What caused the dust bowl Essay Example for Free

What caused the dust bowl Essay In 1803, President Thomas Jefferson purchased the territory of Louisiana from the French government for $15 million. The Louisiana Purchase stretched from the Mississippi River to the Rocky Mountains and from Canada to New Orleans, and it doubled the size of the United States and there was more to go. Thanks to the Louisiana purchased U.S. has gotten a better geographic, economic, social, and political stable. There was more land for the population to stretch out. More gold to be mine. Better education for the poverty. And finally there are the Democratic and Republican parties that change the political side of view. To begin the main thing that changed the U.S. when Louisiana was purchased was the new geographic of U.S. This was a really good thing for farmers and agriculture, and a lot of settlers found opportunities in the new land. There were more states for people to move into them. Also another good thing was that there were more railroads for transportation. One negative fact about people going to the west was that the Native Americans were losing their territory, and fighting each other for the least territory there was left. Another terrific victory about the Louisiana Purchase was the boost of economic that was improving. There were so many things happening at the same time when people were moving to the west. There were lots of inventions being made like the Steamboat, the Telegraph, the Steam Locomotive and many more. Another good thing that helps the economic was the gold rush in California 1841. Also industrialization affected the economic because goods began to be machine made rather than hand made. And finally there was the agriculture economic were there was lots of plantation of cotton and lots of invention for the farmers. Finally the westward expansion affected the U.S. in political views. One thing that U.S. got affected politically was that later on comes the civil war when states try to separate. Another way was slaves tried to escape from their owners. Also during that time Andrew Jackson becomes president. Andrew became a famous president by not following rules like the constitution and by adding Florida to the U.S. Finally the Democratic and Republican parties are invented.

The various changes and change management models

The various changes and change management models To survive in todays marketplace, a business must constantly examine its performance, strategy, processes and systems to understand what changes need to be made. At the same time, an organization must also understand the implications of a new business change on its employees, given their culture, values, history and capacity for change. Employees ultimately perform the new day-to-day activities and make the new processes and systems come to life in the business. Change management is about managing people in a changing environment so that business changes are successful and the desired business results are realized. Academic and professional literature propose a set of managerial practices that better support the enactment of organizational change processes (Armenakis and Bedeian, 1999; Buchanan et al., 2005; Casio, 2002; Jones et al., 2004; Kanter, 2001; Kotter, 1996; Meyer and Stensaker, 2006; Nadler, 1998; Whelan-Berry et al., 2003, among others). According to Kanter (2001) those who direct or participate in the change processes often forget these practices, which sometimes might seem obvious principles based on common sense, generating a more inefficient and sometimes chaotic process than necessary. Change preparation CMPs usually include suggestions such as the diagnosis and analysis of the organizational system and its environment, the identification of change needs, and the development of a new organizational vision (Buchanan et al., 2005; Tushman and OReilly, 1997; Whelan-Berry et al., 2003). Some authors also suggest to execute during the change preparation stage, the development of a d etailed plan of how change will be implemented, including ambitious but realistic objectives, stages to be achieved, and the timing necessary to coordinate the change project (Nguyen Huy, 2001; Whelan-Berry et al., 2003). 2.2 Change Management Models The current models of change derive from many theoretical and academic frameworks. Three leading theories, Kurt Lewin, John Kotter and Prosci ADKAR model provide helpful conceptual framework for those embarking on transformation efforts. Lewins Model Lewins approach suggests that change involves a move from one static state via a state of activity to another static state. He modeled this via a three-stage process of managing change: unfreezing, changing and re-freezing. According to Lewin in his book A Pioneer in Human Relations Research, the first stage unfreezing or opening up and examining the patterns of norms, values and beliefs that hold system together and discussing concerns about change. The second stage changing or planning the change process while continuing the ongoing communication within the system. The third and the final stage refreezing or integrating the changes to establish equilibrium of the system Lewin recognised that people like the safety, comfort and feeling of control within their environment, and that they also derive a strong sense of identity from that environment. Lewin regarded this as a frozen state and suggested that significant effort may be required to unfreeze people in order to get them to change. (Lewin, 1947) The weaknesses of the model: It emphasises more on psychological side rather than leadership, management and process improvement side. It doesnt address the strategic macro-level of change management Kotters Model Harvard Business School professor and world-renowned change expert John Kotter introduced his eight-step change process in his 1995 book, Leading Change. Figure: 8 steps of Kotters change model (1) Create Urgency Kotter suggests that for change to be successful, 75% of a companys management needs to support the change. Results of analysis and early conclusions should be thoroughly tested with informed third party opinion and a wide cross section of all stakeholders. (2) Form a guiding coalition Managing change is not enough change has to be led. By working as a team, the coalition helps to create more momentum and build the sense of urgency in relation to the need for change. Kotter recognises the importance of the emotional dimension and the energy that is generated by a mastermind groups all working together. (3) Develop a vision and strategy A drive for change without a clear focus will rapidly fizzle out unless you develop a clear vision of the future that is accompanied with a clear description about how things will be different in the future. (4) Communicating the vision Communication is everything, and Kotter maintains that as change leader you need to use every means at your disposal to constantly communicate the new vision and key strategies that support that vision. (5) Enabling action and removal of obstacles This is the stage where your change initiative moves beyond the planning and the talking, and into practical action as you put supportive structures in place and empower and encourage your people to take risks in pursuit of the vision. (6) Generating short-term wins Success breeds success. Kotter advises that an early taste of victory in the change process gives people a clear sight of what the realised vision will be like. (7) Hold the gains and build on change Kotter argues that many change initiatives fail because victory is declared too early. An early win is not enough. (8) Anchor changes in the culture Kotter says that for any change to be sustained, it needs to become embedded in the new way we do things around here that is the culture. The weaknesses of the model: It is action based and tactical and does not go far enough in spelling out the specifics of how to achieve clarity of vision and an executable strategy to get from vision to realisation of the benefits of the change initiative. It is all about organisational change and does not recognise or address the personal transition that accompanies that change. 