Notes for exam question Essay Example for Free

Notes for exam question Essay Chapter 1: social scientist have argued that issues of inequality, poverty and social exclusion cut across both social welfare and crime control domains, and noted that while some responses to these issues may become the focus of social welfare policies, others may become the focus of crime control interventions. Social justice then is neither the exclusive terrain of social welfare nor of crime control. The boundaries between these two domains tend to be mobile and porous. This idea was introduced by arguing that the neat distinction between the goals of social welfare (well being) and the goals of crime control (maintaining social order) break down on closer inspection. Chapter 1 section 4: crime control measures impact adversely on social welfare and produce justice struggles. State withdrawal from the direct provision of welfare services is accompanied by greater attention to antisocial behaviour of younger and poorer groups in society. Social welfare is oriented towards the creation and maintenance of social well-being through the provision of various social supports combating social inequalities by promoting redistribution and social inclusion and countering various social harms such as poverty and discrimination. The domain of crime control is more oriented towards the creation and maintenance of social stability, social order and security by addressing behaviours and activities of those who are perceived to threaten these in some way. Crime control and social welfare policies, there are many examples of entanglement between them. For example, countering antisocial behaviour may be defined as a social welfare matter in that it protects the welfare and well being of some against the disruptions caused by others. This example also raises wider social welfare questions, I.e how can societies support young people and others so that they do not conduct themselves in ways that are viewed as antisocial? The relationship between social welfare and crime control is dynamic meaning it is likely to change over time, and it is contested. Another example of how social welfare and crime control is entangled: protecting children from abuse- a role taken on by both police and social workers, acting in partnership but with rather blurred boundaries between the welfare and crime control functions. The entanglements between welfare and crime control take many different forms. Welfare states in its traditional form is considered by many commentators across the political spectrum to be in need of reform. Social scientists focus on creating social inclusion rather than on providing welfare Ideas about an underclass of marginalised individuals often black Afro caribbean or Hispanic have informed policies on crime preventions and crime control in countries such as the USA. Many studies are handing over more responsibility for tackling crime and antisocial behaviour to local communities, who in turn address crime prevention through a mix of welfare and control strategies. As environmental issues become more important in ensuring security and well-being, so attention is turning to new kinds of harm harms perpetrated not by those traditionally defined as problem populations, often on the margins of society but by the rich and powerful who perpetuate environmental and other kinds of crime. Many struggles for social justice, produced laws that have to be enforced through the institutions of criminal justice. On the other hand, some criminal justice measures including many of those now associated with anti terrorist measures are viewed as producing harms such as internment or the loss of rights for certain population groups. Chapter 1 section 36: dissent and protest against social injustice may be the subject or criminalising responses. The darling study for the Joseph row tree foundation shows an increasing inequality of wealth in the uk in the late 20th century when income inequalities grew rapidly. It also shows a greater degree of spatial segregation of wealth and poverty, with local areas increasingly dominated by wealthy or poor residents and a decline in social mixing. Poverty concentrates attention on one segment of society: those living below a certain level of income, or below a certain level of resources. Many studies of poverty tend to focus attention on poor people rather than the wider social structures which generate and reproduce poverty. In the process, then, such studies divert attention from the relationship between wealth and poverty, and the ways in which richer and more powerful groups manage to increase their wealth and hold on to it at the expense of poorer and less powerful groups. Much social investigation into poverty has in practice involved looking at the poorest people to see what was wrong with them, and is based on the assumption that there must be something about them that makes them different from us. In the 19th century, investigators went like intrepid explorers into the neighbourhoods where the poor lived in order to examine their habits, their ways of life, their culture and most frequently their character. The poor were associated with a range of social dangers from illness, through crime and vice, to the threat of socialism. This emphasis on statistical investigation has had a profound influence on the subsequent development of social research in the uk and how we come to know about and understand the social world. But the investigation and observation of the character and habits of the poor has also had enduring consequences, reflecting a persistent belief that the cause of poverty could be discovered there. 19th century investigations into moral failings of the poor merged into20th century concerns with their dysfunctional family life or their culture of poverty. The idea of a culture of poverty had mutated into a culture of dependency. All of these terms expressed the idea that poor people had habits, attitudes and ways of life that has passed poverty on across generations. Chapter 2 section 2: welfare states are involved in the maintenance of social order and stability by naturalising and normalising social inequalities Chapter 2 sections 2,34: welfare states prescribe certain ideas of behaviour. These may stigmatise certain categories of people in booths study, the poor; and in the 21st century, those who are not gainfully employed or who do not comply with norms of active citizenship. Welfare states also police adherence to norms of good conduct and may punish those who deviate from them. Punishments may range from measures such as the withdrawal of benefits and services to actual criminalisation. Chapter 3 section 3: care whether provided informally or through welfare states can involve the abuse, neglect and exploitation of vulnerable people. Some abuses are subject to criminal prosecution. Chapter 3 section 4: treaties, conventions, laws and workers rights are often ineffective in regulating safety and ensuring freedom from harm in the workplace. Trade unions have attempted to limit workplace harms by pursuing rights and legal safeguards, but there power has been weakened. In attempt to avoid legislative action, some companies are now developing voluntary codes of conduct based on the idea of social responsibility. Chapter 4 section 2: problem populations, in problem places such as the black population of new Orleans tend to be stigmatised, viewed as a source of harm, crime and social disorder Chapter 4 section 3: some of the case studies show how welfare policies that sought to solve housing problems in the past have had damaging consequences, leading to punitive and criminalising policies in the present. Chapter 5 section 2: global slums are sites of concerns about crime and disorder. They are also sites of emerging understanding about how slums can be a source of progress and development through self help Chapter 5 section 4: transnational institutions concerns with regulating environmental crimes are contrasted with restorative self regulatory and participatory models of development.

