The Internship in Sitio So Jos Agronegcios Assignment

The Internship in Sitio So Jos Agronegcios - Assignment Example Throughout the internship, I engaged in various activities. The main activities included: Understanding the operations of the factory, identifying possible sources of risks and hazards, and examining how hazards are communicated and handled within the factory. In addition, based on the findings, I proposed several measures that can be used to address the safety issues identified in the factory. By undertaking this internship, I was able to accomplish several learning outcomes. First, this helped me understand how safety standards are applied in a real working environment. Secondly, I gained the necessary experience in working with different people from varying backgrounds. The internship gave me the work experience needed to succeed in the job market. The main challenge was that I found it difficult to communicate with some of the workers at the factory, mainly because most of them were too busy to give me an audience. The internship was undertaken in the above-named factory at the start of June 2014. This is mainly a coffee factory that also deals with the growth and processing of sugarcane. In addition, the factory also engages in the production of feedlot beef. As a result, it is a fairly busy factory in which different activities are performed. As a student in safety management, this factory provided me with the opportunity to study issues related to safety. This factory is purely owned and run by the family. My supervisor was Newton Junqueira Franco who introduced me to the company and briefed me about the activities. He is an experienced individual who has worked at the company for a long time. Being a safety management student, my activities at the factory during the internship period focused on the safety issues around the company. Throughout the internship, attention was given to the safety issues that relate to the various activities carried out at the factory.  Ã‚  

Letter assignment Example | Topics and Well Written Essays - 250 words - 1

Letter - Assignment Example The ability as well as the experience to deal with challenges in the sales management is a key to success of the business (Homburg, Schà ¤fer, and Schneider). I, specifically, thrive on working in a challenging and result-oriented environment. The responsibilities of the position I am applying for would be a new sort of challenge for, and it attracts my attention because of its demand for a person who is very competitive. I assure you that I am the person very competent for this position in the sense of accepting challenges and dealing with them with a calmed mind. I have developed strong sales skills during my career because skills enable one in building a record of continued sales enhancement (Bernan). The attached resume highlights some of my particular accomplishments in the field of marketing and sales management. These accomplishments encourage me and support my interest in a position within your

Strategic Management Analysis Managing change Essay

Strategic Management Analysis Managing change - Essay Example In the case studies under consideration, we will look at two types of organizations - one local public sector organization and the other a private one. Both these organizations have been facing issues on account of the changing environment based on the factors discussed earlier. Let us have a macro level picture of the issues faced by each. In our later sections we will also discuss the various theories related to change management and analyze the two organizations and their strategies in the light of these theories. The public sector organization under discussion is the Haram Commune. A commune is the basic level of the local government in Norway. Haram is an area of one of the counties of Norway, which is faced with a changing demographic profile of its population. As the area does not have sufficient career opportunities, it is faced with the exodus of young population seeking better career prospects outside Haram resulting in shortage of young, highly educated and skilled manpower. The future local job market is expected to be more knowledge-based and hence requires highly educated workforce. The commune, which was so far a public service organization, needed to change its way of functioning to make Haram an attractive business destination. We will analyze the various strategies and their outcomes in our later discussion. Our second organization, Marks and Spencer, had been very successful till 1998. However since then it started facing losses on account of increased competition, lack of abil ity to change with time and risk avoidance strategies. The case later analyses the various strategies employed by two CEOs, Holmes and Rose, with the aim of turning the company around. We will analyze the various strategies in our later sections and also try to see what could be a sustainable change management approach. Literature review Looking at the importance of change for today’s organizations, change management has been an important subject of study and a lot of research has been done in this regard. Some researchers suggest a transition change model whereby â€Å"four interlocking management processes lead to† implementation of sustainable change in an organization (Paton, Paton and McCalman 2008). These processes are described as – trigger layer, vision layer, conversion layer and maintenance and renewal layer (Paton, Paton and McCalman 2008). Sustainable change management requires organizations to identify and open for change to encash upon opportunitie s rather than to overcome crises. They need to have leadership with a vision which establishes and tracks the future course of an organization. (Pettigrew and Whipp 1991). This vision should be converted to actual actions by gathering support within the organization. And

Social Work In Criminal Justice

