chassis would be the first part of a robots body. It is designed to handle all of the other components, transmission mechanisms, electronics and battery. It needs to be sufficiently large and provide adequate fixtures to furnish all necessary parts, as well as sturdy enough to cope with the weight of the parts along with additional loads which can appear in dynamic conditions such as vibrations, shocks or chassis torsion and actuators torque. There are some good materials for designing robots such as plastic, aluminum and carbon-composites. We must pay attention to the resistance, weight and mechanical ability for choosing one of them. In the designed robot, printed circuit board (PCB) has been used for chassis because of its lightweight and being strong enough for robot project. All components can be installed on the PCB to minimize the weight. It is noted that the performance is much more valuable than other issues. Sensors and Signal Processing Circuit Line follower robot uses Infrared Ray (IR) sensors to find the path and direction. IR sensors include an infrared transmitter and infrared receiver pair. IR sensors are often used to identify white and black surfaces. White surfaces effectively reflect well, but black surfaces reflect poorly. Hence, the distance between sensors and ground surface is important, and it is more valuable that how we put sensors near to each other. The distance between sensors and ground surface must be 2 to 10 mm, and the distance between each sensor is dependent on the line width. In the designed robot, we have used eight sensors, and they have a suitable distance between each other. If the line width is narrow, the distance between sensors must be reduced; otherwise, while curving the line, the robot will not be turned on time. Generally, the received signals from the sensors are analog and must be converted to the digital form. Therefore, the designed signal processing circuit can send the sensors signals to the microcontroller directly. Microcontroller We have used the TI Stellaris microcontroller LM3S811 in robot project. The LM3S811 microcontroller has a Reduced Instruction Set Coding (RISC) core. Internal oscillators, timers, UART, USB, SPI, pull-up resistors, pulse width modulation, ADC, analog comparator and watch-dog timers are some of the features [8]. With on-chip in-system programmable Flash and SRAM, the LM3S811 is a perfect choice in order to optimize cost. Motor Drivers A well-known and suitable motor driver is IC L298 which can be used to control two motors. It is a high voltage, high-current dual full-bridge driver designed to accept standard TTL logic levels and drive inductive loads such as DC and stepping motors [9]. Two enable inputs are provided to enable or disable the device independently of the input signals. L298 has 2 amperes per channel current capacity and it can support up to 45 volts for outputting. Moreover, L298 works well up to 16 volts without any heat sink. The Actuators (Motors and Wheels) There are many kinds of motors and wheels. Our choice depends on the robot function, power, speed, and precision. Actually, it is better to use gearbox motors instead of common DC motors because it has gears and an axle and its speed does not change towards the top of a hill or downhill. Motors are rated to operate at 1700 rpm at 7 volt nominal voltage. It is better to use wheels for line follower robots, instead of a tank system. We can use three wheels. Two of them are joined to the motors and installed at the rear of the robot and the other wheel is free and installed in front of the robot as a passive caster. To get better maneuver, robot uses two motors and two wheels on the rear and a free wheel on the front. The power supply is 7.6 V with a regulator. The designed robot has eight infrared sensors on the front bottom for detecting the line. Arm based microcontroller Stellaris and driver L298 were used to control direction and speed of motors. General view of the line follower robot that we built is shown in Fig. 1. The robot is controlled by the microcontroller. It performs the change in the motor direction by sending an appropriate signal to the driver IC according to the received signals from the sensors. Real Time Task Scheduling We built a light-weighted and high-speed robot because points are awarded based upon the distance covered and the speed of the overall robot. Therefore, we used two high speed motors and a highly sensitive signal conditioning circuit. The body weight and wheels radius have effects on the speed, too. The weight of the designed robot is around 300 gr. and it could be lighter. The photograph of the top and bottom views of the designed robot is shown in Fig. 1. The microcontroller sends instructions to the driver after processing the data received from sensors. The driver powers the motors according to the inputs. Actually the driver supplies positive voltage to one of the motor pins and negative voltage to the other. There are five states of movement: To move forward; both of the motors are turned on and rotate forward simultaneously. To move left; the right motor is turned on and the left motor is turned off. To move right; the left motor is turned on and the right motor is turned off. To move left fast; the right motor rotates forward and the left motor rotates backward. To move right fast; the left motor rotates forward and the right motor rotates backward. Most embedded system applications need to react to the inputs or environment changes in real time, which means that the accuracy of computations is as important as their timelines. Furthermore, digital control algorithms need a fixed sampling time interval for measuring inputs and delivering output commands. Therefore, the idea of applying interrupts for task scheduling is introduced in this work. IMAG0388 (a) IMAG0392 (b) Figure 1 Images show (a) top, (b) bottom views of the built line follower robot. The Quadratic Line-Detection Algorithm A better way of detecting the line position, compared to the other simple line-following robots, by using a quadratic interpolation technique is introduced. Eight reflective optical sensors were used, and the coordinate of the leftmost sensor was 0. To find out the correct position of the black line, we had to locate three consecutive sensors with higher output readings than the other five sensors as shown in Fig. 2. Assume that the coordinates of these 3 sensors are x1, x1+1, and x1+2, and the true shape of the sensor output values are in the range of [x1, x1+2] which can be approximated by a quadratic curve. One can then find the following relationships between the coordinates of the sensors and the output values: (1) (2) (3) The coordinate value, at which the output value of the quadratic curve is the maximum, is considered as the true position of the line. By using the basic calculus, one would know that the coordinate value is: (4) (5) (6) It is assumed that the coordinate for the center position of the line-following robot is 0. Therefore, the error e between the line position and the center position of the robot is e â‚ ¬Ã‚ ½Ã¢â€š ¬Ã‚  0â‚ ¬Ã‚ ­Ã¢â€š ¬Ã‚  x â‚ ¬Ã‚ ½Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚ ­x (7) Figure 2 The line detection algorithm via quadratic interpolation. PID Tracking Control Algorithm The popular proportional-integral-derivative (PID) controller was introduced in this project to make the robot follow the racing track. The error between the center of the sensors and the track to be followed was then processed by the PID controller to generate velocity commands for the right and left wheels. First, the controller calculates the current position and then calculates the error established on the current situation. It will then send commands the motors to give a rigid turn, if the error is extraordinary or a minor turn, if the error is small. Basically, the amount of the turn given will be proportional to the error. Of course this is a consequence of the proportional control. Even after this, if the error does not decline approximately to zero, the controller will then growth the degree of the turn further and further over time till the robot centers over the line. This is the result of the integral control. In the process of centering over the line, the robot may overshoot the target position and move to the other side of the line where the above process is followed again. Thus, the robot may keep oscillating about the line in order to center over the line. To reduce the oscillating effect over time, the derivative control is used. The proportional term is only a gain ampli fier, and the derivative term is applied in order to improve the response to disturbance, and also to compensate for phase lag at the controlled object. Pseudo Code for the PID Controller; Kp = 10 Ki = 1 Kd = 100 offset = 45 ! Initialize the variables Tp = 50 integral = 0 ! the place where integral value will be stored lastError = 0 ! place where last error value will be stored derivative = 0 ! place where derivative value will be stored Loop forever LightValue = read sensors ! read sensors. error = -x ! calculate the error using equation (7). integral = integral + error ! calculate the integral derivative = error lastError ! calculate the derivative Turn = Kp*error + Ki*integral + Kd*derivative powerA = Tp + Turn ! power level for motor A powerB = Tp Turn ! power level for motor B MOTOR A direction=forward power=PowerA MOTOR B direction=forward power=PowerB lastError = error ! save the current error end loop forever ! do it again. PID controller requires the Kp, Ki and Kd factors to be set to match wheeled line follower robots characteristics and these values depends on robot structures, actuators, sensors and other electronic components characteristics. There is no equation given in the literature to calculate Kp, Ki and Kd factors. It requires experimental trial and error technique until you get the favorite behavior. We defined these factors according to following guidelines; Start with low speed and setting values of Kp, Ki and Kd to 0. Then, try setting Kp to a value of 1 and observe the robot. The goal is to get the robot to follow the line even if it is extremely wobbly. If the robot overshoots and misses the line, decrease the value of Kp. If the robot cannot navigate a turn or seems listless, increment the Kp value with small steps. Once the mobile robot is able to follow the path, set Kd value to 1 and then try growing this value until you see less shake. Once the robot is fairly stable at following the line, assign a value of .5 to 1.0 to Ki. If the Ki value is extraordinary, the robot will shake left and right rapidly. If it is too low, you wont see any perceivable alteration. Since integral is increasing, the Ki value has a substantial impact. You may continue to retuning process with adjusting Ki by .01 increments. Once the mobile robot is tracking the line with reasonable accuracy, you can increase the speed and see if it is still able to track the line. Speed disturbs the PID controller and will require rearranging as the speed fluctuations. Results And Discusion A line following robot is programed with simple (on/off) control as a comparison purpose in evaluating the performance of the dynamic algorithm controlled robot. The results of the experiment are summarized in Table-1. From the data in the table, it can be observed that dynamic PID algorithm controlled robot has better performance in every criteria listed in the table compared to simple (on/off) control robot. The dynamic algorithm controlled robot has higher velocity, consumes less time to complete one whole circuit, tracks the line smoother and has lower tendency to astray from line compared to uncontrolled robot. Therefore this system can be used in training undergraduate students on dynamic PID algorithm control system, its application and implementation in the real world and the advantages that it offers. Fig. 3 shows the designed robot during race pits test. Figure 3 The designed robot on the race pits. Table 1- Experimental result for Line Following Robot. Criteria Dynamic PID algorithm Simple (on/off) Time to complete one whole circuit 47.6s 71.4s Line tracking Smooth Not so smooth Velocity 0.2m/s 0.14m/s Tendency to astray from line Low High Conclusion The designed wheeled line follower mobile robot has eight infrared sensors on the bottom for detecting the line. The controller board includes Stellaris LM3S811 micro-controller and the motor driver L298 which were used to control the direction and the speed of motors. The proposed dynamic PID algorithm derives the line follower locomotion by adequately combining the information from sensor module. Experimental results show that the proposed algorithm can successfully achieve target following in various scenarios, including straight line and circular motion, sharp-turn motion and S-shape line tracking. We are working currently to develop a more sophisticated algorithm which can perform faster line tracking with less energy consumption.