2.3 The ADKAR Model for Change Management The ADKAR model reflects the necessary building blocks for individual change and its development was based on analysis of research data from over 900 organizations over a 10-year period. The ADKAR change model is founded on 2 basic ideas: It is people who change, not organisations Successful change occurs when individual change matches the stages of organizational change. To some extent, the ADKAR model covers the same ground as William Bridges model in that organisational change is linked to personal change. The difference is that the ADKAR model is essentially project focused and tactical in nature, whereas Bridges pays deeper attention to the scale of feelings of loss and disorientation that accompanies major organisational change. Figure: The ADKAR Model For organisational change to be successful, the following individual changes need to progress at the same rate of progress as project elements in the business dimension of change. Awareness of the need for change. Desire to make the change happen. Knowledge about how to change. Ability to implement new skills and behaviours. Reinforcement to retain the change once it has been made. Prosci describe ADKAR as a goal-oriented change management model that allows change management teams to focus their activities on specific business results. ADKAR provides a useful framework for change management teams in the planning and execution of their work, as goals or outcomes defined by ADKAR are sequential and cumulative. An individual must attain each element in sequence in order for a change to be implemented and sustained. We choose this model in our project to analyse JESA staff attitudes towards transformation because it enables us to: Diagnose employee resistance to change Help employees transition through the change process Create an action plan for personal and professional advancement during change Develop a change management plan for employees Identify why changes are not working and to take the necessary remedial steps In summary, it provides a very useful tactical action management framework and checklist. 2.4 Change management metrics Discussions to date have centred on different models for change and the need to manage change. In line with The Demming Cycle Plan, Do, Check, Act (van Bon et. al, 2008), it is necessary to check if the processes being utilised for TCM are working. To do this it is necessary to measure the processes implemented in an effort to improve them. Much of the available literature, dealing with models for managing change, defines the measure of success as being project-related rather than process-related. Prosci (2005) Maturity Model examines where organisations are relative to their management of change but does not review the measurement of the specific change management techniques as applied to particular projects. This study is focused is on putting in place metrics for measurement of the success of the change process throughout the project in an effort to enable accelerated adoption of the change management techniques. ITIL (Information Technology, Information Library) is the area of continual service improvement which aligns with the change management metrics concept and so is of relevance in analysing systems and measures put in place to see what can be learned from them and apply the learning to metrics proposed in this study. ITIL guides organisations to perform the following steps in order to improve a service: 1. Decide what you should measure 2. Decide what you can measure 3. Gather the data for measurement 4. Process the data 5. Analyse the data 6. Present and use the information found 7. Implement corrective actions. These steps are equally applicable to improving the change management metrics process by creating a set of valid metrics. One model presented by Baldwin Curley (2007) illustrates the measurement of Return On Investment (ROI) in IT. They reference the four components of a typical business case which must be considered for measuring benefits and costs of IT as presented by Tiernan and Pepard (2005). A set of surveys measured the use of change management processes, change outcomes in organizational results. The use of perceptual data to measure behavioral practices ( Huselid, 1995; Delantey and Huselid, 1996), organizational change processes (Holt et al., 2007) and organizational results (Ketokivi and Schroeder, 2004), has become a frequent measurement method in literature. Weick and Roberts (1993) argue that subjective perceptions about organizational events are crucial, since people behave in accordance with their perceptions, not in accordance with more objective data. As presented by Raineri (2009) in the Journal of Business research, he created several perceptual measures of organizational change results and organizational performance. Change strategists judged the degree of attainment of the change program objectives and deadlines with two questions, and a corresponding Likert scale ranging from 1 (not at all) to 5 (completely). 2.5 Communication and change management Only few managers obtain expected effects when they communicate strategic change to their employees. Kotter (1995) argues that transmitting vision to employees and using every communication channel possible are central elements in the success of a change. More recent research from Larkin and Larkin (1996) precise more efficient ways to present change to employees, and describe the appropriate communication channels to use. Even if managers are receptive at meetings, and understand values, vision, and mission, this process is not efficient with employees. With employees you need to communicate facts, and to present value through action, not through words. In general, half of employees believe that management cheats and lies, that is why talking about values suggests that fraud is near. Employees adhere to values only if they are convinced that those values will enable them to reach their personal goals (Larkin Larkin 1996). Larkin and Larkin (1996) suggest that groundless rumors can undermine chances of success, so it is important to choose appropriate media and to begin to communicate at an early stage in the change process to avoid misunderstandings. 