Social Work In Criminal Justice This module will address the role of social work in the criminal justice context. This context includes a range of agencies working with adults and young persons who are involved in offending and agencies who work with the victims of crime. Social Work within the criminal justice context can therefore involve direct work with people who have offended, for example working as a Probation Officer or working in a voluntary sector organisation that provide services to people involved in the criminal justice system. It also involves working with children and families who may be involved in the criminal justice system or affected by crime. The module will cover the context and settings of social work in the criminal justice system, the principles, methods and interventions of working with offending behaviour; assessment in criminal justice contexts; the impact of crime and working with children and young people in the criminal justice system. A commitment to anti-oppressive practice underpins the module and students will be encouraged to critically think and evaluate their own practice and perspectives. The module runs in Semester One and consists of lectures which take place on Tuesdays from 22/09/09 to 27/10/09. Lectures will be held from 10am to 1pm every Tuesday and on alternate weeks there will also be lectures from 2pm to 4pm in the afternoon. Tutorials will take place on alternate Fridays, beginning on 25/09/09. Students will be divided into tutorial groups and tutorials will run from 12-1pm and 1pm to 2pm on alternate Fridays. Students will be notified of their assigned tutor group in due course. Students will be assessed for via a written assignment which is due for submission on: Monday 2nd November at 4pm. Module Aims Students will understand the social work role within a criminal Justice context, and develop their understanding of the knowledge, skill and value base pertinent to the area of practice. Learning Outcomes Students will understand policy and legislation that informs the social work role in this context. Students will learn the theoretical perspectives informing social work intervention in a criminal justice context. Students will explore the research and methods that inform social work intervention in the criminal justice context. Students will develop skills in the critical examination of theory and its application to practice. Students will understand their own value base in relation to this area and have considered ethical issues in relation to practice. Week 1 Introduction to Social Work and Criminal Justice history, context and settings Date: 22/09/09 Lecture: 10 1pm Nicola Carr Tutorial 25/09/09 (Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur Week 2 Working with offending behaviour- Principles, Methods and Interventions Date: 29/09/09 Lecture: 10am -1pm Nicola Carr Lecture: 2pm -4pm Nicola Carr Week 3 Assessment in criminal justice contexts Date: 06/10/09 Lecture: 10am 1pm Nicola Carr Tutorial: 09/09/09 (Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur Week 4 The impact of offending working with victims of crime and Restorative Justice approaches Date: 13/10/09 Lecture: 10am to 1pm Nicola Carr Lecture: 2pm to 4pm (Victim Panel Susan Reid, Victim Support, Northern Ireland and Christine Hunter, PBNI Victims Unit) Week 5 Public Protection, Prisons and Resettlement Date: 20/10/09 Lecture: 10am to 1pm (PPNAI, Willie McAuley; John Warren, Extern) Tutorial: 23/09/09 (Group 1 (12-1) / Group 2 (1-2) Week 6: Working with young people in the criminal justice system balancing welfare and justice? Date: 27/10/09 Lecture: 10am to 1pm Nicola Carr Lecture: 2pm to 4pm (Kelvin Doherty, Youth Justice Agency) Course Reading Recommended Texts A further extensive list of recommended reading is provided for each week of the course based on subject area. Assessment Assessment of this module is through a written assignment which is due for submission: Monday 2nd November by 4pm. You are required to submit one printed copy to Reception in 6 College Park and one electronic copy via My Modules on Queens Online before 4.00pm on Tues 5th Jan. Please refer to the following link on the Schools web site for submission procedures http://www.qub.ac.uk/schools/SchoolofSociologySocialPolicySocialWork/ImportantNotice/#d.en.93464 Students must answer one of the essay questions below and the word count for this assignment is: 2500 Words +/- 10% Essay Questions Restorative Justice aims to address the consequences of offending for victims and offenders and communities in a meaningful way. Critically evaluate this statement with reference to practice in the Northern Ireland criminal justice system. Young people who are involved in offending should be treated as ‘children first. Discuss this statement with reference to policy and practice in working with young people in the criminal justice system. The history of probation is one of an increased emphasis on public protection. Discuss this statement with reference to probation practice in Northern Ireland. Assessment of the risk of re-offending and risk of harm should guide the nature of intervention with offenders. Critically evaluate this statement with reference to theory, policy and practice. GUIDELINES This assignment should be based on learning from your lectures, workshops and guided study / reading .You are encouraged to start researching and preparing at an early stage as the submission date is A discussion forum will also be established on queens on-line in order to assist you to share ideas with tutors and other students and to seek to share resources for the assignment. REFERENCING Your assignment must be supported with references from relevant readings and you must follow the referencing guidelines relating to books, journals and web based material provided in your course handbook. You are encouraged to read widely in preparing for your assignment, drawing on material from your reading list as well as other relevant material. You should also look at the general assessment guidelines in your assessment handbook for more general assignment writing skills. Essay guidance The best way