The facts of eating Poop!!!!!!!! :: essays research papers

The Facts of Eating PooP Have you ever wondered what it would do to you if you ever ate your poop or someone elses. Chances are you will die a day or two after eating poop. According to the national scientists organization where they test on collage students who are looking for quick money say that after their first thirteen sets of tests they began to realize that their test subjects also refered as humen lab mice say that eating poop has a very negative effect on your body. The effects range from eating stomick worms to death. So the nationa scientists organization reconmends that humans never ever ever ever eat any type of poop and when i sayu type i mean type because animal feces has a just as worse effect on the human and mice body as well. We know it has a bad effect on mice because all the mice that were forced to eat the various types of human and animal fecces/ poop died exactly 1 hour after ingesting the nasty poop.A case has been made where a mother of a son who participated in this very stupid an d dumb experiment died went to court and the mother lost acording to the libertysos lastanes news paper in a forbineded island. The mother did not win due to the document signed bt the sun saying that he aggreed that whatever happend to him during the test was his own fault and guess what the foolish boy actualy signed that document.But unfourtunetly the the lab mice can noat be used for any experiments because th e court said it was bad bad bad bad bad real bad animal crualty i mean they have to pay the apet store of which they owe it millions and trillion and a bazillion dollars. Ha look what you broght on your self you are freaky cowards . I meani expect kids to do animal cruelty but adults who aactualy know the law . or atleast they are supposed to know how very foolish. hehe you who evererer everer is readin this is very foolish to read this because this is a foolish paper and me myself am very real foolish to write this at all but you wanna know what else is also realy foolish it is foolish that my foolish teacher gave me a very foolish grade and its real foolish that the bag boy had to tripple bag the ice-cream.

Integrating school safety data for the purpose of safe school program evaluation Essay

Abstract This paper addresses the issue of school safety and what should be done to enhance it. The need for all stakeholders; the government, the school administrations and community to facilitate safe school planning and thus essentially enhance school safety are equally taken into consideration. The paper further provides some of the indicators that are considered while implementing an effective safe school plan and how to assess and evaluate the proven programs. This in essence, provides a general picture of promoting school safety so that incidents of crime can be lessened. In addition, the need to create an enhanced safe environment needs to be sensitized in every school since it has a direct impact to the performance of schools. Introduction This paper considers data that will provide the way best practices and proven programs can be used to enhance school safety. Such a program that has been considered is Juvenile Accountability Incentive Block grants (JAIBG). This kind of a program considers the underlying premise that young people who violet the laws need to be held accountable for the offenses if society is to improve the quality of life in the nations’ communities. It is to this effect that the paper goes beyond and evaluates the accountability of the juveniles in relation to the environment they live in and other surrounding factors. Consequences or sanctions that are applied swiftly, surely, and consistently and are graduated to provide appropriate and effective responses to a varying levels offense seriousness and offender chronics work based, in preventing, controlling and reducing further law violations. There is, therefore the need to use best practices and such like proven programs to enhance school safety. Further more, the safe school planning procedures have to involve all the stakeholders including parent, teachers, government and the community and of course the students. Safe Schools and School Planning In most cases statistics and the government reports determine safe schools but this ought not to be an end by itself. Various questions are raised in defining a safe school due to the difficulty that comes along with the definition. A safe school is considered one in which guards patrol the halls, metal detectors protect all entrances and all violent incidents are reported to the police. Creating a safe school goes beyond eliminating knifing, fighting and shootings. Violence is also subtle things such as name calling; fear of being ridiculed; teasing; offensive touching; racial, ethical, cultural, or sexual slurs; and bullying (Hernandez, 2004). This shows that most violence in school does not occur overnight but it develops over a period of time. According to (Stevick and Levinson, 2003), â€Å"violence is the most extreme manifestation of range of behaviors that run contrary to schools’ expectations and purposes† A safe school is the one in which the total climate allows students, teachers, administrators, staff, and visitors to interact in a positive, non-threatening manner that reflects the educational mission of the school while fostering positive relationships and personal growth. In addition a safe school is one, which repeated absenteeism, inadequate performance, or dropouts, withdrawals or transfers due to feeling afraid in school are progressively reduced. Incidences of disruption, crime and violence are progressively reduced too. Safe school planning is a clear and concise plan for creating a safe school climate. This requires collaborative efforts of parents, students, school personnel, and communities. The plan should contain a written conduct and discipline code, and policy for annual building inspections to eliminate barriers to safety and a policy for annual written report regarding learning environment to be submitted to the relevant authorities. These are proactive measures that should be taken to reduce if not eliminating school-based crimes. A comprehensive planning process based on state law, gives a guideline to a school and the community at large in developing a plan that is relevant and effective. Best practice and Proven Programs Best practice is a management ideal, which asserts that there is a technique, method, process, activity incentive, or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. These are essentially the most efficient and effective ways of accomplishing a task. They are based on repeated procedures that have proven themselves over time for large numbers of people. On the other hand proven programs are those have shown success in their repeated use. Though this is the case, proven programs have to adjust depending on the rising challenges in our society. The proven programs are bound to come up with positive results that are manifested by safety school environment. Purpose of the proven programs is to promote school safety by increasing student accountably for their behavior. This facilitates the development of constructive well-conserved† accountability based programs that work with either juvenile offenders who are referred by law enforcement agents, or which are designed in corporation with law enforcement officials to protect student and school personnel from drug, gang and youth violence. It must be noted, however the accountability based programs operate most effectively when they are part of a comprehensive collaborative approach involving a wide range of partners including students, parents, school faculty, and staff, community residence, members of communities organization, law enforcement justice authorities. Partnership with local juvenile justice systems and schools to establish and maintain accountability based programs, and students’ accountability must work in concert with institutional accountability that addresses the underlying causes of students’ violence and misconduct. School safety programs that emphasis student accountability can be build on the experience of successful community-based delinquency prevention and intervention programs. Comprehensive strategy for serious, violent and chronic juvenile offenders and safe futures program are examples that have proven effective in addressing juvenile delinquency (Wilson, 1993). The comprehensive strategy provides a blue print for establishing a continuum of care to meet the needs of at-risk or delinquent youth while protecting the public from harm. It promotes a systematic approach to prevention and the use of graduate sanctions in dealing with the offenses committed by such individuals and advocates the developments of partnerships between the juvenile court, law enforcement and community. Some of the programmatic strategies derived from the comprehensive strategy and the safe futures programs are applicable to accountability-based school safety initiatives include emphasis on juvenile accountability, develop an expanded and integrated network of social services. In provision of comprehensive strategies there is involvement of law enforcement as a stake holder in community-based efforts to prevent and respond to delinquency. Accountability in a school environment means expecting students to comply with school rules and regulations that reflect community standards or behavior and where necessary, addressing students misconduct with appropriate conduct including school discipline. Programs can take a comprehensive approach to reducing delinquency and misconduct in schools by building student accountability into the school culture. Efforts to enhance school safety should be fully integrated into all aspect of school operation including the learning environment curriculum, administration, staff selection and staff training. Enhancing School Safety through Assessment and Evaluation In enhancing school safety there is the need to understand all the indicators that distinguish a safe school from unsafe schools. One of the indictors that characterize a safe school is the orderliness of the school. This involves a creation of a climate of mutual respect and responsibility. This can be evaluated by the way students relate to others, teachers and staff. Expectations about this amicable relationship are what are accepted and consequences for unacceptable behavior are known and applied where appropriate. Another parameter to measure, evaluate and enhance school safety is to ensure that the school has existing plans, and implement the plans progressively. In addition there should be policies and procedures that address the safety of the school. When these issues are put in place the schools safety is enhance and evaluated. Measures that check the number of trespassers, incident of vandalism, reasons for absenteeism and number of firearms and other weapons have to be taken into account to enhance safety in schools. The environment in which an individual lives in has one to one relationship with the criminal or non-criminal behaviors. In considering the environment there is the need to use Crime Prevention Environment Design to ensure that safety at school is enhanced. This design takes into consideration the relationship between physical environment and the users of that environment. It is equally important to acknowledge that the users of the environment both criminals and honest alike are conscious their environment. They therefore can know and recognize a safe and unsafe environment. In doing so, the environment can be made safe by ensuring that buildings are built in an well-organized way. The doors and windows should not be obstructed. The streets and routes in the school should be well labeled and directions shown. Apart from this these routes and buildings should be under twenty-four hours surveillance to monitor intruders and strangers. Equally important is the lighting system, which should be checked to ensure that criminals do not take advantage of the dark alleys. If all this is taken into account then there is high possibility of enhancing school safety. In this sense there is also need to consider the orderliness of the school by taking measures to ensure this. Taking measures in considering the referrals the school gets and the reasons enhances orderliness of a school. Also the orderliness of a school is reflected by the number of suspensions both in-school and out of school and the performance index of the school. It is inevitable to consider the orderliness of a school because it has one to one relationship with the safety of the school. The more orderly the school is the more safety it tend to be and the vice versa is correct. A caring school also does a lot of good in enhancing its own safety. Schools, which care, are characterized by taking caution of the rate of and reasons for absenteeism in the school. A caring school should consider their staffs turn over-we have had of cases where the students have been incited by their teachers to do crimes for example going on strikes. This can be so when the teachers are against some of the management policies. It is therefore important for schools to care for the se issues and also the rate of students’ transfer. It is when the management put their efforts to enhance the discussed issues that the school safety is realized in the long run. To evaluate a school’s safety assessment, safety concerns of members of the school community should be done through surveys, for example. The information gathered from the survey ought to be used in the creation of the safe school plan so that safety concerns can be addressed. Continuous measurement of safety concerns need to take place so that actions can be adjusted to address concerns. On the hand to evaluate orderliness of a school, assessments of reasons of disorder need to occur. From these assessments, a code of conduct reflecting behavioral expectations can be established as part of the safe school plan. Review of the reasons for disorder should help establish the code of conduct. Adjustments to the code should be made based upon continuous review of the school orderliness. This in essence, the use of the available data will enable the concerned parties to enhance school safety. School Safety Data in the Evaluation of Programs Data is vital in evaluation of the programs that reduce insecurity in school. Data from Indicators of School Crime and Safety 2005 shows that, 17 percent of students in grade 9-12 reported they carried a weapon anywhere and six percent reported they had carried a weapon in school. Though the data show that this is a decline from the previous year, it is still shocking and calls for collective responsibility to all stake holders. The data collected in this report also identified other indicators of unsafe school like drugs availability in school and violent incidents at school. The data found in the Indicator reports for the five consecutive years has been used or integrated in the safety programs for the purpose of enhancing school safety. The data equally highlights reported of other actions which are frequently neglected but have a direct impact to the eventual safety of the school like use of hate-related words. Safety school data collected reported incidents what could be classified or determined if a school is safe or not. The data ranges from possession of weapon, sex offences, use of alcohol and drugs, vandalism, burglary among others. The safety of schools in this case is determined by the rates of transfers, suspensions and expulsions. The data shows that there are no incidents of unsafe schools in this state. All the stakeholders, the teachers, school administration, the community and the state can attribute this to the measures that have been taken. The data used reflected the percentages of students who smoked cigarettes and marijuana in a period of six months. This was considered alongside the strategies for prevention and creating a safe school. The effects of mental health from the use of drugs are equally indispensable. Another source of data was the community. The communities that care survey of student levels of risk and protective factors were also considered. The data used was from survey carried out about students from grade 6-12. The data from the Kansas department of Education was used. The set data includes information regarding the numbers of felonies, expulsions, suspensions, misdemeanors and violent acts on school grounds for various schools. This data was from the year 2000 to 2004. School years were included in this database in order to establish a baseline by which to compare data from the school years in which the safe school initiative will be implemented. Conclusion The issue of safe schools is an issue that should be taken with a lot of seriousness bearing in mind the number of criminal related incidents that occur in the school. It is the obligation of all the stakeholders to ensure that they work towards the betterment of school environment in terms of surveillance- it should be a collective responsibility. Educators should consider physical safety as well as intellectual and emotional safety. To promote truly safe schools, educators must understand the culture of all their students and the communities they serve, and help all the students understand and respect the culture and the climate of the schools they attend. On the other hand, the state and the educational authorities have to come up with policies that the school safety is enhanced. Thorough scrutinisation of these policies will at least ensure that the school and the community do not neglect their roles in enhancing safety in schools. References Aspy, C. (2004) Adolescent violence: The protective effects of youth assets. Journal of counseling and development, 286-277 Hernandez, T (2004) A safe school climate: A systematic approach and the school counselor. Professional school counseling 7 (4): 256-62. Stevick, E. (2003). From noncompliance to Columbine: Capturing student perspectives to Understand Non- compliance and Violence in Public Schools. Urban Review 35 (4) 323-49 Vail K. (2004) Troubling rise in school violence. American School Board Journal 191(1): 9-10 Wilson, R. (1991) Violence Prevention for Young Adolescents: A Survey of the State of Art. New York: Carnegie Council on Adolescent Development. Witt, P. (1996) Public Recreation in High Risk Environments: Programs that Work. Arlington, AV: National Recreation Park.