2.6 Training and change management The most powerful change management strategies combine organizational change management techniques with individual change management tools to create a robust,closed-loop process. Individual change management is the process of providing tools and training to employees to enable them to manage their personal transition through change. This includes training for managers and supervisors to equip them with the tools they need to assist their employees through the change process. (Prosci,2003) The major gap in individual change management according to Prosci experts is knowledge about the change itself and the required new skills, then the appropriate solution is to develop the training plans to correct this knowledge gap. Project teams that can maintain a results-orientation are in a better position to develop and implement corrective action based on the root cause of employee resistance. The process for using individual change management tools begins with training for managers and supervisors. These front-line coaches are a critical component of individual change management. In many cases, these managers and supervisors will be the trainers for their groups when it is not feasible for your company to train every employee about change management. (Prosci, 2003) 2.7 Teamwork and change management A team comprises a group of people linked in a common purpose. Teams are especially appropriate for conducting tasks that are high in complexity and have many interdependent subtasks. As organizations seek to become more flexible in the face of rapid environmental change and more responsive to the needs of customers, they are experimenting with new, team-based structures. (Jackson Ruderman, 1996). A team comprises a group of people linked in a common purpose. Teams are especially appropriate for conducting tasks that are high in complexity and have many interdependent subtasks. A group in itself does not necessarily constitute a team. Teams normally have members with complementary skills and generate synergy through a coordinated effort which allows each member to maximize his or her strengths and minimize his or her weaknesses. Aside from any required technical proficiency, a wide variety of social skills are desirable for successful teamwork, including: Listening and questioning Respecting and Persuading Sharing and Helping Participating and communicating For a team to work effectively in the context of change it is essential that team members acquire communication skills and use effective communication channels between one another e.g. using email, viral communication, group meetings and so on. This will enable team members of the group to work together and achieve the teams purpose and goals. (Meredith, 1993) 2.8 Career and job satisfaction and change management i) Performance appraisal system: As espoused by Anthony, Perrewe and Kacmar (1996, pp. 374-5), a performance appraisal system must be well defined, corporately supported and monitored. It must also be widely communicated and focused towards achieving corporate objectives. Fischer, Schoenfeldt and Shaw (1997, p.454), conclude that performance appraisal should be used as an employee development tool to identify areas of skill and ability deficiency to improve the focus for training and development, as the possession of appropriate skills and abilities are key elements in improving individual performance. A number of authors have demonstrated that good communication between managers and their immediate subordinates serves to enhance employee satisfaction, commitment and performance (Savery Syme 1996, p. 20; Larkin Larkin 1996, Fisher et al., 1997, p. 494; Ramsay 1991, p. 10). Changing an existing performance appraisal system will not be a straightforward process as there are a number of obstacles that need to be overcome. These include the ability to provide the training and development requirement as identified during the appraisal process. In addition, there are presently a number of staff, many of whom are doctors, who do not undertake this type of performance appraisal process. When considering altering the preexisting performance appraisal system within the environment of Meadowvale Health and bearing in mind the change management issues outlined above, the mechanism suggested would involve: -Education and communication to explain the rationale behind the change process and the benefits in training and development; -Participation and involvement during the development of the new performance appraisal system to encourage ownership; -Negotiation and agreement on the final mechanism of appraisal and of the areas to be appraised to ensure alignment with the corporate direction; and -Facilitation and support during the implementation phase of the new system of the employees and line managers involved. ii) Reward and recognition system Initial consideration of reward and recognition systems could lead to the belief that they consist only to provide extrinsic motivation. Herzberg (1987, p. 118) considers that reward and recognition can provide for both intrinsic and extrinsic motivation. However, growth gained from getting intrinsic rewards out of interesting and challenging work provides the greatest influence. Motivation is an important issue in any organisation because it is involved in energising or initiating human behavior, directing and channeling that behavior and sustaining and maintaining it (Steers Porter 1987). There is no doubt that extrinsic incentives can boost performance. In a practical sense, decreased intrinsic motivation will be a concern if the extrinsic incentive is withdrawn, as the increased level of performance is unlikely to be sustained. Hamner (1987b). Some merit pay schemes may encourage poor work practices as individual employees attempt to maximise their personal gains to the detriment of the entire organisation (Hickey Ichter1997, p. 40). Rewards and recognition that the employee views as positive should improve job satisfaction and performance (Dunford 1992, pp. 84-5). What types of reward or recognition are best to increase intrinsic motivation and enhance individual performance and job satisfaction, as required by Meadowvale Health? Kovach (1987), Popp and Fox (1985) and Hede (1990) conducted surveys and provide answers to this question. They found that employees sought achievement, responsibility and growth as the highest priority for incentives in their work. A reward and recognition system that addresses these areas should produce the desired outcome. Goal setting can provide a number of these employee rewards as individual employees can negotiate desired outcomes with management (Dunford 1992, p. 82). The employee who plays an integral part in the development of these goals is more likely to perceive the outcome as being achievable and to be committed to achieving them (Robbins et al.. 1998, p. 213). Management involvement will ensure the goals are consistent with corporate objectives and that they provide challenging opportunities for the employee to use their current skills and abilities and to encourage the development of new ones. 2.9 IT tools and change management Information technology has become strongly established as a supporting tool for many professional tasks in recent years (Miresco, 1995). Computerized decision support systems can be used by project participants to help make more informed decisions regarding the management of variations in projects by providing access to useful, organized and timely information (Bedard, 2000). It is commonly evident that information technology provides enormous facilities among organizations, individuals and community. Nowadays, an organization considers IT/IS as a necessity to develop businesses, improve processes and satisfy customers needs. IT/IS, however, not only has the potential to change the way an organization works but also the very nature of its business (Galliers and Baets, 1998). Through the use of IT/IS to support the introduction of electronic markets, buying and selling can be carried out in a fraction of the time, disrupting the conventional marketing and distribution channels (Malone 1989). Indeed, IT/IS have changed the way of doing commerce from the real world to the virtual one with extremely developed details and improved processes. According to many researchers Information Technology Strategic Planning is the appropriate way to achieve organisation strategic purposes within the context of change. Strategic planning is the process of determining a companys long-term goals and then identifying the best approach for achieving those goals (Wikipedia). A study completed in 1999 revealed that less than 40% of US businesses included IT senior management in the strategic planning process. A Conceptual framework for IS strategic planning is necessary and so important for providing an accurate and valuable IT/IS planning for organisation. Based on Somendra and