to structure the answer to a question is to begin with a very brief analysis of what you interpret the question as being about, and then a road-map of how you propose to answer it. This focuses your mind on organising a clear, coherent structure for your answer. Be very careful to indicate as much as possible of what empirical or other evidence there is to support your points. It is not necessary to come to a definite conclusion on the question: uncertainty having weighed the arguments and evidence is almost always an acceptable position. What is essential, however, is that you have given sufficient weight to arguments contrary to your own, with reasons to back up your rejection. Frequently questions require you to present and assess a number of viewpoints, indicated by such instructions as discuss, assess, how far is the case that†¦ etc. But it is always essential to consider what alternative interpretations to your own argument there might be. Source: Oxford University Press (Online Resource Centre) Requirements for the Award of 10 Credit Points In order to be awarded 10 credit points towards the completion of the Bachelors Degree in Social Work students must: Complete and submit a written assignment and gain a mark of at least 40%. Attend at least 80% of all lectures; and Attend at least 80% of all workshops. Students who fail to attend for the required number of lectures and tutorials, or who miss particularly crucial elements of the module, may be required to undertake additional work in order to be awarded credit points. LATE SUBMISSION OF COURSEWORK The Universitys rule is that for work submitted after the deadline, 5 percentage points per working day are deducted from the received mark up to a maximum of five days. Thereafter, the work receives zero. Extensions to essay deadlines are covered by a formal University procedure and may be granted on grounds of ill health or personal circumstances. You need to submit a completed Exemption from Late Coursework Marks Penalty Form (available from the Office, 6 College Park and on the Schools Website www.qub.ac.uk/soc ) within three days of the essay deadline. The form should be accompanied by a medical certificate (NOT self-certification) and/or other written supporting evidence and should be taken to the module convenor, preferably during his/her office hours, who decides whether or not to agree to an extension. Lecture Outlines Week 1 Introduction to Social Work and Criminal Justice history, context and settings Date: 22/09/09 Lecture: 10 1pm This lecture will provide an introduction to the module by outlining the role of social work in the criminal justice context. The first lecture will cover the history of social work within the criminal justice context and will explore theoretical perspectives on the intersection of social work and the criminal justice system. Particular consideration will be given to the role of the social worker within the parameters of the ‘care or ‘control debate. Some of the key phases of social work intervention in the criminal justice system will be explored ranging from original social work role as a ‘court missionary through to the current drive towards interventions based on the assessment of risk and ‘evidence based practice. Tutorial 25/09/09 (Group 1 (12-1) / Group 2 (1-2) Following from the introductory lecture, this tutorial will focus on some of the key paradigm shifts that have influenced the role of social work within the criminal justice context. Students will be encouraged to critically explore the role of social work within this setting. Key Reading Social Work in the Criminal Justice System History, Context and Settings Audit Commission (1989) Promoting Value for Money in the Probation Service, London: HMSO Brownlee, I. (1998) Community Punishment. A Critical Introduction. Essex: Longman Criminology Series Burnett, R. Roberts, C. (Ed.) (2004) What Works in Probation and Youth Justice Cullompton: Willan Chapman, T. and Hough, M. (1998) Evidence Based Practice, London: HMIP Farrant, F. (2006) ‘Knowledge production and the punishment ethic: The demise of the probation service. Probation Journal, 53,4: 317-333 Fulton, B. Parkhill, T. (2009) Making the Difference: an oral history of probation in Northern Ireland. Belfast: PBNI. Available at: http://www.pbni.org.uk/archive/Publications/Other%20Publications/pbni%2025th%20book.pdf Gorman, K. (2001) ‘Cognitive behaviourism and the search for the Holy Grail: The quest for a universal means of managing offender risk. Probation Journal, 48, 3: 3-9 Kemshall, H. (2002) ‘Effective practice in probation: An example of ‘Advanced Liberal responsibilisation? Howard Journal of Criminal Justice, 41,1: 41-58 Lindsay, T. Quinn, K. (2001) ‘Fair Play in Northern Ireland: Towards Anti-Sectarian Practice. Probation Journal, 42, 2: 102-109 McKnight, J. (2009) ‘Speaking up for Probation Howard Journal of Criminal Justice, 48,4: 327-343 Mair, G. (Ed.) (2004) What Matters in Probation Cullompton: Willan Merrington, S. and Stanley, S. (2000) ‘Reflections: doubts about the what works initiative, Probation Journal, 47, 4: 272-275 Robinson, G. Raynor, P. (2006) ‘The future of rehabilitation: What role for the probation service? Probation Journal, 53,4: 334-346 Vanstone, M. (2004) ‘Mission control: The origins of a humanitarian service. Probation Journal, 51, 1: 34-47 Week 2 Working with offending behaviour- Principles, Methods and Interventions Date: 29/09/09 Lecture: 10am -1pm Nicola Carr Lecture: 2pm -4pm Nicola Carr These lectures will focus on the development and use of community penalties. Students will learn about the development of the ‘what works initiative and the drive towards effective, evidence-based practice. Key issues such as risk management and public protection will be explored and students will be encouraged to critically evaluate these developments. Key developments in working with offenders will be outlined including some of the most recent methods of intervention based on research evidence. Key Reading Working with offending