Monitor Your Diabetes Safely †With BIOSAFE Hemoglobin A1c

Routine monitoring of your HbA1c level is just one of the very important steps that you must take to help keep your diabetes under control. Without HbA1c testing you're taking unnecessary risks. Don’t delay another day – Your life is far too important! BIOSAFE has made HbA1c testing more convenient than ever. The BIOSAFE Hemoglobin A1c (HbA1c) blood test is a laboratory procedure that measures the total amount of hemoglobin A1c in your blood. Comparing the results of your initial HbA1c test to the results of subsequent tests can determine the progress you’ve made in properly managing your diabetes. The specimen collection process is quick, easy and virtually painless. Using the special lancet (included in the BIOSAFE Blood Collection Kit), a couple of drops of blood are taken from a nick of a finger and deposited onto a special collection card. The card is then sent to BIOSAFE Laboratories for analysis. BIOSAFE tests your blood sample to see how much HbA1c is present and then mails the results back to you in an easy-to-read, understandable report. When Are You Most Likely To Conceive? Find out with Ovuliteâ„ ¢ Ovulation Test Each menstrual cycle is divided into two parts – before ovulation and after ovulation. To accurately detect ovulation you must understand the fertility cycle and read the simple results. Used correctly, Ovuliteâ„ ¢ can help you get pregnant. Ovuliteâ„ ¢ is an optical device which allows a woman to predict the ovulation phase of her cycle in order to know the days of the month during which she is most likely to conceive. It consists of a small cylindrical container about the size of a lipstick tube, a focalizable eyepiece and a small slide where the saliva sample is placed and illuminated with an LED (light emitting diode) when a button is pressed. Ovuliteâ„ ¢ â€Å"personal ovulation microscope† operates based upon the principle that saliva forms a â€Å"ferning† pattern when dried which indicates the biochemical and hormonal changes (estrogen) taking place in the body during ovulation. These fern-like shapes (which appear like frost on a windowpane) are easily observable through the Ovulite ocular lens which is capable of a 40X magnification. Early Warning Is Possible With The BIOSAFE Prostate Screen From Home Prostate cancer is most often found by Digital Rectal Exam (DRE) and by a blood test called PSA (Prostate Specific Antigen). If either test is abnormal, then a prostate biopsy is done to get tissue from the prostate to look for cancer. It is recommended that men over the age of 50 get a PSA and DRE yearly. BIOSAFE has developed a nationwide network of medical doctors for this purpose. The BIOSAFE Prostate Screen is a laboratory blood test that measures a chemical substance produced by the prostate gland called Prostate Specific Antigen (PSA). Small amounts of this substance can be measured in the bloodstream by the Prostate Screen. Certain conditions of the prostate may raise the level of PSA in the blood and, while elevated levels of PSA are not harmful, they are an important signal of possible prostate disease. The BIOSAFE Prostate Screen provides you with an accurate, convenient, and inexpensive way to discover you own PSA level. The specimen collection process is quick, easy and virtually painless. Accurate And Convenient – Home TSH Test (Thyroid Stimulating Hormone) The best way to initially test thyroid function is to measure the TSH level in a blood sample. A high TSH level indicates that the thyroid gland is failing because of a problem that is directly affecting the thyroid (primary hypothyroidism). The opposite situation, in which the TSH level is low, usually indicates that the person has an overactive thyroid that is producing too much thyroid hormone (hyperthyroidism). (American Thyroid Association 2005) This is a self-collected laboratory analysis that measures a substance called Thyroid Stimulating Hormone (TSH).   This test will help you and your health care professional identify and/or monitor an underactive or overactive thyroid condition. The specimen collection process is quick, easy and virtually painless. A couple of drops of blood are taken from a nick of a finger and deposited into a special collection device called a BTS (Blood Transport System). The BTS is then sent to BIOSAFE Laboratories for analysis. BIOSAFE tests your blood sample to see how much TSH is present and then mails the results back to you in an easy-to-read, understandable report.

Why Protons and Neutrons Stick Together in the Nucleus

Why Protons and Neutrons Stick Together in the Nucleus An atom contains protons, neutrons, and electrons.  The nucleus of an atom consists of bound protons and neutrons (nucleons). The negatively-charged electrons are attracted to the positively-charged protons and fall around the nucleus, much like a satellite is attracted to the gravity of the Earth. The positively-charged protons repel each other and arent electrically attracted or repelled to the neutral neutrons, so you may wonder how the atomic nucleus sticks together and why protons dont fly off. The explanation for why protons and neutrons stick together is known as the strong force. The strong force is also known as the strong interaction, color force, or strong nuclear force.  The strong force is much more powerful than the electrical repulsion between protons, however, the particles have to be close to each other for it to stick them together. How the Strong Force Works Protons and neutrons are made up of smaller subatomic particles. When protons or neutrons get close enough to each other, they exchange particles (mesons), binding them together. Once they are bound, it takes considerable energy to break them apart. To add protons or neutrons, the nucleons either have to be moving at high speed  or they need to be forced together under great pressure. Although the strong force overcomes electrostatic repulsion, protons do repel each other. For this reason, its usually easier to add neutrons to an atom than to add protons.