Cheng (1995) work, there are some basic steps to conceptualise IT/IS planning such as: à ¢Ã¢â€š ¬Ã‚ ¢ Study Internal Business Environment. The internal business environment is comprised of mission of the organization, its objectives, strategies and plans, business activities, the organizational environment, core competencies, its critical success factors and the internal value chain. à ¢Ã¢â€š ¬Ã‚ ¢ Study external business environment. This helps an organization focus attention on the forces and pressure groups it encounters. These external forces exert a very strong influence on the business strategy of an organization. à ¢Ã¢â€š ¬Ã‚ ¢ Study internal IS/IT environment. This is mainly comprised of the current and planned applications portfolio that supports the business. Those steps can be modified according to the business context in which the organization works, each steps could be revised and improved in order to have the ultimate formulation for realizing the IS strategic planning. Organizations performance will depend significantly on its IS potential, it is recognised that IS/IT now plays an integral role in the majority of business operations. However, there was an implication that any organization could achieve its business strategy by excellence in developing its strategy excellence in the sense of judicious assessment of the impact of IS/IT and precise alignment of IS/IT strategies with business strategies. How you gather, manage and use information will determine whether you win or lose (Gates 1999). 2.10 Project management and change management At the 8th conference of the International Research Network of Organising by Projects (IRNOP) Geraldi, et al., (2007) documented the motion: This house believes that we no longer need the discipline of Project Management. The PM body of knowledge as a discipline is challenged. In a static world it is accepted that these principles are valid but in the real ever-changing dynamic environment where everything changes it is argued that project management as a knowledge field should include more than just traditional disciplines. They conclude by saying that looking for the answer is a sign of the field being immature and that part of the maturity of project management research is to accept the complexity present in real life and to accept several perspectives to studying such a reality (Geraldi, J. et. al, 2008). The change management metrics is a sub element of project management but the principles discussed here in relation to application of standards by experienced practitioners is equally applicable. In the area of change management as a tool to deliver project success, there are several approaches which can be employed, that being said, the underlying concepts remain closely connected in all change management models. 2.7 Change Management Best Practices In the Change Management Best Practices study, Prosci (2005) analysed 411 companies worldwide in order to review their specific change management practices and determine industry best practices. Prosci then combined this study with similar ones from 2003, 2000 1998 and published the results. Proscià ¢Ã¢â€š ¬Ã… ¸s objective in conducting the study was to understand what methods and tools work best in the area of managing change. Prosci (2005) identified the following five key success factors in order of importance: 1. Active and visible sponsorship. 2. Use of change management process and tools. 3. Effective communication. 4. Employee involvement in the change process. 5. Effective project leadership and planning. Based on Prosci findings in 2007, participants evaluated what they would do differently on their next change management process. The findings focused on four areas: Better engagement of senior leaders as change sponsors Improved change management planning and more effective application of change management tools Dedicated resources for managing the people side of change Earlier and more personal communications with employees 1. Better engagement of senior leaders as change sponsors Consistent with the 2007 findings, participants stated they would engage senior leaders earlier and more proactively to: Ensure buy-in and alignment around the project Obtain sponsorship at the right level in the organization Enable senior leaders to participate actively as effective sponsors Study participants would have created a sponsorship plan and provided more education and coaching for their business leaders around being an effective change sponsor. They cited the need for a strong sponsorship coalition that was aligned around the vision and objectives of the project. They also stated the need for earlier and more frequent meetings with sponsors. Finally, participants cited the need to engage sponsors in the process of managing resistance with stakeholders. Early resistance management would help the project team create a consistent message and build commitment for the change.   2. Improved change management planning and more effective application of change management tools Participants cited several areas that needed improvement in their application of change management, including: Start earlier and improve change management planning Conduct better assessments of the change and of the attributes of each impacted group (improved situational assessments) Apply a standardized change management process on all projects Increase the involvement of employees in the process from the very beginning Align change management plans with project management plans Participants also indicated a greater need for change management training for project team members. 3. Dedicated resources for managing the people side of change Participants indicated that on their next project they would dedicate change management resources and a budget specifically allocated for change management activities. They also recommended careful selection of the change management team, which would become involved with the project sooner. 4. Earlier and more personal communications with employees Participants identified communications as an area for improvement on their next project. Specifically, participants stated that they would use more frequent face-to-face communications and less email. They also stated the need to build awareness around why the change was happening and to create the right level of urgency for the change. Additional suggestions from project teams included more active engagement of mid-level managers, more training available for employees and faster resolution of resistance. 2.8 Conclusion This literature review is intended as an introductory guide to facilitate understanding in the area of Change Management and from this to demonstrate the need for the investigation in the transformation plan at JESA. The body of research outlined in this literature review highlights the need of change in today organisations in order to survive in the context of globalization and competitiveness and analyses the areas investigated in the transformation plan at JESA with the change management practices. This supports the need for further research and the proposal that this thesis aims to address. From analysing the available literature it can be concluded that: There is no universal common Change management model of companies. However each company has its own characteristics (culture, values, mission) which the change model depends strongly on. The set of change management metrics cannot be provided universally to determine the success or failure of change management process The areas investigated in the scope of this project related to change management practices highlights many organisations practices relevant to their context and objectives So, it is the intent to put forward such a structured set of action plans and metrics in this thesis.