behaviour- Principles, Methods and Interventions Andrews, D., Bonta, J. and Hoge, R. (1990a) ‘Classification for effective rehabilitation, Criminal Justice and Behaviour, 17 ,1: 19-52. Andrews, D. et al. (1990b) ‘Does correctional treatment work? Criminology, 28, 369-404 Ansbro, M. (2008) ‘Using attachment theory with offenders. Probation Journal, 55,3: 231-244 Bailie, R. (2006) ‘Women Offenders: The Development of a Policy and Strategy for Implementation by the Probation Board for Northern Ireland Irish Probation Journal, 3, 1:97-110 Batchelor, S. (2004) ‘Prove me the bam! Victimization and agency in the lives of young women who commit violent offences. Probation Journal, 52, 4: 358-375 Bhui, H.S. Buchanan, J. (2004) ‘What Works? and complex individuality. Probation Journal, 51,3: 195-196 Bottoms, A. and Williams, W. (1979) ‘A non-treatment paradigm for probation practice British Journal of Social Work, 9,2: 160-201 Burnett R Roberts C (2004) What Works in Probation and Youth Justice, Developing Evidence Based Practice. Cullompton: Willan Burnett, R. McNeill, F. (2005) ‘The place of the officer-offender relationship in assisting offenders to desist from crime. Probation Journal, 52,3: 221-242 Bushway, S.D.; Thornberry, T.P. Krohn, M.D. (2003) ‘Desistance as a developmental process: A comparison of static and dynamic approaches. Journal of Quantitative Criminology, 19, 2: 129-153 Cherry, S. (2005) Transforming Behaviour: Pro-social Modelling in Practice. Cullompton: Willan Dixon, L. Ray, L. (2007) ‘Current issues and developments in race hate crime Probation Journal, 54,2: 109-124 Farrall, S. Bowling, B. (1999) ‘Structuration, human development and desistance from crime. British Journal of Criminology 17, 2: 255-267 Farrall, S. (2002) Rethinking What Works with Offenders: Probation, Social Context and Desistance from Crime. Cullompton: Willan Healy, D. ODonnell, I. (2008) ‘Calling time on crime: Motivation, generativity and agency in Irish Probationers. Probation Journal, 55,1: 25-38 Jordan, R. OHare, G. (2007) ‘ The Probation Board for Northern Irelands Cognitive Self-Change Programme: An overview of the pilot programme in the community. Irish Probation Journal, 4,1: 125-136 Loughran, H. (2006) ‘A place for Motivational Interviewing in Probation? Irish Probation Journal, 3,1: 17-29 Martinson, R. (1974) ‘What works? Questions and answers about prison reform, ThePublic Interest, 10, 22-54 McCulloch, P. (2005) ‘Probation, social context and desistance: retracing the relationship. Probation Journal, 52,1: 8-22 McGuire, J. Priestly, P. (1995) ‘Reviewing â€Å"what works†: Past, present and future. In J. McGuire (Ed.) What Works in Reducing Re-offending. Sussex: Wiley McNeill, F. (2001) ‘Developing effectiveness: Frontline Perspectives, Social Work Education, 20,6: 671-678 McNeill, F. (2006) ‘A desistance paradigm for offender management Criminology and Criminal Justice, 6, 1: 39-62 McWilliams, W. (1987) ‘Probation, pragmatism and policy, Howard Journal of Criminal Justice, 26,2:97-121 Maruna, S. (2001) Making Good: How Ex-Convicts Reform and Rebuild their Lives. Washington D.C. : American Psychological Association Maruna, S.; Immarigeon, R. LeBel, T.P. (2004) ‘Ex-offender Reintegration: Theory and Practice In: S. Maruna and R. Immarigeon (eds.) After Crime and Punishment: Pathways to Offender Integration, Cullompton: Willan Miller, W. Rollnick, S. (2006) Motivational Interviewing, Gilford Press, New York Raynor, P. Vanstone, M. (1994) ‘Probation practice, effectiveness and the non-treatment paradigm, British Journal of Social Work, 24,4: 387-404 Rex, S. (1999) ‘Desistance from offending: Experiences of probation, Howard Journal of Criminal Justice, 38, 4: 366-383 Rex, S. Bottoms, A. (2003) ‘Evaluating the evaluators: Researching the accreditation of offender programmes. Probation Journal, 50,4: 359-368 Smith, D. (2004) ‘The uses and abuses of positivism, in G. Mair (Ed.) What Matters in Probation, Cullompton: Willan Vanstone, M. (2000) ‘Cognitive-behavioural work with offenders in the UK: a history of an influential endeavour, Howard Journal, 39,2: 171-183 Week 3 Assessment in criminal justice contexts Date: 06/10/09 Lecture: 10am 1pm Nicola Carr Assessing the risk of re-offending and the risk of harm is one of the core tasks of the social worker within the criminal justice system .This lecture will cover the background of assessment and some of the factors that impact on assessment. Particular attention will be paid to research evidence concerning, dynamic and static risk factors in relation to offending. In addition, attention will be paid to protective factors and research relating to desistance from crime. An overview will be provided of a range of risk assessment tools currently in use within the criminal justice system. Tutorial: 09/09/09(Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur This tutorial will be in a workshop format and will focus on the use of risk assessment tools in relation to the assessment of the risk re-offending and risk of harm with the aim of planning interventions to address these areas. Assessment in criminal justice contexts Aye-Maung, N. Hammond, N. (2000) ‘Risk of re-offending and Needs Assessments: The Users Perspective. (Home Office Research Study 216). London: Home Office Best, P. (2007) ‘ The Assessment, Case Management and Evaluation System (ACE) in Northern Ireland. Irish Probation Journal, 4,1: 101-107 Kemshall, H. (1998) Risk in Probation Practice. Aldershot: Ashgate Kemshall, H. (2003) Understanding Risk in Criminal Justice. Berkshire: Open University Press Kemshall, H. (2008) Understanding the Management of High Risk Offenders. Berkshire: Open University Press Merrington, S. Skinns, J. (2002) ‘Using ACE to Profile Criminogenic Needs, Probation Studies Unit ACE Practitioner Bulletin No. 1, University of Oxford. Available at: http://www.crim.ox.ac.uk/publications/psubull1.pdf ODwyer, G. (2008) ‘A Risk Assessment and Risk Management Approach to Sexual Offending for the Probation Service. Irish Probation Journal, Vol. 5: 84-91 