Dehydration Reaction Definition in Chemistry

Dehydration Reaction Definition in Chemistry A dehydration reaction is a chemical reaction between two compounds where one of the products is water. For example, two monomers may react where a hydrogen (H) from one monomer binds to a hydroxyl group (OH) from the other monomer to form a dimer and a water molecule (H2O). The hydroxyl group is a poor leaving group, so Bronsted acid catalysts may be used to help to protonate the hydroxyl to form -OH2. The reverse reaction, where water combines with hydroxyl groups, is termed hydrolysis or a hydration reaction. Chemicals commonly used as dehydrating agents include concentrated phosphoric acid, concentrated sulfuric acid, hot ceramic and hot aluminum oxide. A dehydration reaction is the same as a dehydration synthesis.  A dehydration reaction may also be known as a  condensation reaction, but more properly, a dehydration reaction is a specific type of condensation reaction. Dehydration Reaction Examples Reactions that produce acid anhydrides are dehydration reactions. For example acetic acid (CH3COOH) forms acetic anhydride ((CH3CO)2O) and water by the dehydration reaction2 CH3COOH → (CH3CO)2O H2ODehydration reactions are also involved in the production of many polymers. Other examples include: Conversion of alcohols to ethers (2 R-OH → R-O-R H2O)Conversion of alcohols to alkenes (R-CH2-CHOH-R → R-CHCH-R H2O)Conversion of amides to nitriles (RCONH2  Ã¢â€ â€™ R-CN H2O)Dienol benzene rearrangementthe reaction of sucrose with concentrated sulfuric acid (a popular chemistry demonstration)

French Nouns With Two Genders

French Nouns With Two Genders The gender of French nouns tends to be a sticky grammar point for students, especially when it does not exist in their mother tongue. Although getting the gender right is very important, most of the time the wrong gender will not hinder your ability to understand or to communicate in French, because most words have a single gender. For example, un bureau (desk) is masculine and une chaise (chair) is feminine. Saying une bureau or un chaise is incorrect, but still understandable. Other words have two different forms for masculine and feminine versions ( un avocat/une avocate, un acteur/une actrice) or a single form that refers to a man or a woman depending on which article is used ( un touriste/une touriste, un artiste/une artiste). However, there are a number of French nouns which are identical in pronunciation (and often spelling as well) but which have different meanings depending on whether they are masculine or feminine. Probably a good idea to memorize this list. Aide un aide - male assistant une aide - help, assistance, female assistant Air/Aire un air - air, look, aria une aire - area, zone, eyrie Aller/Allà ©e un aller - one-way trip une allà ©e - avenue, path, aisle Auteur/Hauteur un auteur - author une hauteur - height Bal/Balle le bal - dance la balle - ball (sports) Bar/Barre le bar - bar/pub, bass (fish) la barre - bar/rod, barre, helm Barbe/Barbes le barbe - barb la barbe - beard les barbes (f) - ragged edge Barde le barde - bard (poet) la barde - bard (armor for a horse, fat wrapped around meat) Basilic/Basilique le basilic - basil, basilisk la basilique - basilica Basque le basque - Basque language la basque - tails (of a jacket) Boum le boum - bang, explosion, (fam) success la boum - (inf) party Bout/Boue le bout - tip, end la boue - mud Bugle le bugle - bugle la bugle - bugleweed But/Butte le but - aim, goal, purpose la butte - hillock, mound Cache le cache - card/mask (for hiding s.t.) la cache - cache, hiding place Capital/Capitale le capital - capital, money la capitale - capital city, capital letter Carpe le carpe - carpus la carpe - carp Cartouche le cartouche - (archeology) cartouche la cartouche - cartridge, carton Casse le casse - break-in, robber la casse - breaking, damage, breakages Cave le cave - (familiar) idiot, sucker la cave - basement, cellar Central/Centrale le central - center court, (telephone) exchange la centrale - station, plant, group Cerf/Serre le cerf - stag la serre - greenhouse Champagne le champagne - champagne la Champagne - Champagne region Chà ªne/Chaà ®ne le chà ªne - oak tree/wood la chaà ®ne - chain, channel, stereo Chà ¨vre le chà ¨vre - goat cheese la chà ¨vre - goat Chine le chine - china, rice paper la chine - second-hand / used trade la Chine - China Chose le chose - thingie, contraption la chose - thing Claque le claque - opera hat, (familiar) brothel la claque - slap Coche le coche - stagecoach la coche - check mark, tick (on a form) Col/Colle le col - collar, neck la colle - glue Coq/Coque le coq - rooster la coque - hull, fuselage, cockle Cours/Court/Cour le cours - class le court - (tennis) court la cour - courtyard, court of law Crà ¨me le crà ¨me - coffee with cream la crà ¨me - cream Crà ªpe le crà ªpe - crepe material la crà ªpe - thin pancake Cric/Crique le cric - jack la crique - creek, inlet Critique le critique - male critic la critique - criticism, review, female critic Diesel le diesel - diesel fuel la diesel - diesel automobile Enseigne un enseigne - ensign (rank) une enseigne - sign, ensign (flag, banner) Espace un espace - space, room une espace - printing space une Espace - car model from Renault Fait/Faà ®te/Fà ªte le fait - fact le faà ®te - summit, rooftop la fà ªte - party Faune le faune - faun la faune - fauna Faux le faux - fake, forgery, falsehood la faux - scythe Fil/File le fil - thread, yarn, string la file - line, queue Finale le finale - finale (music) la finale - final (sports) Foie/Foi/Fois le foie - liver la foi - faith une fois - once, one time Foret/Forà ªt le foret - drill bit la forà ªt - forest Foudre le foudre - (ironic) leader, large cask la foudre - lightning Garde le garde - guard, warden, keeper la garde - guard duty, custody, private nurse Gà ¨ne/Gà ªne le gà ¨ne - gene la gà ªne - trouble, bother, embarrassment Geste le geste - gesture la geste - gest, epic poem Gà ®te le gà ®te - shelter, cottage; bottom round (meat) la gà ®te - list, inclination of a ship Greffe le greffe - court clerks office la greffe - transplant, graft Guide/Guides le guide - guide (book, tour) la guide - girl scout/guide les guides (f) - reins Icone/Icà ´ne un icone - icon (computer) une icà ´ne - icon (art, celebrity) Interligne un interligne - space (typography) une interligne - lead (typography) Jars/Jarre le jars - gander la jarre - jar Kermà ¨s/Kermesse le kermà ¨s - scale insect, kermes (tree) la kermesse - fair, bazaar, charity party Krach/Craque le krach - stock market crash la craque - (familiar) whopping lie Lac/Laque le lac - lake la laque - lacquer, shellac, hairspray Là ©gume le là ©gume - vegetable la grosse là ©gume (informal) - big shot Lieu/Lieue le lieu - place la lieue - league Livre le livre - book la livre - pound (currency and weight) Maire/Mer/Mà ¨re le maire - mayor la mer - sea la mà ¨re - mother Mal/Mà ¢le/Malle le mal - evil le mà ¢le - male la malle - trunk Manche le manche - handle la manche - sleeve la Manche - English Channel ManÅ“uvre le manÅ“uvre - laborer la manÅ“uvre - maneuver, operation Manille le manille - Manila cigar, Manila hat la manille - (card game) manille; Manille shackle Manque le manque - lack, shortage, fault la manque - (familiar) crummy, second-rate Mari le mari - husband la mari - marijuana (apocope of la marijuana) Marie - feminine name Martyr/Martyre le martyr - male martyr le martyre - martyrdom, agony la martyre - female martyr Marue/Mors le Maure - Moor le mors - bit (horse-riding) Mort le mort - dead body la mort - death Mauve le mauve - mauve la mauve - mallow plant Mec/Mecque le mec (informal) - guy, bloke la Mecque - Mecca Mà ©got le mà ©got - cigarette butt la mà ©got - cigarette Mà ©moire le mà ©moire - memo, report, memoirs la mà ©moire - memory Merci le merci - thanks la merci - mercy Mi/Mie le mi - mi (musical note E) la mie - soft part of bread Mi-Temps le mi-temps   - (work) part-time la mi-temps - (sports) half, half-time Micro-Onde le micro-onde - microwave oven la micro-onde - microwave (electromagnetic radiation) Mite/Mythe le mite - moth la mythe - myth Mode le mode - method, way, mood la mode - fashion Moral/Morale le moral - morale la morale - moral (of a story), morals Mou/Moue le mou - softness la moue - pout Moule le moule - mold la moule - mussel Mousse le mousse - ships boy (apprentice) la mousse - moss, froth, foam, mousse Mur/Mà »re le mur - wall la mà »re - blackberry Nocturne le nocturne - night hunter (bird), nocturn (religion), nocturne (music, art) la nocturne - late night store opening, sports match, meeting Å“uvre un Å“uvre - body of work une Å“uvre - piece of work, task Office un office - office, bureau une office - pantry Ombre un ombre - grayling (fish) une ombre - shade, shadow Orange orange (m) - orange (color) une orange - orange (fruit) Page le page - page boy la page - page (of a book) Pair/Pà ¨re/Paire le pair - peer le pà ¨re - father la paire - pair Pà ¢ques/Pà ¢que Pà ¢ques (m) - Easter la pà ¢que - Passover les Pà ¢ques (f) - Easter Parallà ¨le le parallà ¨le - parallel (figurative) la parallà ¨le - parallel line Pendule le pendule - pendulum la pendule - clock Personne personne (m) - (negative pronoun) no one la personne - person Pet/Paie/Paix le pet - (familiar) fart la paie - pay la paix - peace Physique le physique - physique, face la physique - physics Plastique le plastique - plastic la plastique - modeling arts, body shape Platine le platine - platinum la platine - turntable, deck, strip of metal Poche le poche - paperback book la poche - pocket, pouch Poà ªle le poà ªle - stove la poà ªle - frying pan Poids/Pois/Poix le poids - weight le pois - pea, dot la poix - pitch, tar Poignet/Poignà ©e le poignet - wrist, (shirt) cuff la poignà ©e - handful, fistful; handle Poison le poison - poison, (informal) unpleasant man or boy la poison - (informal) unpleasant woman or girl Politique le politique - politician la politique - politics, policy Ponte le ponte - (informal) big shot la ponte - laying eggs, clutch of eggs Poste le poste - job, post, tv/radio set la poste - post office, mail/post Pot/Peau le pot - jar, pot, tin, can la peau - skin Pub le pub - pub/bar la pub - ad (apocope of publicità ©) Pupille le pupille - male ward la pupille - pupil (eye), female ward Rade le rade (slang) - bar, bistro la rade - harbor Radio le radio - radio operator la radio - radio, X ray Rai/Raie le rai - spoke (wheel) la raie - line, furrow, scratch (fish) skate, ray Rà ©clame le rà ©clame - (falconry) the cry to recall the bird la rà ©clame - publicity; en rà ©clame - on sale Relà ¢che le relà ¢che - rest, respite, break** la relà ¢che - rest, respite, break**, port of call**For these meanings, relà ¢che can be masculine or feminine. Renne/Reine/Rà ªne le renne - reindeer la reine - queen la rà ªne - rein Rà ªve/Rave le rà ªve - dream la rave - rave party (but not rave meaning turnip, which is pronounced differently) Rose le rose - pink (color) la rose - rose (flower) Roux/Roue le roux - red, redhead, roux (soup base) la roue - wheel Secrà ©taire le secrà ©taire - male secretary, writing desk, secretary la secrà ©taire - female secretary Sel/Selle le sel - salt la selle - saddle Soi/Soie le soi - self, id la soie - silk Sol/Sole le sol - ground, floor, soil la sole - sole (fish) Solde le solde - balance (account), sale la solde - pay Somme le somme - snooze, nap la somme - sum, amount Souris le souris - smile (archaic) la souris - mouse Tic/Tique le tic - tic, twitch la tique - tick Tour le tour - tour, turn, trick la tour - tower, rook (chess) Tout/Toux le tout - whole la toux - cough Trompette le trompette - trumpeter la trompette - trumpet Vague le vague - vagueness la vague - wave Vapeur le vapeur - steamer la vapeur - steam, haze, vapor Vase le vase - vase la vase - silt, mud Vigile le vigile - night watchman la vigile - vigil Visa le visa - visa (to enter a country) la visa - Visa (credit card) Voile le voile - veil la voile - sail