Literary Techniques in Shakespeares Macbeth Essay -- Shakespeare Mac

Literary Techniques in Shakespeare's Macbeth Without literary techniques most literature would be colorless. Therefore these techniques are very crucial in producing successful writing. Not only do they create interest, they also help in development of characters, this is especially depicted in the Shakespearean play, Macbeth. The characters developed from the different literary techniques such as irony, paradox, and imagery assist in conveying the many themes throughout the play. In this play different types of irony help in the development of characters, and as a result convey the themes of the play. First, Macbeth invites Banquo to his feast, ?Fail not our feast,? says Macbeth, ?My lord I will not,? replies Banquo ( , , 29-30 ). This is an illustration of dramatic irony because it is known before this quote that Macbeth is planning to murder Banquo and that he will not be alive to attend the great feast. Consequently this quote depicts a lot about Macbeth?s character because is shows that he is very conniving and heartless due to the fact that he wants to murder one of his only friends, and his innocent son. This also follows the theme of appearance versus reality in the play. When saying this Macbeth seems to be genuine and sincere, but in reality the audience/reader know are already aware of his evil and vicious plans. Lady Macbeth speaks another example of irony, as she talks of her account with Duncan: ?Had he not resembled my father I had don e?t.?( , . 13-14) This is an example of thematic irony, because shortly before Lady Macbeth seems be very strong and determined but when she comes face to face with the deed she is unable to do it. This shows that Lady Macbeth is not as sinister as she se... ... help create the characters personalities and by doing this aid in the production of the themes. All in all Shakespeare?s Macbeth, accurately uses the literary techniques of irony, which show that things aren?t always what they seem; paradox which depict that sometimes things should be reexamined to find out the real or other then literal meaning of what is being said, and imagery which illustrates that putting images in peoples minds is one of the best ways to convey a message. Together these techniques develop the characters and themes in the play. There are many lessons to be learnt in this play, when comprehended correctly they can help one unravel some of man?s modern day difficulties in life. Works Cited: Shakespeare, William. A New Variorum Edition: Macbeth. Ed. Horace Howard Furness. Philadelphia: J.B. Lippincott Company, 1915. Literary Techniques in Shakespeare's Macbeth Essay -- Shakespeare Mac Literary Techniques in Shakespeare's Macbeth Without literary techniques most literature would be colorless. Therefore these techniques are very crucial in producing successful writing. Not only do they create interest, they also help in development of characters, this is especially depicted in the Shakespearean play, Macbeth. The characters developed from the different literary techniques such as irony, paradox, and imagery assist in conveying the many themes throughout the play. In this play different types of irony help in the development of characters, and as a result convey the themes of the play. First, Macbeth invites Banquo to his feast, ?Fail not our feast,? says Macbeth, ?My lord I will not,? replies Banquo ( , , 29-30 ). This is an illustration of dramatic irony because it is known before this quote that Macbeth is planning to murder Banquo and that he will not be alive to attend the great feast. Consequently this quote depicts a lot about Macbeth?s character because is shows that he is very conniving and heartless due to the fact that he wants to murder one of his only friends, and his innocent son. This also follows the theme of appearance versus reality in the play. When saying this Macbeth seems to be genuine and sincere, but in reality the audience/reader know are already aware of his evil and vicious plans. Lady Macbeth speaks another example of irony, as she talks of her account with Duncan: ?Had he not resembled my father I had don e?t.?( , . 13-14) This is an example of thematic irony, because shortly before Lady Macbeth seems be very strong and determined but when she comes face to face with the deed she is unable to do it. This shows that Lady Macbeth is not as sinister as she se... ... help create the characters personalities and by doing this aid in the production of the themes. All in all Shakespeare?s Macbeth, accurately uses the literary techniques of irony, which show that things aren?t always what they seem; paradox which depict that sometimes things should be reexamined to find out the real or other then literal meaning of what is being said, and imagery which illustrates that putting images in peoples minds is one of the best ways to convey a message. Together these techniques develop the characters and themes in the play. There are many lessons to be learnt in this play, when comprehended correctly they can help one unravel some of man?s modern day difficulties in life. Works Cited: Shakespeare, William. A New Variorum Edition: Macbeth. Ed. Horace Howard Furness. Philadelphia: J.B. Lippincott Company, 1915.

Foodborne Illness Essay -- Food Illness Health Medical Essays

Foodborne Illness   Ã‚  Ã‚  Ã‚  Ã‚  Food borne illnesses are caused by consuming contaminated foods or beverages. There are many different disease-causing microbes, or pathogens. In addition, poisonous chemicals, or other harmful substances can cause food borne illnesses if they are present in food. More than two hundred and fifty different food borne illnesses have been described; almost all of these illnesses are infections. They are caused by a variety of bacteria, viruses, and parasites that can be food borne. (Center 1)   Ã‚  Ã‚  Ã‚  Ã‚  Food safety is an increasingly important public health issue. Governments all over the world are intensifying their efforts to improve food safety. Food borne illnesses are diseases, usually either infectious or toxic in nature, caused by agents that enter the body through the ingestion of food. â€Å"In industrialized countries, the percentage of people suffering from food borne diseases each year has been reported to be up to 30%. In the United States of America, for example, around 76 million cases of food borne diseases, resulting in 325,000 hospitalizations and 5,000 deaths, are estimated to occur each year.