Management :: Business Management

Management Past Structure Marks and Spencer used to be structured under a Functional or U-Form design which works by breaking the company into departments like operations, marketing, finance, human resources, and research and development. This design works well with smaller companies but with bigger companies there is too much information for the top manager to handle and deal with. This is exactly what happened to Marks and Spencer. In 1991, Sir Richard Greenbury took over Marks and Spencer for seven years and structured the company to fit the Functional design. He made the company very aristocratic and rigid where by â€Å"Head office knows best† (The Economist). This created an atmosphere where by the company focused on their products instead of focusing on their customers. Although Marks and Spencer grew and made huge profits within this time, in 1998 their profits fell very quickly and sharply. Marks and Spencer closed a chain of stores which they owned in Canada and rumours were spreading th at they would also close two chains of stores which they owned in the United States. The combination of Marks and Spencer’s quick expansions and the aristocratic rule had definite visible implications on Marks and Spencer’s well-being. The combination of Marks and Spencer’s aristocratic rule and structure just couldn’t handle everything that was going on. Another one of Marks and Spencer’s weaknesses stemmed from their heavy reliance on inside promotions. The company would hire college students and have them work their way up the ladder. Very rarely did the company hire outside candidate for senior positions. This prevented outside innovations from coming into the organisation. Reformed Structure In 1998 Marks and Spencer needed to do something drastic because it was losing out on its market share and their reputation was going down the tubes. The company decided it was time to restructure. The new structure of Marks and Spencer would be more like the Conglomerate or H-Form design. In this design the organisation is set up basically as a holding company comprised of unrelated products. The new Marks and Spencer would have seven different business units: women’s swear, men’s wear, lingerie, children’s wear, food, beauty, and home. This would allow the company to create a more flexible structure which could respond to the fast changing environment. This flexible structure would give autonomy to individual business units helping them tailor to their customers better.

Classification of Vibration

CLASSIFICATION OF VIBRATION Vibration can be classified in several ways. Some of the important classifications are as follows. †¢Free Vibration. If a system, after an initial disturbance, is left to vibrate on its own, the ensuing vibration is known as free vibration. No external force acts on the system. The oscillation of a simple pendulum is an example of free vibration. †¢Forced Vibration. If a system is subjected to an external force (often, a repeating type of force), the resulting vibration is known as forced vibration. The oscillation that arises in machines such as diesel engines is an example of forced vibration.If the frequency of the external force coincides with one of the natural frequencies of the system, a condition known as resonance occurs, and the system undergoes dangerously large oscillations. Failures of such structures as buildings, bridges, turbines, and airplane wings have been associated with the occurrence of resonance. If no energy is lost or dis sipated in friction or other resistance during oscillation, the vibration is known as undamped vibration. If any energy is lost in this way, however, it is called damped vibration.In many physical systems, the amount of damping is so small that it can be disregarded for most engineering purposes. However, consideration of damping becomes extremely important in analyzing vibratory systems near resonance. If all the basic components of a vibratory system the spring, the mass, and the damper behave linearly, the resulting vibration is known as linear vibration. If, however, any of the basic components behave nonlinearly, the vibration is called nonlinear vibration. The differential equations that govern the behavior of linear and nonlinear vibratory systems are linear and nonlinear, respectively.If the vibration is linear, the principle of superposition holds, and the mathematical techniques of analysis are well developed. For nonlinear vibration, the superposition principle is not val id, and techniques of analysis are less well known. Since all vibratory systems tend to behave nonlinearly with increasing amplitude of oscillation, knowledge of nonlinear vibration is desirable in dealing with practical vibratory systems. If the value or magnitude of the excitation (force or motion) acting on a vibratory system is known at any given time, the excitation is called deterministic.The resulting vibration is called as deterministic vibration. In some cases, the excitation is nondeterministic or random; the value of the excitation at a given time cannot be predicted. In these cases, a large collection of records of the excitation may exhibit some statistical regularity. It is possible to estimate averages such as the mean and mean square values of the excitation. Examples of random excitations are wind velocity, road roughness, and ground motion during earthquakes. If the excitation is random, the resulting vibration is called random vibration. Reference link: http://cla ssof1. com/homework-help/engineering-homework-help