How to Fake a Puffin Society Essay Example | Topics and Well Written Essays - 500 words

How to Fake a Puffin Society - Essay Example There does not seem to be any underlying arguments about the politics of the environment or anything like that – the author spends almost the entire time describing the process that had to be undertaken to return Puffins to a colony, including using fake birds and â€Å"recorded bird calls† to get tarns, a bird that would replace another bird that threatened the puffin population (Nijhuis 3). The time devoted to describing this and other scientific processes that the professor had to do over the years shows that the author really is just trying to tell an interesting, informative story. The author does not seem to have a very small or specific audience in mind. The author does not seem to think that the reader will be any kind of experts in the field, because she takes great efforts to make sure that the reader, even if they do not already know anything about Puffins, will understand. Also, the author explains things that someone with any kind of academic or practical k nowledge of puffins would already know, things like the way they relate to each other, how they mate and so on. The language is not very advanced, without any specific technical words. This seems to show that the author wants to write for a very general audience, they want anyone who happens to pick up this article to be able to read it and have a good time. Other than that there is very little to show that the author intends a specific audience: they do not seem concerned about age, gender, education, or any of the other things that people usually use to target an audience. The author writes for a very broad group. The author’s persona is very closely tied to the audience. This author wants to write in a way that makes readers interested and want to connect with what she is saying. In this, the author’s persona comes across as being very relaxed, but engaged. She seems to find all of the information that she is passing on to the reader valuable and genuinely interesti ng, diving into the smallest details. The persona also comes across with a great deal of curiosity and a little bit of authority. It seems like the persona knew nothing about this topic before looking into it, but has now discovered a great deal of information and wants to share that information with the reader. This means that the persona comes across as having real authority to speak on the topic but also puts the reader very far from being too knowledgeable – the persona does not at all speak down to the reader, but rather shares the exploration with him or her. There are several methods used in this piece. The first appeals to authority. Most of this paper is structured as the things that the author had learned from the main scientist she investigated, and so many of her reports stem from his authority. The article also uses a cause-effect structure because it tries to demonstrate how certain actions in helping a puffin colony develop actually allowed the colony to develo p. The article has almost no statistics but is very descriptive of the processes undertaken. The appeals used in this article vary. On the one hand, there seem to be a lot of emotional appeals. The article begins by talking about how â€Å"First things first: Puffins are adorable† (Nijhuis 1).

The role of John Brown and his quest to end slavery and how it may or Essay

The role of John Brown and his quest to end slavery and how it may or may not have the nation toward Civil War - Essay Example Brown moved to live amongst the black community to lead asafather to the slaves.Varied opinions emerged about his main objective and critics claimed was to arm slaves for a rebellion; he however denied that but eventually, his actions resulted to civil war. At the age of 50, Brown became a radical abolitionist who he deemed God had preferred him to lead slaves to freedom (DeCaro 15). According to him, even if the freeing slaves would entail force that was God’s will. Brown first declared his interest in leading an anti-slavery movement during his meeting with Frederick Douglas (DeCaro 15). In 1847 and according to Douglas, despite being a white man, he sympathized with the Blacks as if he felt the pains and cruelty that characterized their daily lives. In 1854, the Kansas –Nebraska Act gave citizens residing in either of the territories rights to decide whether they will cease from holding onto slavery of persist with it. He took advantage of this and moved to Kansas together with five of his sons. Numerous people who were against servitude also started relocating to Kansas with the intention of securing it for the pro slavery faction. He turned to be a significant icon undertaking anti-slavery guerilla agitations besides initiating slavery attack in Lawrence. In 1856, the invaded the town and killed five of its residence. He did this by combining his efforts together with that of sons to continue opposing slavery in Kansas and Missouri for the remaining part of 1856. Brown decided to launch an attack in Virginia whereby before then embarked on gathering an army and acquiring adequate funding to support his it (Elliot 61). He came up with an army of 21 men comprising of 5 blacks and 16 whites. Preparation took place in the freedman farm as they planned how to capture Federal Arsenal at Harpers Ferry. In their planning, they provided weapons such as pikes and rifles (DuBois, William, Finkelman, &

Application Demonstration Essay Example | Topics and Well Written Essays - 500 words

Application Demonstration - Essay Example A client logs in from the client application and upon proper authentication with the server, the client application’s IP address is stored by the server and the client’s status is made to ‘Online’. As such, at any given time, the server maintains two basic things, the list of contacts of any client (who are clients themselves), the clients who are online and the IP addresses of the online clients. At the client end, the message is decrypted using predefined logic and the online and offline contacts are displayed to the customer in predefined separate formats (the online contacts are colored while the offline ones are grayed). The server receives the message and determines the contact. It checks whether the client contact is online, in which case, a socket with the client contact is opened. Otherwise, the server responds to the client with a ‘Contact offline at the moment, send offline message’ message. In case a contact is offline, the server stores the message in its database. Whenever the client contact comes online, the server initially queries the database to determine if there were any offline messages. If there were any such messages, the server relays the offline messages to the client, wherein they are displayed in a separate dialog with the messages being grouped according to the client who sent the

Maltreatment and the Developing Child Essay Example | Topics and Well Written Essays - 1500 words