† (Geneva 2)   Ã‚  Ã‚  Ã‚  Ã‚  The most commonly recognized food borne infections are those caused by the bacteria Campylobacter, Salmonella, and E. coli 0157:H7, and by a group of viruses called Calicivirus, also know as the Norwalk viruses. â€Å"Thousands of types of bacteria are naturally present in our environment, but not all bacteria cause disease in humans.† (Schmutz 1)   Ã‚  Ã‚  Ã‚  Ã‚  Campylobacter is a bacterial pathogen that causes fever, diarrhea, and abdominal cramps. It is the commonly identified bacterial cause of diarrhea illness in the world. These bacteria live in the intestines of birds, and most raw poultry meat has the bacteria in it. Eating undercooked chicken or other food that has been contaminated with the juices dripping from raw chicken is the most frequent source of this particular infection.   Ã‚  Ã‚  Ã‚  Ã‚  Salmonella is also a bacterium that is widespread in the intestines of birds, reptiles, and mammals. It can spread to the human species a variety of different ways; through foods or animal origins. Some examples of food involved in outbreaks are eggs, poultry and other meats, raw milk and chocolate. The illnesses it causes are typically fever, diarrhea, and abdominal cramps. In people with poor underlying health or weakened immune... ... the time out to inspect the food you are grabbing. Make sure dates are current, the color is normal, the temperature is normal, and it was properly prepared (washed or cooked). A college student could become very sick or even die from a small mistake. Students need to be cautious with their busy lives. Work Cited Archuleta, M. (n.d), Keeping Food Safe. Guide E-508, pp. 1-11, 10/7/2003, www.cahe.nmsu.edu/pubs/_e/e-508.html Bogart, Carol. Kids hospitalized, festival cancelled in wake of E. coli outbreak at Wyandot County Fair. 6 October 2001 http://www.oweb.com/Advertiser-Tribune/text/N100601a.html Center for Disease Control, Food borne illness. 3 September 2003   Ã‚  Ã‚  Ã‚  Ã‚  http://www.cdc.gov/nicidod/dbmd/diseaseinfo/foodborneinfections_g.htm â€Å"FDA Sees Surge In Food Poisoning Dietary changes, imports cause risk.†   Ã‚  Ã‚  Ã‚  Ã‚  San Francisco Chronicle 18 March 2001: A8. Geneva, Sue. Food Safety and Food borne Illness. 25 January 2002   Ã‚  Ã‚  Ã‚  Ã‚  http://www.who.int/inf-fs/en/fact237.html Greene, Alan. Food Poisoning. Dr. Greene.com. 7 August 2002 . Schmutz, P.H. Food borne Illness: Prevention Strategies. 2 February 1999   Ã‚  Ã‚  Ã‚  Ã‚  http://hgic.clemson.edu/factsheet/HGIC3620.htm

Langston Hughes Essay examples -- essays research papers

The period of the Harlem Renaissance was a time of great change and exploration for African Americans . It was during this point in the early twentieth century that African Americans were exploring their cultural and social roots. With the rapid expansion of a cohesive black community in the area, it was only a matter of time before the finest minds in Black America converged to share their ideas and unleash their creative essences upon a country that had for so long silenced them. In the midst of this bohemian convergence, many notable figures arose who would give a new voice to African Americans. With such great notables as Countee Cullen, Jean Toomer, Zora Neale, and James Johnson, mainstream American now had a unique window into the plight of African Americans all over the country. One individual though stands out as one of the most prominent figures of the Harlem Renaissance. Langston Hughes defined himself by his ability to pursue the true essence of â€Å"black folk† a t a time when black identity, culture, or art was considered an oxymoronic concept. Hughes sought to explore the true identity of Black America even amidst criticism that his work was anti-assimilationist in its literary expression. Wallace Thurman, one of Hughes’ closest friends had this to say about the poet’s subject matter: â€Å"He went for inspiration and rhythms to those people who had been the least absorbed by the quagmire of American Kultur, and from them he undertook to select and preserve such autonomous racial values as were being rapidly eradicated in order to speed the Negro’s assimilation.† ( Bloom 161) To many black critics, including Thurman, the subjects of Langston Hughes’ poetry exposed an aspect of the black culture that, according to Countee Cullen threw wide, â€Å"every door of the racial entourage, to the wholesale gaze of the world at large (Bloom 152).† Hughes was a lover of his people and sought to explain and illuminate the Negro condition in America. He created works of literature that were distinctively Negro in their elements: Without repudiating the Americanness of the Afro American, he defined how a work of art by a black American can be Negro, the artist’s Americanness notwithstanding†¦..The black artist stands a good chance of capturing the Negro soul if he looks for his material not among the â€Å"self-styled â€Å"hi-class† Negroes,† but among â€Å"the low down folks†, the ... ...gston Hughes manifested itself in â€Å"The Weary Blues†. Hughes wrote the poem to be played to music and it was performed with an accompaniment of jazz in the background. The flow of the poem is in tune to a blues beat. It incorporates the slow mellow mood of the blues and its easy free flow of thought. The poem captures the essence of sadness and melancholy that is attributed to the blues. Hughes writes about observing a piano player as he plays the sweet blues in the night: â€Å"He played that sad raggy tune like a musical fool Sweet blues! Coming from a black man’s soul. O Blues!†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (Norton 1733) â€Å"The Weary Blues† captures an important element of the black identity, that of its music and the soul which is put into its expression. The poem captures that soul of the black man as he wails a mellow tune to the beat of a blues rhythm. Langston Hughes established himself as the poet laureate of Harlem. He served as the voice of the downtrodden, as well the elite in black culture. The criticism that he once received is now praise as his influence is manifested in the affirmation of the black identity.