Robinson, G. (2002) ‘Exploring risk management in probation practice: contemporary developments in England and Wales. Punishment and Society, 4, 1: 5-25 Robinson, G. (2003) ‘Implementing OASys: lessons from research into LSI-R and ACE Probation Journal, 50, 1:30-40 Week 4 The impact of offending working with victims of crime and Restorative Justice approaches Date: 13/10/09 Lecture: 10am to 1pm Nicola Carr This lecture will address issues concerning the impact of crime, and will explore issues relating to victims of crime. The concept of the ‘victim of crime will be critically assessed with reference to a range of literature, and the victims role within the criminal justice system will be explored. The role of the Social Worker in working with victims of crime will also be analysed. The principles and practices of restorative justice approaches will be examined and explored specifically in relation to the Northern Ireland context. Lecture: 2pm to 4pm (Victim Panel Susan Reid, Victim Support, Northern Ireland and Christine Hunter, PBNI Victims Unit) The afternoon lecture will involve a panel presentation from representatives from two agencies working with victims of crime. The presenters will focus on particular issues and themes relating to their work and students will have an opportunity to discuss the issues raised. Victims and the Impact of Crime Hoyle, C. Zedner, L. (2007) ‘Victims, victimization and the criminal justice system. In M. Maguire; R. Morgan R. Reiner (Eds.) The Oxford Handbook of Criminology (Fourth Edition) Oxford: Oxford University Press Hunter, C. (2005) ‘The View of Victims of Crime on How the Probation Board for Northern Ireland Victim Information Scheme Might Operate Irish Probation Journal, 2,1: 43-47 Norton, S. (2007) ‘The place of victims in the Criminal Justice System. Irish Probation Journal, 4,1: 63-76 Williams, B. (2009) ‘Victims In: C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press Restorative Justice Braithwaite, J. (1989) Crime, Shame and Reintegration. Cambridge: Cambridge University Press. Campbell C, Devlin R, OMahony D, Doak J (2005) Evaluation of the Northern Ireland Youth conferencing Service NIO Research and Statistical Series: Report No 12 Daly, K. (2002) ‘Restorative Justice: The real story Punishment and Society, 4,1: 55-79 Daly, K. Stubbs, J. (2006) ‘Feminist engagement with restorative justice. Theoretical Criminology, 10, 1: 9-28 Gelsthorpe, L. Morris, A. (2002) ‘Restorative youth justice. The last vestiges of welfare? In: J. Muncie; G. Hughes E. McLaughlin (Eds.) Youth Justice Critical Readings. London: Sage Gray, P. (2005) ‘The politics of risk and young offenders experiences of social exclusion and restorative justice. British Journal of Criminology, 45,6: 938-957 Hamill, H. (2002) ‘Victims of paramilitary Punishment Attacks in Belfast. In C. Hoyle R. Young (Eds.) New Visions of Crime Victims, 49-70., Oxford: Hart Hoyle, C. (2002) ‘Securing restorative justice for the â€Å"Non-Participating† Victim. In: In C. Hoyle R. Young (Eds.) New Visions of Crime Victims, 97-132., Oxford: Hart McEvoy, K. Mika, H. (2002) ‘ Restorative Justice and the critique of informalism in Northern Ireland. British Journal of Criminology, 42, 3: 534-562 McLaughlin, E.; Fergusson, R.; Hughes, G. Westmarland, L. Restorative Justice: Critical Issues London, Sage Marshall, T. (1999) Restorative Justice: An Overview. London: Home Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs/occ-resjus.pdf Morris, A. (2002) ‘Critiquing the critics: A brief response to critics of restorative justice. British Journal of Criminology, 42,3: 596-615 OMahony, D. Doak, J. ‘Restorative Justice- Is More Better? The Experience of Police-led Restorative Justice in Northern Ireland The Howard Journal of Criminal Justice, vol. 43, no. 5 Shapland, J.; Atkinson, A.; Atkinson, H.; Dignan, J.; Edwards, L; Hibbert, J. Howes, M.; Johnstone, J.; Robinson, G. Sorsby, A. (2008) Does restorative justice affect reconviction? The fourth report from the evaluation of three schemes. London: Ministry of Justice. Available at: http://www.justice.gov.uk/restorative-justice-report_06-08.pdf Zehr H Towes B (EDS) Critical Issues in Restorative Justice, Willan Publishing Week 5 Public Protection, Prisons and Resettlement Date: 20/10/09 Lecture: 10am to 1pm (Nicola Carr and Willie McAuley, PPNAI) Public protection has formed an important part of the work of criminal justice agencies in recent years. This lecture explores the ‘public protection discourse, and its practical implications in relation to new ‘public protection arrangements. The second part of this lecture will focus on the role of social work in relation to prisoners and their families and the role of resettlement. Tutorial: 23/09/09(Group 1 (12-1) / Group 2 (1-2) This tutorial will follow from this weeks lecture and address issues in relation to prisoners, the effects of imprisonment and resettlement. Public Protection, Prisons and Resettlement Burnett, R. Maruna, S. (2006) ‘The kindness of prisoners: Strengths-based resettlement in theory and action. Criminology and Criminal Justice, 6, 1: 83-106 Corcoran, M. (2007) ‘Normalisation and its discontents: Constructing the ‘irreconcilable female political prisoner in Northern Ireland. British Journal of Criminology, 47,3: 405-422 Her Majestys Inspectorates of Prison and Probation (2001) Through the Prison Gate: A Joint Thematic Review. London: Home Office. Available at: http://www.justice.gov.uk/inspectorates/hmi-prisons/docs/prison-gate-rps.pdf Kemshall, H. (1996) Reviewing Risk: A review of the research on the assessment and management of risk and dangerousness: Implications for policy and practice in the Probation Service. London: Home Office Kemshall, H. Maguire, M. (2001) ‘Public Protection, partnership and risk penality: The Multi-Agency risk management of sexual and violent offenders. Punishment and Society, 3,2: 237-264 Lewis, S.; Vennard, J.; Maguire, M.; Raynor, P.; Vanstone, M.; Raybould, S. Rix, A. (2003) The Resettlement of short-term prisoners: an evaluation