Maltreatment and the Developing Child - Essay Example The caregivers’ (mostly, the parents) role therefore is crucial to the development of the child. Without proper care and attention, the child would likely suffer from malnourishment, emotional and mental maladjustment issues. Based on these considerations, this paper shall now discuss the possible impact of extreme deprivation and neglect on the development of a child. It shall use examples of cases and case studies in order to enhance knowledge on this issue. The nature and the nurture debate have set forth the importance of both genetics and experience in the development of our brain. In generally accepted terms, medical specialists emphasize that nature or genes are responsible for the basic wiring plan, the formation of the cells, and the connections between the different brain regions (Oliver, 2007). Our experiences (nurture) are responsible â€Å"for fine-tuning those connections, helping each child adapt to the particular environment (culture, family, peer group) to which he or she belongs† (Oliver, 2007, p. 1). Even as the cells of our brain are already developed and we cannot do anything about how they are developed, the environment still has an influence on the development of the brain. Based on years of research on neuroscience, an infant’s experience usually has a permanent impact on the wirings of the brain (Eliot, as cited by Oliver, 2007). Upon a child’s birth and subsequent development and growth, his brain cells are fired and wired together. In the process, cells that are highly active are preserved and strengthened, and other cells or synapses which are not active are pruned away (Oliver, 2007). A child’s brain therefore requires constant stimulation in order to develop its full potential. â€Å"Their best learning is from being highly attuned to human stimuli – interacting with your face, voice, and touch. Singing, talking, and reading to

Important current events comes to international economy Essay

Important current events comes to international economy - Essay Example For instance the United States was experiencing economic recession where the dollar lost value and this shook the economy as a whole. Life became expensive for Americans and businesses were greatly affected. This economic recession also affected the relations between the United States and other countries. William & Wayne (345) state that the Europe and the United States are very good partners hence a change in either the dollar and the Euro affects both countries. This is mainly because the two currencies are correlated hence a drop in value of either currencies will affect the other. The overall fall in the value of the dollar is also blamed on the political decisions that have been made. Political instability in the United States was mainly caused by the difference in political ideologies between the Democrats and the republicans. Racial discriminations was also to blame for the political unrest that led to the overall fall in the dollar. William & Wayne (267) point out that the large economies are interdependent. For this reason countries should be careful and ensure that the economic is stable enough to attract investors. A lot of investors pulled out from the United States and Europe because of the fluctuations in currencies. For instance China decided to invest in Africa to minimize their losses as the African economy was not affected by the fall in the dollar as Africa is a magical economy (William & Wayne, 209). Local Industries were greatly affected by this recession as America and Europe had to borrow to sustain its economy and this put them into debt. William & Wayne (459) outline that the United States mainly deals with agricultural products hence it feeds other counties such as Japan among others. On the other hand, Japan is made up of the manufacturing industry this shows that that one country cannot do without the other. In this case the fall in the dollar greatly affected the Japanese Yen. It is therefore important for all economies to

Managing Preformance Essay Example | Topics and Well Written Essays - 2500 words

Managing Preformance - Essay Example The important aspect in managing performance is the leadership skills that can be enhanced alongside attitudes, interpersonal skills and behaviours.(Abbey,2007). It helps to retain and maintain people who embody the basic human capital of the organizations as they are the one responsible for the execution of the strategic plans of the business. (Abbey,2007). This essay includes the analysis of the issues in managing performance by citing cases in an organization that involves performance management. The views and opinions of several organizations about the affectivity of the management are cited. The disadvantage and advantages of the performance management are enumerated to further support the importance of such management. Based on the studies that will be presented in this essay effective performance management will result in an increase in sales and greater profitability. Managing performance involves the evaluation of the employee and an appropriate compensation for the job. Companies and managers have conflicting ideas about this. In the study done by Harris (2001), it involves two phases. It is about the argument that the importance of managerial values and assumptions about rewarding individual performance has been an overlooked and underestimated dimension in the design and application of individual performance-related pay processes (IPRP). ... ' perspective on the effectiveness of performance-related pay processes in terms of encouraging the types of behaviours employers stated they were seeking from their employees. The study done by Harris (2001) wants to prove that a well compensated employee will result in a well done job and thus increases the output and the profitability of the company. It is the responsibility of the managers to fill in the gap between the missing links of aspirations and results, by motivating their employees, through management of their performance.(Abbey,2007). The organizations are aware that the success of the strategy is dependent on the effort and capabilities of their employees to implement the strategy that makes all the difference to their flourishing business.(Abbey,2007). In the study done by Harris (2001), 78 percent of respondents identified a non publicized objective which is to increase employee commitment and improve individual motivation through a fairer reward system more focused on business objectives. This was referred to by the study as an official agenda. Another objective identified as an hidden agenda was concerned with the control aspects of performance management system, which changing the culture, making managers manage, dealing with issues of under-performance, reducing staffing levels and costs while increasing workloads. Another important objective is to increase the potential of an organization, in order to achieve its strategy; it is important that organization develops and creates the capabilities of its employees. Effective people management is the only key to improve the businesses performance. The most important purpose of Performance Management is to increase the effectiveness of the employees. This should be done, in order to improve the

Important current events comes to international economy Essay

Important current events comes to international economy - Essay Example For instance the United States was experiencing economic recession where the dollar lost value and this shook the economy as a whole. Life became expensive for Americans and businesses were greatly affected. This economic recession also affected the relations between the United States and other countries. William & Wayne (345) state that the Europe and the United States are very good partners hence a change in either the dollar and the Euro affects both countries. This is mainly because the two currencies are correlated hence a drop in value of either currencies will affect the other. The overall fall in the value of the dollar is also blamed on the political decisions that have been made. Political instability in the United States was mainly caused by the difference in political ideologies between the Democrats and the republicans. Racial discriminations was also to blame for the political unrest that led to the overall fall in the dollar. William & Wayne (267) point out that the large economies are interdependent. For this reason countries should be careful and ensure that the economic is stable enough to attract investors. A lot of investors pulled out from the United States and Europe because of the fluctuations in currencies. For instance China decided to invest in Africa to minimize their losses as the African economy was not affected by the fall in the dollar as Africa is a magical economy (William & Wayne, 209). Local Industries were greatly affected by this recession as America and Europe had to borrow to sustain its economy and this put them into debt. William & Wayne (459) outline that the United States mainly deals with agricultural products hence it feeds other counties such as Japan among others. On the other hand, Japan is made up of the manufacturing industry this shows that that one country cannot do without the other. In this case the fall in the dollar greatly affected the Japanese Yen. It is therefore important for all economies to

Exploring the Generational Differences using an Objective Positivistic Approach Essay Example for Free

Exploring the Generational Differences using an Objective Positivistic Approach Essay Abstract There is a significant number of the population in the UK at the present time who are women of the Muslim faith who chose to wear headscarves or hijabs. There is however a relatively poor understanding of how the general non-Muslim public views this practice, even though there have been suggestions that people find it discomforting and consider it oppressive to women. This study used a quantitative, positivistic approach to collect and analyse data to determine whether there were generational differences in the attitude towards women wearing hijabs. The study collected data from 86 participants in the Roehampton area, who completed a questionnaire on attitudes and an F-scale test which gave information on their personality type. The study showed through ANOVA that there was no association between age and attitude towards hijabs, although there was an association between having been to university and having a more positive attitude. The study also showed through regression analysis that personality was strongly linked to attitudes towards women wearing hijabs. Opinions on People using Headscarves—Exploring the Generational Differences using an Objective Positivistic Approach There is not a study available that represents authoritarian personalities and the negative or discriminatory viewpoints against the wearing of the hijab. However, Vyas (2008) shows that Muslim women in the USA stopped wearing headscarves for fear of violent discrimination and for their personal safety, as they struggled to live between their traditional Muslim culture and the American culture, especially in gender roles at American schools. Similarly, African Muslim women struggle with education and gender roles, especially in finding personal independence and leadership as Muslim women who wear the headscarves (Shirin 2008). In Africa, feminist teachings state that Islam and female leadership roles are not compatible, and that the wearing of the hijab restricts women into lowered roles (Shirin 2008). However, African Muslim women refuse to stop wearing the hijab even though it brings about cultural discomfort for non-Islam feminists, which shows that the hijab wearers are able to have female leadership roles and individual identities even when authoritarian figures such as teachers request that they not wear the hijab (Shirin 2008). In the education context, young girls in France and Canada are asked not to wear the hijab, as it impacts the education of people around them, where non-Muslim educational facilities are often prompted by non-Muslim governments or academic councils to refuse to allow the wearing of the hijab (Ruitenberg 2008). This authoritarian approach limits social norms and hinders the abilities of Muslim girls and women as students in an educational facility to have the same human rights in self expression (Ruitenberg 2008). Therefore, there may be a large amount of discrimination against the hijab in educational and academic facilities; however this cannot be substantiated by literature as it has not been addressed in its entirety. Adorno et al. (1950) researched and constructed a scale—a list of authoritarian attitudes soliciting expressions of agreement or disagreement with 29 broadly phrased assertions (Johansson 1986)—that these four Jewish scholars administered to a wide variety of population samples in hopes to explain the rise of German Nazism. They found that those who scored high on this scale, who were shown to endorse most items on the list, tended to be sympathetic to the political Right and in fact showed pre-fascist personalities (Adorno et al. 1950). Love of authority was fascist, not love of liberty; and, Adorno et al. (1950) showed that authoritarian personalities were in important senses pathological. Adorno et al. (1950) also reported for the authoritarian personality to accept middle-class conventionality because it enjoys widespread acceptance and support, but has not internalised the meaning of the accompanying social norms; is hostile and aggressive toward outsider groups, especially ethnic minorities and relatively powerless, marginalised deviant groups; and glorifies its own authority figures (Johansson 1986). This is a clash of authoritarian representatives as governments and those individuals within cultures, where the Islamic headscarf issue in nations such as Turkey and France is more than an expression of religion, but a clash of cultural contexts and meanings, where the dominant culture either restricts (France) or forces (Turkey) the wearing of the hijab (Ulusoy 2007). Feminist theory argues that women should not be defined by the marginal cultural positions they are given in societies, but by understandings about their contradictions between who women are and how the dominant culture defines them (Droogsma 2007). The majority of Americans, for example, believe that the hijab is a symbol of oppression, but Muslim women identify they hijab as a necessary component of their womanhood (Droogsma 2007). Muslim women living in America identify the hijab as being unique to their culture, and helping them fill their feminine roles, not as sexual objects, but as women with freedoms and expressions that are not controlled by the dominant American culture (Droogsma 2007). In each culture that Muslim women are a part of, but not the dominant culture, there is a psychological tendency towards freeing Muslim women from the hijab. However, Muslim women associate their hijab with freedom of expression and religion. In authoritarian Islamic nations, such as Turkey, the hijab is a norm and penalties may exist if it is not worn. In countries not traditionally authoritarian, like France and Canada, the hijab is not the socio-cultural norm and penalties may exist if it is worn. So, there may be a very high amount of prejudice and stereotyping against women and the hijab, especially as it pertains to ‘freeing’ women from the ‘oppression’ that non-Muslim cultures feel that Muslim women are forced to live beneath. As the wearing of the hijab might be associated with oppression and meekness—in contrast to the authoritarian personality—and is relatively new and unfamiliar in the British culture, there might be a possible correlation of an authoritarian’s psychological thinking towards wearing of the hijab as we might expect authoritarian individuals to have negative attitudes towards wearing it. Also, as younger people are more familiar with the hijab because they have been brought up in a society where the hijab is more common, they may have a more positive attitude toward it. Nowadays, people have more opportunities to obtain education; the question is, if there is a difference in opinions among age groups and educated people towards the wearing of the hijab? Review of literature have not yet ventured into these aspects, therefore, this research aims to investigate on three major ideas of people’s opinions, negative or positive, and generational differences of people using headscarves or hijab, specifically dealing with: (a) authoritarian personality, (b) age, and (c) education. This study will be a quantitative assessment of the relationship between authoritarian and generational differences on women using headscarves or hijab. The setting of the study is only limited to participants around the Roehampton University area instructing them to answer the study’s questionnaire. The research hypothesis is that there is a significant correlation of an observer’s personality, age, education and their opinions towards people wearing the headscarf or hijab; and, upon the emergence of authoritarian participants, that there is a significant correlation of an authoritarian’s psychological thinking towards wearing of the headscarf or hijab.