Unilever Business Manual

Also the organization has set objectives that needs to be achieved. Goals of Milliner (termed â€Å"The compass Milliner strategy for sustainable growth†): ; This clearly outlines their vision for the future where their brands and services will be used all over the world thereby doubling the size of Milliner ; Decreasing damage caused to the environment and impacting society positively. Another aspect of this also includes improvement in the way of life of people in areas such as health, food, annotation, and opportunities within societies ; Combining its multinational competence with Milliner's strong relationship in various cultures to provide a wide range of products to satisfy a range of users and also building strong relationships in new markets which will be of significance in the future growth of Milliner. ; â€Å"Achieving significant growth objectives while decoupling growth from environmental and increasing our positive social impact is a bold but challenging vision † Milliner 1 CEO Paul Pullman.Milliner's mission can be put into key points: Proving a daily better future for all. ; Helping personal image with Milliner's brands and services ; To be an inspiration in taking action to benefit the world ; Doubling the size of its business ; Developing its products further to work towards its goal of doubling the size of its business ; Limiting environmental impact through innovation and developing effective and efficient ways to reach people Primary and Secondary goals On 1 5th November 2010 Milliner announced its plans of sustainability by or before 2020.These goals include: Acquiring 100% of its agricultural raw materials from sustainable sources. ; Improving hygiene for one million people in Asia, Africa, and Latin America through the usage of ‘lifebuoy' soap thereby reducing diarrhea which is a large cause of infant mortality. ; Making safe water available though their low-cost water purifier called Purest which is produced in India and distributed to a half billion people across the world. ; Improving the living conditions of people in developing countries by collaborating with organizations such as Oxford.

Juvenile Justice: Incarceration vs. Intervention Essay

Abstract The national trend towards getting tough on juvenile crime by altering the juvenile justice system to more closely mirror the adult system was examined in order to determine whether secure confinement of juvenile offenders is as effective as community-based rehabilitative and treatment programs for these youth. Politicians and public perceptions have allowed the juvenile justice system to evolve from one of reform based thinking to one of punishment based thinking, placing more young offenders in secure facilities than ever before. The social repercussions of secure confinement of juveniles, without the use of proper rehabilitative tools, including education and life-building skills, are evident as youth are being ‘set aside’ rather than being encouraged to become productive members of their communities.  Not a day goes by where our national media doesn’t report on stories involving heinous and criminal acts committed by juveniles in the United States. Juvenile delinquency is a fact of life – ranging from minor status offenses to unimaginable acts of violence. When dealing with young offenders, there are always difficult decisions to make concerning appropriate punishments that take both public safety and the needs of the juvenile into account. In response to a recognizable increase in youth crime, getting tough on juvenile delinquency and holding young offenders more accountable has been the national trend in the past two decades  (Brinks, 2004). Many argue that removing juveniles from the environment in which their crimes were committed is the most successful deterrent of future negative behavior. But what does secure confinement provide these troubled juveniles aside from isolation from the negative influences they may be subjected to on the outside? Should young offenders be incarcerated for their crimes as they would be as adults, or is it possible to ‘rehabilitate’ a juvenile delinquent without the use of detent ion or incarceration? Of course, juvenile offenders must be held accountable for their offenses – it is an essential element in the natural process of learning and maturation. However, the immaturity that is seen in children and adolescents is an indicator that these behaviors will not be well deterred by harsh punitive action, but rather be better served by rehabilitative attempts. The fact that young offenders tend to outgrow their nonconformity is even more of a reason to believe that a castigatory approach to these juveniles will not be successful in reaching deterrent or rehabilitative goals (Young & Gainsborough, 2000). Because of these matters, community programs and intense intervention are more effective than secure confinement when it comes to juvenile delinquency rehabilitation. In order to explore the effectiveness of treatment and intervention versus incarceration of juveniles, it is helpful to look at the original intentions of the juvenile justice system and how the system has since evolved. The question of rehabilitation versus incarceration of juvenile delinquents came to a head in the late 1800s, resulting in the creation of the first juv enile court system in the United States. Prior to this time, institutionalized children were held along with adults, and no efforts were being made to teach them the necessary skills they required to make positive contributions to society. After centuries of treating very young children as property, and those over the age of five or six as simply little adults when it came to criminal misconduct, it was finally recognized, and widely accepted, that the developmental differences between juveniles and adults provided an increased opportunity for the successful rehabilitation of juveniles outside of secure confinement. The early years of the juvenile justice system focused on recovering the lives of the juvenile offenders before they were completely immersed in a life of criminal activity. The states took on the role of ‘parents’ or â€Å"parens patriae† (state as guardian) and undertook the  parenting responsibility until the juveniles showed improved behaviors, or became adults. Juveniles were no longer tried as adult offenders, and reform houses, rather than prisons, were used to emphasize behavior reform rather than punishment (Brinks, 2004). The juvenile justice system’s focus on reform continued throughout much of the 20th century. Changes began emerging in the juvenile court system in the mid 1900s. During this time, the main objective of juvenile justice remained focused on reformation rather than criminal punishment, however, principles which were not previously in place, were being established by the Supreme Court, requiring juvenile courts to guarantee specific constitutional protections to young offenders. These protections included the right to be represented by an attorney, the right against self-incrimination and the right to hear the testimony against them (Ramsey & Abrams, 2004, p. 42). Although these rights are in line with constitutional rights afforded adults, many within the juvenile justice system were concerned that the court’s reformative techniques would be lessened if the same constitutional rights were applied to children as to adults. Justice Potter Stewart expressed concern that the court’s decision would â€Å"convert a juvenile proceeding into a criminal prosecution† (â€Å"History of America’s,† 2008). While constitutional rights must now be afforded to everyone, this was the first of many changes which began to alter the historical intent of the juvenile justice system. Until 1980, other changes in the juvenile justice system seemed to consistently refer back to the main objective of its creation. The