of seven pathfinders. London: Home Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs2/occ83pathfinders.pdf McEvoy, K.; Shirlow, P. McElrath, K. (2004) ‘Resistance, transition and exclusion: Politically motivated ex-prisoners and conflict transformation in Northern Ireland. Terrorism and Political Violence, 16, 3: 646-670 Maguire, M. Raynor, P. (2006) ‘How the resettlement of prisoners promotes desistance from crime: Or does it? Criminology and Criminal Justice, 6, 1:19-38 Maruna, S. Liebling, A. (2004) The Effects of Imprisonment. Cullompton: Willan Matthews, R. (2009) ‘Prisons in C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press Public Protection Arrangements Northern Ireland (PPANI) Guidance to Agencies. Belfast: Northern Ireland Office. Available at: http://www.publicprotectionni.com/ Scraton, P. Moore, L. (2004) The Hurt Inside. The Imprisonment of women and girls in Northern Ireland. Belfast: Northern Ireland Human Rights Commission. Available at: http://www.statewatch.org/news/2004/oct/the-hurt-inside-nihrc.pdf Scraton, P. Moore, L. (2005) ‘Degradation, harm and survival in a womens prison. Social Policy and Society, 5, 1: 67-7 Wahidin, A. (2009) ‘Ageing in prison: crime and the criminal justice system. In: C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press. Week 6: Working with young people in the criminal justice system balancing welfare and justice? Date: 27/10/09 Lecture: 10am to 1pm Nicola Carr Working with young people who are involved in the criminal justice system involves addressing the context of offending and the welfare needs of the young person. This lecture will cover the theories and practices that inform this work, with reference to research literature and the current system and policy context in Northern Ireland. Lecture: 2pm to 4pm (Kelvin Doherty, Youth Justice Agency) The afternoon lecture will be delivered by Kelvin Doherty, from the Youth Justice Agency, who will provide an overview of the youth conferencing service in Northern Ireland. The lecture will focus on the aims, rationale and operation of youth conferences through an interactive session. Working with Young People in the Criminal Justice System Campbell, C.; Devlin, R.; OMahony, D.; Doak, J.; Jackson, J.; Corrigan, T. McEvoy, K. (2006) Evaluation of the Northern Ireland Youth Conference Service. Belfast: Northern Ireland Office. Available: http://www.nio.gov.uk/evaluation_of_the_northern_ireland_youth_conference_service.pdf Ellison, G. (2001) Young People, Crime, Policing and Victimisation in Northern Ireland. Belfast: Institute of Criminology and Criminal Justice, Queens University. Available at: http://cain.ulst.ac.uk/issues/police/ellison00.htm Graham, J. Bowling, B. (1995) Young People and Crime (Home Office Research Study No. 145), London: Home Office Hamilton, J.; Radford, K. Jarman, N. (2003) Policing, Accountability and Young People. Belfast: Institute for Conflict Research. Available at: http://www.conflictresearch.org.uk/documents/policeyp.pdf Include Youth (2008) A Manifesto for Youth Justice in Northern Ireland. Belfast: Include Youth. Available at: http://www.includeyouth.org/fs/doc/Include-Youth-Manifesto-2008.pdf Leonard, M. (2004) Children in Interface Areas: Reflections from North Belfast. Belfast: Save the Children Muncie, J. (2004) Youth and Crime (Second Edition) London: Sage NICCY (2008) Children in Conflict with the Law and the Administration of Juvenile Justice. Belfast: NICCY. Available at: http://www.niccy.org/uploaded_docs/1_71784_NIC71784%20Childrens%20Rights%20Text%208.pdf

Global Warming and the Kyoto Treaty Essay -- Climate Change and the Ky

According to David Easterling, principal scientist at the National Climatic Data Center in Asheville, N.C. in twenty years the United States has had thirty seven weather related catastrophes each with damages exceeding one billion dollars (Levin 1). A country as wealthy as the United States can afford to pay thirty seven billion dollars in twenty years, assuming of course that the weather related disasters only cost one billion dollars each. Unfortunately, the weather does not work that way. Hurricane Katrina alone may have cost one hundred billion dollars (Tucker 13). What could be causing these devastating storms? Many atmospheric scientists like Kerry Emanuel believe that global warming is the cause of the increased ferocity of the hurricanes (Nash 38). With the polar temperatures increasing the icecaps are melting. Without the ice to reflect the sun's light, the water absorbs the heat. This creates a vicious cycle. The ocean levels rise with their temperatures. Hurricane Katrina was only a category one hurricane when it crossed Florida. However, when it reached the newly warmed Gulf waters, hurricane Katrina ballooned into a mind-blowing category five hurricane that destroyed the gulf region (McKibben, Year One 30). The melting of the polar icecaps has long been believed to be caused by global warming. Until recently, the cause of global warming itself has largely been up for debate. Now atmospheric scientists attribute global warming to increased greenhouse gases, such as carbon dioxide, in the earth's atmosphere (Greenstone 323). With the knowledge that carbon dioxide causes global warming countries can start taking actions to prevent future global warming. The United States alone produces twenty four percent of the world... ... 166 Issue 1 (2004): 10-12. Phelps, Megan. "More Action, Less Hot Air." The Mother Earth News Vol. 210 (2005): 30. Stenger, Richard. "Man on the Moon: Kennedy Speech Ignited the Dream." CNN.Com. 25 May 2001. Time Warner. 30 Nov. 2013 . Sunstein, Cass R. "It's Only $300 Billion If We Can Fund the War in Iraq, Why Can't We Fund the Kyoto Protocol?" The Washington Post 10 May 2006. 12 Nov. 2013 . Tucker, Patrick. "The Rising Costs of Global Warming." The Futurist Vol.39 Issue 6 (2005): 13. "Warming Trends What Global Climate Changes Could Mean for Wisconsin." Wisconsin Natural Resources 12 Nov. 2006. Wisconsin Department of Natural Resources. 12 Nov. 2013 .