Intelligence Led Policing Models

Intelligence Led Policing Models The objective of this syndicate research work is to find out that. Has police ordinance 2002 fulfilled its objectives? What are the missing and gaps in its conceptual framework and implementation process? Why community policing system has been left out of the ordinance? And will it contribute negatively or positively?This is basically aimed at analyzing the success or failure if the ordinance with special reference to its stated objectives.Further,this research work digs out the gaps between the real concept of the ordinance and its implementation?Besides,this study also finds out that for what reasons,one of the important policing systems-community policing system-has not been focused upon in the ordinance?More importantly and lastly,this research work analysis whether the ordinance has been story of success or failure by ignoring the essential element of community policing system in the police ordinance 2002? POLICING MODELS Intelligence-led policing (ILP) is a policing model that has emerged in recent years which is built around risk assessment and risk management. Although there is no universally accepted understanding of what intelligence-led policing entails the leading definition is that ILP is a strategic, future-oriented and targeted approach to crime control, focusing upon the identification, analysis and management of persisting and developing problems or risks. In simpler terms, it is a model of policing in which intelligence serves as a guide to operations, rather than the reverse. Calls for intelligence-led policing originated in the 1990s, both in Britain and in the United States. In the U.S. Mark Rieblings 1994 book Wedge The Secret War between the FBI and CIA spotlighted the conflict between law enforcement and intelligence, and urged cops to become more like spies. Intelligence-led policing gained considerable momentum globally following the September 11 terrorist attacks on the United States. It is now advocated by the leading police associations in North America and the UK. Although claimed as a policing framework that builds on earlier paradigms, including community policing, problem-oriented policing, and continuous improvement or partnership models of policing, it originated as a rejection of the reactive, crime focus of community policing with calls for police to spend more time employing informants and surveillance to combat recidivist offenders. Recently, intelligence-led policing has undergone a revisionist expansion to allow incorporation of reassurance and neighbourhood policing. United Kingdom Intelligence-led policing in the UK has been applied as a specialized police practice involving the identification and targeting of high-rate, chronic offenders and devising strategic interventions based on that intelligence.ILP originated as a problem-oriented strategy in the Kent and Northumbria Constabularies in combating motor vehicle theft and other property crime. Kent prioritized its calls for service, placing less priority on minor service calls and referring them to other agencies, which in turn provided police with more time to focus on the property crimes. Rather than reactively responding to individual incidents, a systematic analysis was conducted of offenses that identified a pattern showing that a small number of offenders were responsible for a disproportionately large number of motor vehicle thefts in the area. Also identified were repeat victims and problem areas. Using this knowledge to formulate a response, police could soon boast a significant drop in the automobile theft rate. Since 2000, ILP has been enshrined in Britain as the philosophy underpinning the National Intelligence Model. United States The post-9/11 environment in the US, the era of Homeland Security for American policing,[8] has increased demands for law enforcement to build global partnerships and to work more closely with local agencies to expand the capacity of the state to fight both crime and terrorism. Given the belief that 9/11 and other terrorist attacks could have been prevented if not for intelligence failures, a key difference with intelligence-led policing from earlier strategies is that intelligence is no longer considered a specialized function for crime analysts or intelligence units. Investigations following bombings of the rail systems in Madrid and London and the arrest of suspected terrorists in Canada, Britain, and Florida suggested that intelligence culled from a variety of sources and through strengthened inter-agency cooperation may be the key to identifying suspects and successfully intervening to prevent attacks. On March 16, 2005, Department of Homeland Security Secretary Michael Chertoff outlined a risk-based approach to homeland security threats, vulnerabilities, and consequences when he said, Risk management must guide our decision-making as we examine how we can best organize to prevent, respond, and recover from an attack . . . . Our strategy is, in essence, to manage risk in terms of these three variables threat, vulnerability, consequence. We seek to prioritize according to these variables, to fashion a series of preventive and protective steps that increase security at multiple levels. In 2006 Mark Riebling of the Center for Policing Terrorism published a doctrine on Intelligence-Led Policing. Rieblings model leverages both Israeli counter-terrorist tactics, and the NYPDs Broken Windows policing theories. Among the Broken-Windows mechanisms, Rieblings doctrine blends problem solving, environmental design, community policing, and public-private partnerships. Analyzing the operations of the Israeli National Police in Tel Aviv, Riebling notes approvingly that investigation of the incident, even a traffic accident, is secondary to the number one goal-which is gathering intelligence. For instance, when they raided a bordello, where the patrons were primarily Arabs from different parts of the region, Israeli police were less concerned about the criminal activity, than with preparing intelligence reports on who these people were, and how they got into Israel. Issues Intelligence-led policing is still in its early stages and therefore lacks a universal conceptual framework that can be applied to disparate contexts as the new policing paradigm. Implementation can also be difficult, because it requires police managers to have faith in the intelligence process and in the judgments and recommendations of their intelligence staff. Some have also questioned whether the foundational ingredient intelligence has been properly considered, pointing out there is already information overload that police and security professionals have to contend with from the huge databanks that have been built up in the intelligence process, and that increasing raw data is not the same as generating knowledge or actionable intelligence. Finally, intelligence-led policing is part of the larger trend of blurring the distinction between national security and domestic policing, or the states military and police functions, and risks the same perils that have tarnished policing in the past, such as political interference, violating civil liberties, and a greater potential for the abuse of police power with the increased secrecy that intelligence work entails. The Community Policing Organizational Change Ideally, community policing should be adopted organization-wide and be reflected through department participation at all levels as well as through the organizations mission, goals, objectives, performance evaluations, hiring and promotion practices, training, and all other systems that define organizational culture and activities. One of the most important specific aspects of organizational change relevant to community policing is a flattened organizational structure. Community policing departments are often less hierarchical, supporting managements dispersion of decision-making authority to the lowest organizational level and holding those individuals accountable for the outcomes. A second important element of organizational change is fixed geographic responsibility. Officers or deputies are assigned to fixed geographic areas for extended periods, based on social and cultural considerations and on the assumption that this fosters better communication with residents; increases the po lice officers ability to understand, prevent, and respond to community problems; and enhances accountability to the citizens in that area. Problem Solving Community policing departments also actively address the underlying conditions that give rise to or facilitate crime or disorder in an effort to prevent future problems by identifying and analyzing problems and by developing tailored strategies that may include traditional and nontraditional responses that focus on deterring offenders, protecting likely victims, and making locations less conducive to crime and disorder. Departments should use a wide array of relevant traditional and nontraditional data sources to better understand and evaluate the nature of problems and work in conjunction with the community and other organizations to develop effective long-term solutions. Problem solving often manifests itself in the scanning, analysis, response and assessment problem-solving model. Departments first identify relevant or perceived crime problems (scanning), determine the nature and underlying conditions that give rise to those problems (analysis), craft and implement interventions t hat are linked to that analysis (response), and evaluate its effectiveness (assessment). The process is understood as continually involving feedback among the components. For instance, through in-depth analysis, agencies may come to define problems differently, effectively returning to the scanning phase. Likewise, an assessment may determine that a response was ineffective and that the problem requires additional analysis. External Partnerships Under a community policing philosophy, departments partner with other government, social service, and community agencies in attempts to identify and address persistent problems in the community. They form external partnerships in recognition of other agencies unique strengths, tools, and expertise that can be leveraged when addressing community problems. The police are only one of a host of local government agencies responsible for responding to community problems. Under community policing, coordination with other government agencies in developing comprehensive and effective solutions is essential. In addition, the police are encouraged to develop working partnerships with civic and community groups to accurately survey community needs and priorities and to use the public as a resource in problem solving and in developing and implementing interventions. Community Policing and Terrorism Prevention and Response Organizational Change A flat organizational structure may ensure more effective terrorist prevention and response. It has been demonstrated that local law enforcement officers are likely to come into contact with those who may be directly or indirectly involved in terrorist activities and most certainly will be among the first responders to any future terrorist attack. Empowering officers at lower levels with decision-making authority and familiarizing