Observation of a History and Social Science Lesson - Free Essay Example

Sample details Pages: 5 Words: 1460 Downloads: 1 Date added: 2017/09/13 Category Advertising Essay Did you like this example? Observation of a History and Social Science Lesson Gena Beamon University of Phoenix Curriculum Constructs and Assessment: History and Social Science MAT 531CA Bernardita Beni Murphy-Jobes April 7, 2009 Ms. Ceja’s third grade classroom was observed at 95th Street Elementary School, which is apart of the Los Angeles Unified School District located in Los Angeles, California. During the observation Ms. Ceja stated History and Social Studies requirement was required weekly for ninety minutes. The lesson plans duration were thirty minutes for a one day a week. During the observation the teacher provided the following outline, which was apart of a mini lesson from the teacher’s resource book, â€Å" History-Social Science for California: Our Communities. † While Ms. Ceja was asking her students questions with the transparencies that contained graphic organizers and was building an existing knowledge for preparation of the reading materials. The students answered the questions, such as â€Å"Where do you live? Then the teacher pointed out where they lived on a large map of California. The students were asked a series of yes or not questions about nearby geographical features such as â€Å"Is there a mountain in your region? † While the teacher was getting their response to her questions and after they answered yes Ms. Ceja would point to that feature on the map and repeat its name. The students received a preview of the lesson by reading â€Å"Connect to You† with the class. Thereafter, they were showed a large map of California and ointed out the four major land regions: valley, desert, mountain, and coast. The teacher told the students what they would be learning more about the regions and they appeared very interested. There were about four students appeared to have some difficulty and the teacher was observed spending time working with them, later when others were in there assigned groups. Once the students completed their vocabulary activities and reviewed the definitions of a synonym and they responded to Ms. Ceja’s question on which word is a synonym for area. Don’t waste time! Our writers will create an original "Observation of a History and Social Science Lesson" essay for you Create order Overall, while the students were reading together and the teacher reminded them to look for the main idea in each paragraph they exceeded this area of understanding and objective. Once they found the main idea, it appeared easy for them to find details that go with it. The classroom had many materials on the bulletin board stating the lesson’s objective and the state standards. Together with the teacher, and her assigned group members in the classroom had seemed to help the various learners comprehend social studies subject matter. Typically, this involved as observed by aiding the students in reading textbooks, periodicals, and trade books that were available for this lesson. The teacher was observed utilizing many approaches which incorporated well-grounded instructional strategies in reading and social studies. A few of these techniques observed was the K-W-L technique (Martorella, P, and Beal, 2002) is a basic way to initiate study of a unit by motivating students and activating their prior knowledge and accessing what they have learned after the lesson or unit was conducted. In the onset of the teacher beginning the lesson, a sheet was give to each student and their assigned groups later, where together they resolved the answers the question â€Å"Where Do You Live? † An illustration is shown below. Main idea and Details List three details that tell more about the main idea. Main idea [pic] Detail Detail Detail Detail Another strategy technique used was concept mapping, which aided the students comprehension. This technique as observed encouraged students to organize their categories of concepts and to identify relations among them. The concept mapping technique has many variations when used for assessments or as a study tool. In one variation Ms. Ceja created a partial map that showed some of the concepts and linkages to demonstrate relationships and model the technique, thereafter students were asked to complete the map. The graph organizer, which is similar to the concept map, is a statement of the relationship among major themes in the reading route or passages. A question would be asked related to the materials that students have read. The format used by the teacher was flexible as observing for a student, individually or in small groups, and to locate that supports both sets of answers. While observing and reflecting on research, it was understood by this writer that graphic organizers could be used in many forms, can be used by students before studying material