Lessons Learned from Fall of Karna Essay

Karna is one of the central characters in the epic Mahabharata, from ancient India. He was the King of Anga. Karna was one of the greatest warriors whose martial exploits are recorded in the Mahabharata, an admiration expressed by Krishna and Bhishma within the body of this work. Karna was the son of Surya and Kunti. He was born to Kunti before her marriage with Pandu. Karna was the closest friend of Duryodhana and fought on his behalf against the Pandavas in the famous Kurukshetra war. Karna fought against misfortune throughout his life and kept his word under all circumstances. Many admire him for his courage and generosity. It is believed that Karna founded the city of Karnal. Many believe that he was the greatest warrior of Mahabharata since he was only able to be defeated by Arjuna along with a combination of three curses, Indra’s efforts and Kunti’s request. Karna’s father was the solar deity Surya and his mother’s name was Kunti. Karna was born before his mother’s marriage to prince Pandu. The story of Karna’s miraculous birth is this: When Kunti was a young woman, a wise though irascible old man, the sage Durvasa, visited her father’s palace, where Kunti served him with utmost care for an entire year. Pleased by her service and hospitality, the sage foresaw that Kunti would have difficulty having a child after her marriage to Pandu, and granted her a boon to overcome this difficulty. By this boon she could call upon any god of her choice, and receive a child through him. Out of curiosity, Kunti still being unmarried, she decided to test the power of the mantra and called upon the god Surya. Compelled by the power of this mantra, Surya appeared before her and handed her a son, who was as radiant and powerful as Surya himself. The baby was wearing armour (‘Kavacha’) and a pair of earrings (‘Kundala’). Though Kunti had not physically given birth to the baby, she was unwilling to be accused of being an unmarried mother and so with the help of her maid Dhatri, she placed the baby Karna in a basket and set him afloat on ‘Ashwa’ a tributary of the holy river Ganges, the Ashwanadi, in the hope that he would be taken in by another family. The child Karna was found by Adhiratha, a charioteer of King Dhritarashtra of Hastinapur. Adhiratha and his wife Radha raised the boy as their own son and named him Vasusena. He also came to be known as Radheya, the son of Radha. The name Karna, however, denotes ‘ear’, because Karna was born with divine earrings. The emotional bond between Karna and his foster parents would remain strong throughout his life, filled with love, respect and affection. Karna happily performed his duties as their son, but as he grew up, he became more interested in the art of warfare than in merely being a charioteer like his father Adhirata. Karna met Dronacharya, who was an established teacher in the art of warfare. Dronacharya taught the Kuru princes, but refused to take Karna as his student, since Karna was a son of a charioteer and Dronacharya only taught Kshatriyas, or warriors. After being refused by Dronacharya, Karna sought his brother Shona’s help. But according to Indian culture, to learn an art you must have a guru (teacher), so Karna appointed the sun god as his guru, learned to wield his weapons during the day by gathering information about the various ayudhas (weapons) and practiced with them after sundown. Such was the life ok Karna, valiant, courageous and above all generous. Battle at Kurukshetra forms a vital part of the great epic of Mahabharata which was believed to have continued for eighteen days. The battle dates from 5561 BC to 800 BC and it is based upon the astronomical and literary information from the epic itself. The mythology of the Kurukshetra war is also traced to the Battle of the Ten Kings which is also described in the Rig Veda. As per Aryabhatta, the great mathematician and astronomer of India, the Mahabharata was fought during the year 3137 BC. It was also known as the â€Å"Battle for Dharma†. In this battle at Kurukshetra two families, the Pandavas and the Kurus fought for kingship and the supportive kings took part in the Great War and war ended with the victory of the Pandavas. Karna was the great tragic hero of the Mahabharata. He was a brave and expert warrior, who was first son of Kunti and thus the half-brothers of Pandavas. Duryodhana was his friend and appointed him as a King of Anga. But legend exceeds far more his role of just being a King. Karna also fought the great Battle of Kurukshetra for the Kaurvas. Karna fought the great battle of Kurukshetra with a great courage and grace. But he entered the battlefield only at the eleventh day as he felt insulted because Bhishma, the chief in commander of Kaurava’s side assigned Karna with a less important position. Bhishma knew that Karna was Kunti’s son and he did not want that brother’s fight among themselves. For that reason he wanted to put Karna away of battlefield. On the thirteenth day of battle, Dronacharya organized ‘Chakravyuha’, a specific arrangement of the army. Only Arjun and Krishna knew how to invade ‘vyuha’but they were purposefully taken to another side of battlefield. Arjuna’s son Abhimanyu knew how to go inside the Vyuha. He entered there alone and was killed by seven warriors, among which Karna was also present. On the nightfall of fourteenth day, Bheema’s son Ghatotkacha started killing the Kaurava army in a mass. Duryodhana requested Karna to stop him and Karna employed the Shakti weapon on him. After being used once, Shakti returned to its real owner, Indra. Now Karna did not have any divine weapon to kill Arjuna while Arjuna had a wider range of divine weaponry. However Karna knew that he must face Arjuna in the battle and one of them would certainly die. On the fifteenth day of the war, Dronacharya, the gurus of Pandavas and Kauravas died in the battle and Karna was appointed as commander-in-chief of Kaurava’s side. Karna had individual confrontation with all the Pandavas, except Arjuna and he defeated all of them but did not kill anybody as he promised to Kunti. On the seventeenth day of battle, Arjuna and Karna finally confronted. The two of them were greatest among all the warriors. Karna had a bow gifted by Parashurama known as Vijaya (Pinakin). On Duryodhana’s request, Shalya who was the maternal uncle of Pandavas became the charioteer of Karna. Karna did not have the Shakti weapon with him anymore. The battle was indeed an intense display of amazing archery, valor and courage. Since Karna