them with making (and taking responsibility for) important decisions could be of value in any crisis. In a terrorist event, there may be little time for decisions to move up the chain of command. Officers who are accustomed to making decisions and retaining authority may be better prepared to respond quickly and decisively to any event. In addition, in terms of prevention, developing a flat organizational structure can help lower-level officers feel free to pursue leads or suspected terrorist activity. In addition, having fixed geographic responsibility may assist officers in identifying possible terrorist threats. Officers who work in a community or neighborhood for an extended time can develop specific intelligence concerning resident and community activities. This street-level knowledge is a vital part of counter-intelligence efforts. Problem Solving Problem-solving models are well suited to preventing and responding to terrorist activity. Departments can use many existing data sources ahead of time to develop detailed risk management and crisis plans. Identifying potential terrorist targets in local jurisdictions is an important first step. Police can determine what in their jurisdictions (dams, electric grids, chemical warehouses, large-scale public gatherings) are potential terrorist targets. Community policing encourages agencies to conduct complex analyses of the possible threats and of their relative likelihood of occurring. Finally, agencies in conjunction with other government, social, and community entities can develop detailed crisis prevention and response plans. Finally, the community policing model encourages continual refinement of these plans to suit changing conditions and threat levels. External Partnerships The threat of terrorism provides a unique opportunity to create partnerships with citizens, other government organizations, and other law enforcement agencies. Prior apathy toward these partnerships that may have existed is often reduced by the presence of terrorist targets and threats. Recent terrorist events and associated concerns may have created a sense of uneasiness and urgency in many communities. The specter of additional terrorist activity has created an opportunity to galvanize local police to work with their communities, other law enforcement agencies, and local, state, and federal entities. The community policing model encourages the development of such ongoing and effective partnerships, which can be invaluable in preventing terrorist activity because of increased opportunities for intelligence gathering and sharing. They can also be central to developing coordinated responses to any actual terrorist events. Community policing encourages agencies to establish and expand upon existing partnerships with a goal of developing model crisis plans and processes to deal with the aftermath of terrorist incidents. These plans and processes would consider the needs and concerns of all community stakeholders. Law enforcement and local government can come together with community partners to develop a plan on how to prepare for such a crisis, what to do in the event of such a crisis, and how to cope with its aftermath. Community Policing and Fear of Terrorism By definition, the primary goal of terrorism is to create fear and an atmosphere of uncertainty. This fear can greatly affect the quality of life of many individuals, extending far beyond those who are directly affected by a terrorist event. In the United States the police have increasingly been asked to address the fear of crime generally. The expansion of their role to include quality of life and partnerships with citizens, as emphasized by the community policing philosophy, has increasingly brought fear of crime under the purview of police professionals. As A. Steven Dietz stated in Evaluating Community Policing, Reduction of fear of crime has been associated with community policing programs since their inception. It is clear that reducing fear of crime has become an essential element and an often explicitly articulated goal of community policing. Thus, community policing finds itself well positioned to deal with issues of fear that can arise as a direct result of terrorist activi ty. In addition, dealing directly with citizen fear of crime is important, as unchecked fear of terrorism (or feelings of revenge) can manifest itself in hate crimes and illegal bigotry targeted particularly at people who are Muslim and of Middle Eastern descent. These are important social problems that law enforcement should be prepared to respond to and prevent. Organizational Change Adoption of the community policing philosophy partly involves reengineering department processes and resources away from randomness and reactivity and toward information- and service-driven community-based approaches. Police officers are often assigned to specific geographic areas to foster communication with residents and are accountable to those residents and their superiors for the safety and well-being of that area. Other aspects of the agency are realigned to support the most fundamental focus of all activities, the beat. As a result of this emphasis, police officers should be more attuned to rising levels of community concern and fear and, by virtue of the relationships they have established within the community, be in a position to respond effectively to those needs and concerns. Community policing has been found to engender trust and increased satisfaction among residents for the police, which in periods of heightened unrest can be parlayed into dealing more effectively with community fear that can be based on both rational and irrational concerns. Problem Solving Community policing encourages a deeper understanding of the fear that may result from terrorist events. The first step is to determine whether fear is a problem in the community and to determine the extent of the problem. Police can conduct citizen interviews, surveys, and face-to-face interactions to determine levels of citizen fear. Then they can analyze the underlying conditions that give rise to or encourage fear. Perhaps it is a result of a specific terrorist-related fear such as living near what is perceived to be a potential terrorist target, or the fear may involve fear for loved ones who reside in high-threat areas. Finally, perhaps the fear is a more general fear of terrorism. In any event, law enforcement should work to understand the extent and nature of fear in their community if they want to develop effective responses. Law enforcement should then work in partnership with other community groups to develop responses aimed at decreasing levels of fear if they are negatively affecting quality of life and are determined to be highly exaggerated. Community policing efforts to deal with citizen fear of crime have included foot and vehicle patrols in high-crime neighborhoods, as well as community meetings, citizen patrols, neighborhood cleanup programs, opening neighborhood substations, and citizen awareness campaigns. Clearly, citizen fear of terrorist events is somewhat different than fear of crime generally. However, some of the same techniques may also be useful for reducing this type of fear. For example, citizen awareness campaigns can inform citizens about what the local police and city government are doing to prevent and prepare for possible terrorist events. Crisis response plans can be discussed in addition to general prevention activities. Citizens can be informed about what they themselves can do-such as preparing emergency survival kits for their own homes-to prepare for possible terrorist events and can be informed of evacuation routes to use in the event of a large-scale disaster. Finally, law enforcement agencies should assess the effectiveness of any fear-reduction efforts and modify their responses accordingly. External Partnerships The emphasis on building strong community partnerships encouraged by a community policing philosophy may also help reduce citizen fear of terrorist events. These partnerships may be able to directly reduce fear by increasing citizen feelings of efficacy, increasing the bond among neighbors themselves, and involving citizens in prevention and preparedness activities. Encouraging citizen involvement in neighborhood watch, youth education, and cleanup programs can increase social cohesion among citizens and has been found to result in decreased fear of crime. It is likely that these increasing feelings of efficacy in response to terrorist events may have similar effects. Citizens can be involved to differing degrees in prevention and preparedness discussions. Traditional Policing Historically, local law enforcement in the 1930s and 1940s was characterized by the beat cop, who knew every resident and business owner in an assigned area. Likewise, this officer became aware almost immediately when a crime occurred and generally found out quickly from members of the community who committed it. This timely apportionment of justice helped to create a strong bond between members of the community and the officers who patrolled their districts. However, this policing model harbored significant drawbacks. Officers often gained appointments through corrupt political deals, were poorly trained, and rarely displayed a professional appearance or demeanor. PROFESSIONAL POLICING MODEL As a result, the 1960s and 1970s saw the dawn of the professional policing model. These new officers used the most up-to-date technologysuch as high-speed cruisers, forensic laboratories, mobile radios, and 911 emergency systemsto serve the sprawling suburban environment that came to characterize much of the American landscape. Considering the vast areas covered by a limited number of officers, response times were exceptionally quick. Such areas as recruiting practices, training, and professionalism were vastly improved. But the professional policing model possessed its own inherent shortcomings. Officers became less a part of the communities they served. In fact, they were intentionally placed outside of the community as a reaction to the potential for corruption that existed in prior policing models. And, even though response times were exceptional, calls for police service still brought officers to the scene after a crime had been committed. This incident-oriented policing model placed an impressive array of resources at officers disposal to locate offenders, but made little attempt to reduce actual crime numbers. COMMUNITY-ORIENTED POLICING MODEL Community-oriented policing combines the familiarity, trust, and sense of ownership characterized by the beat cop with the professionalism and expertise of the professional policing model. Officers working in this mode conduct their patrols from a problem-oriented, rather than incident-oriented, perspective. Accordingly, the focus becomes preventiverather than reactivepolice work. Officers involved in community-oriented policing have access to residents on a personal level, which helps to build a better relationship between the community and the police department. Residents see the police as more than just anonymous blue suits driving down the street in patrol cars. The community is more involved with the officers, and in turn, becomes the eyes and ears of the department in the neighborhood.