as a way to discern how the teacher or author has structured information (Martorella, P, and Beal, 2002). Example of Graphic Organizer Branches of the government JudicialExecutiveLegislative Supreme Other Political HouseSenate court courtsparties President CabinetRepublicans Democrats The teacher had did an excellent job of assessing the students in a variety of ways, especially understanding the value of using children’s literature in her instruction. This provided a clear model of how trade books could be integrated into the social studies curriculum in the primary grades. Ms. Ceja stressed the importance of planning ahead, good book selection, and student involvement in the planning and selection process. Therefore the following outline was modified some for this writer’s future lesson plans. 1. Build Background a) Activate Prior Knowledge ) Preview the Lesson c) Introduce Vocabulary 2. Teach a) Read Together b) Reading Information Tex c) Digital: Audio Student Text d) Summarize e) Skill: Physical maps 3. Ongoing Assessment: a) IF students are struggling to understand how the valley and desert regions are alike (Question 3), b) THEN ask them to picture these two regions in their minds, [both are flat, low are as. ] 4. Assess and Extend: a) Lesson Assessment (p. 8T6) b) Extend – Have students write sentences about their region and also about some places they may have visited outside their region. Make sure they use the vocabulary words and terms from the lesson. c) Find Out More (p. 8T5) – Have students read the page and brainstorm, then draw appropriate landforms, with labels. The following suggestions would be used to enhance Ms. Ceja’s lesson plan and for universal access for English Learners, extra support and special needs or to challenge students the following outline would be followed. English Learners 1) Visualize the Vocabulary – Help students visualize the terms of the lesson through hands on activities. 2) Beginning (Level 1): Help students understand the vocabulary by providing images that represent the ords. 3) Intermediate (Levels 2 – 3): After providing visual images of vocabulary words, have students make an illustration in which three vocabulary words are represented. Have students label the three items. 4) Advanced (Levels 4 – 5): After providing visual images of vocabulary words, have students write a short paragraph that incorporates the three vocabulary words that relate to water (flood, dam, canal). Extra Support (This was demonstrated in the classroom. ) 1) Use vocabulary 2) Make connections Special Needs (This was demonstrated in the classroom. ) 1) Build Background 2) Discuss Ideas Challenge (This was demonstrated in the classroom. ) 1) Make a Map 2) Apply Concepts Reflecting on this class observation it was refreshing to see how to use real historical understanding so it would require students to have opportunities to create historical narratives of their own. Thus, these narratives may have taken many forms: group stories dictated to the teacher, and individual stories, letters such as a child of the time may have written, journals, and reports in grades 2-4, for example. The historical understanding requires that students considerately listen to and read the historical narratives created by others and the teacher. While the well-written historical narratives are interpretative, revealing conditions, changes, and consequences, and explaining why things happened as they did they offer and promote important skills for students to become historical thinkers. Even the events described and the explanations they offer, raises important skills in historical thinking. Overall the observation was very successful and the teacher’s classroom management was the highlight with excellence and the students accomplishing their goals in learning. Reference Martorella, P, and Beal, C. Social Studies for Elementary Classrooms: Preparing Children to Be Global Citizens, pp 220-221. Third Edition. 2002, Upper Saddle River, NJ https://www. chicousd. org/pvlib/teacher2. htm Retrieved 4/5/09. California Connections: Grade Content Standards Links Lesson Plan: How have people used the land in your region? Grade Level: Primary to Intermediate (Grades 3 and 4) H-SS 3. 1. 1 Identify geographical features in their local region (e. g. , deserts, mountains, valleys, hills, coastal areas, oceans, lakes). Content Paths: What are the land and water like in your area? Core Instruction: Text Path: Pacing 50 minutes Materials: a)Student Text, pp 3-8; b) Student text transparencies, pp 3-8; Find c)Find Out More Handout, p 8T5 Assessment: d) Digital Lesson Pretest e) Lesson Assessment, p. 8T6 f) Digital Lesson Quiz English-Language Arts Support Reading transparency, R1 Reading Comprehension Skill a) Main Idea and Details: ELA 3RC2. 5 b) Vocabulary Development c) Synonyms/Antonyms: ELA 3RW1. 4 California has four major land regions. valley desert mountain coast