had no divine weapon, he devised an intelligent strategy to defeat Arjuna, which was entirely based on his personal ability. Karna set naga-astram on Arjuna targeting his head. Krishna, being the charioteer of Arjuna, plunged the chariot in the earth to save Arjuna. The fierce arrow thus hits Arjuna’s only saving his life. During this severe combat, Karna’s chariot wheel got stuck in loose soil as per the curse on Karna given by the Brahmin, Karna asked Shalya to get down and take the wheel out of the mud but Shalya refused. Then Karna got down by himself to take out the chariot and asked Arjuna for a recess in the battle. Arjuna agreed but Krishna reminded him Karna’s merciless nature while killing his son Abhimanyu. Karna was not able to lift the chariot wheel nor could he recall how to use the ‘Brahmastra’ as per the curse of Parashurama. In the meanwhile Arjuna administered the terrible weapon ‘Anjalika’ on Karna and beheaded the great warrior. After Karna’s death Kunti revealed the secret of Karna’s birth to her sons. Pandava grieved Karna’s death. Yudhisthira was especially stirred at this incident. He cursed all women that henceforth they would not be able to keep a secret. Karna was the tragic hero of epic Mahabharata. He was a brave hero and courageous spirit who fought against his destiny all his life. His death was also tragic though full of courage, valor and honor that took him to rise to immortality beyond the moral death. Karna was famous for his generosity and an example of a futile life in spite of having all the good qualities. Karna’s character in the Mahabharata is one that has fascinated everyone. His story is one of the saddest, since he was ill-fated ever since his birth. There are valid reasons, though, for all of his actions and their repercussions. Karna, though born a prince, was brought up by a poor father and this led to a refusal for teaching by Dronacharya, the teacher of princes. Karna eventually approached Parashurama who taught him the usage of Brahmastra but also cursed him for killing his cow. This curse led to Karna’s downfall, as explained here: Once in the ashram of Parashurama, Karna fired an arrow aimlessly and a cow belonging to a Brahmin died. The Brahmin cursed him saying â€Å"Let the wheel of your chariot get stuck in the mud and at that very instant let someone kill you. This is your punishment for killing an innocent cow†. Aimless actions almost always have unwanted consequences and this seemingly harmless action cost Karna heavily, as this is exactly how he was killed in the battle of Kurukshetra. Indra (the king of Gods), father of Arjuna did not want Karna to become more powerful and hence ensured that Parashurama found out that his disciple was not a Brahmin. At that instanct, Parashurama cursed Karna, a Kshatriya, for lying and said, â€Å"When you are fighting with an enemy and the enemy is about to kill you, you will forget everything you learnt from me†. At the battle of Kurukshetra, at a crucial moment, Karna forgot the holy incantations required to fight Arjuna and this led to his defeat. Duryodhana had become a good friend of Karna, made him a prince and hence Karna joined the Kauravas. Along with Duryodhana, he developed hatredness towards Arjuna and all the other Pandavas,unaware that they were his brothers. Indra soon devised a plan to get hold of the earrings and the divine armor of Karna, which would protect him at all times. Suryadeva, Karna’s father, advised him to not give his armor and earrings to anyone. But when Indra pretended to be an ordinary Brahmin and asked for the armor and earrings, Karna gave them away as he had immense respect for Brahmins and was a kind man. This left him very vulnerable in the battle field. After the Kurukshetra war was declared, Kunti approached Karna, hoping to make him change sides. She accepted him as her son and asked him not to wage a war against his own brothers. But Karna refused, saying he would not fight any of her sons except for Arjuna. He said he was highly indebted to Duryodhana and it was time for him to show loyalty and gratitude to his dear friend. Such intense loyalty and ethics are traits of a good man, but Karna failed to see the difference between the right and wrong. Apart from the humiliation of Draupadi, which Karna did with the Kauravas, his other biggest mistake was killing Arjuna’s son Abhimanyu, by unfair means and in a way that was against the fair code of war. He was compelled by his loyalty to Duryodhana but going against what is right is not justifiable. Thus Karna and Arjuna got involved in an intense fight. Karna first used the Sarpastra, an arrow which is shaped like a snake, aiming it at Arjuna’s throat but Lord Krishna, Arjuna’s charioteer, managed to save Arjuana. Though the arrow flew back to Karna and asked him to use it again, Karna refused to do so as he promised his mother that he would never use the same weapon twice. Karna was always a man of his word and this again is the trait of a highly righteous person. But his failure to judge the consequences of such promises led him into trouble.

Opening Case.

I researched the entrepreneurial story of giftzip. com. This is about Giftzip. com by Sam Hogg who is the founder. He took MBA course from Michigan State University. When he took the courses he and friend thought about waste and discarded plastic gift card and he decided to make it online. After he gets MBA degree he established Giftzip. com and he makes large choice to buy gift card from $25~$250 on the net. Also recipient gets gift card by redeem code or e-mail from the company that they look at it.Sam Hogg has difficulty with big retailer such as amazon. com he almost gave up when he failed to make a deal with them. However he waited the time comes and luckily his business turned succeed. In fall 2008 gift market grows, people are more prefer to buy gift card on the internet and feel comfortable. It turns Giftzip as successful company and in 2009 Giftzip designated as 10 hot startups to watch. And Gift card industry expected to top $100 billion.Reread the opening case, and then li st all the smart or effective moves Sam Hogg made in the early days of building GiftZip. com. Which three moves were most instrumental in GiftZip. com’s early success? Be prepared to justify your selections. 1. He did what others didn’t do before. – (Challenging) 2. He continues to control his company whether it will be succeed or be fail. And he got luck to succeed it. 3. As Sam’s entrepreneurship he believes that his idea/work will be succeed.