Juvenile Delinquency Prevention and Control Act of 1968 encouraged states to establish programs geared towards the prevention and rehabilitation of juvenile delinquency at the community level. These programs, once approved, were eligible to receive federal funding. The Juvenile Justice and Delinquency Prevention Act of 1974 built upon the 1968 act and increased nationwide rehabilitative efforts for juvenile offenders. If states wished to receive funding under this act, they were required to remove all juveniles within their jurisdictions from secure confinement facilities and separate them from convicted adults, building on the be lief of writer Morrison Swift who commented on jailing young offenders with adults, â€Å"young and impressionable offenders were being carried off to Rutland with more hardened men, there to receive an education in lawlessness from their experienced associates†Ã‚  (Swift, 1911). Despite these steps towards delinquency prevention, or perhaps because of them, public perception towards an increase in juvenile crime in the 1980s caused radically different changes to begin to take place within the juvenile justice system. In the past two decades, the U.S. has gravitated towards a â€Å"get tough† approach with juvenile delinquents. In the mid 1980s and early 1990s, the U.S. saw a steep rise in violent juvenile crime, a predictable increase in the juvenile population, and many high profile occurrences of youth crime such as public school shootings in Paducah, KY and Columbine High School in Littleton, CO. In 1996, Janet Reno, U.S. Attorney General stated, â€Å"no corner of America is safe from increasing levels of criminal violence, including violence committed by and against juveniles† (Zavlek, 2005). American’s feared that they were under assault by a generation of adolescent time-bombs and that â€Å"only the abandonment of soft education al and rehabilitative approaches, in favor of strict and unrelenting discipline – a zero tolerance approach† could effectively address the issues (Browne, 2003, p. 10). In reaction to these public fears, legislatures resolved to crack-down on juvenile crime, even though by the mid 1990s, juvenile arrest rates for violent offenses were as low as they had been 20 years earlier. State and local laws imposing harsher punishments on juvenile offenders were enacted, and in turn, more youth were brought into the court system for longer amounts of time (McCord, Widom & Crowell, 2001). This led to an extremely large population of young offenders being held, to this day, in secure confinement facilities. Secure juvenile detention facilities have become the most accepted form of punishment for youthful offenders. Although there was a 66% increase in the juvenile arrest rate during the late 1980s and early 1990s, from 139 arrests per 100,000 youth in 1986 to 231 arrests per 100,000 in 1993, there was an even larger, 74% increase in the number of youth confined in secure facilities during that same period. Furthermore, in 2001, when juvenile crime rates were comparable to the rates in 1980, the number of youth confined in secure juvenile or adult detention centers was more than double the number in 1980 – 51,000 on any given day in 1980, compared to 104,000 on an average day in 2001. Additionally, despite the dramatic decline in juvenile arrest rates since 1994, more than 44%, there has not been a parallel decline in youth confinement, which has stayed relatively constant  since 1995 (Sickmund, 2002). This increased reliance on secure detention accommodations brings with it several concerns regarding the present juvenile justice model of confinement. After looking at the apparent trends in the United States in regards to juvenile crime rates and a propensity towards harsher punishments despite a seeming decrease in juvenile delinquency, there are concerns which arise out of the adult adjudication and incarceration of our youth. Melissa Sickmund claims that one of the largest c oncerns about secure detention and confinement of juveniles is overcrowding of facilities. She estimates that 39% of juvenile detention facilities are housing more residents than they are meant to accommodate, creating dangerous situations for management, and hindering opportunities for treatment and rehabilitation (Sickmund, 2002). Overcrowding of facilities presents many challenges for administrators, potential rehabilitators, and the confined youth. Opportunities for educational development, such as obtaining a GED, for youth detained for extended periods of time, are extremely limited. Furthermore, mental health needs cannot be appropriately addressed. It is estimated that between 50 – 70% of juveniles who are incarcerated have diagnosable mental health issues and up to a quarter of those may be suicidal, but access to proper treatment is difficult in crowded facilities (Wasserman, Ko & McReynolds, 2004). In addition to the physical, educational and mental health needs of confined youth not being successfully met, unproven effectiveness of detention and confinement is another major concern. Recidivism rates are extremely high for youth confined in correctional units, such as training schools, where up to 70% of released youth are rearrested within one or two years after their release (Wiebush et al., 2005). Not only are there substantial concerns for the well-being of juveniles in secure facilities, the cost of operating and continuing to construct these facilities is extraordinary. In the year 2000 alone, at least $10-$15 billion was expended in the United States for juvenile justice, most of which went towards paying confinement expenses (Mendel, 2000). Rather than focus on treatment and teaching skills which will help these juveniles become productive members of society, these facilities create a considerable separation from family and community, succeeding only in isolating these youth and making community re-entry difficult (Wiebush et al., 2005). Because of these, and other, issues,  positive alternatives to incarceration for young offenders must be made availab le and used to the fullest extent possible. As is illustrated by the many concerns surrounding the secure confinement of juvenile offenders, its ineffectiveness is apparent, and there are much more advantageous and beneficial alternatives available to these youth. According to Rolf Loeber and David Farrington, secure confinement should be reserved only for those juveniles who are a likely threat to themselves or public safety, and even then, small, community based facilities are preferable. They contend that â€Å"The most effective strategy for treating and rehabilitating juvenile offenders and preventing recidivism is a comprehensive, community-based model that integrates prevention programming; a continuum of pretrial and sentencing placement options, services and sanctions; and aftercare programs† (Loeber & Farrington, 1998, p 333). Community-based curricula are affordable alternatives available to a large number of juvenile offenders, which are intended to decrease crowding, cut costs of maintaining juvenile detention centers, protect offenders from the negative attention of institutionalization, and help sustain positive relationships between the youth and their families and communities while discouraging association with youth who have similar, or more serious criminal histories. One community-based program which has proven to be very effective as an alternative to secure confinement for juveniles is home detention. Home detention requires the offender to remain at home either at all times, at all times when not in school or working, or at night. During home detention, supervisors, normally paraprofessional outreach workers, have much more frequent contact with the youth than traditional probation officers, but the juveniles are allowed to remain with family in their communities (Ball, Huff & Lilly, 1998, p. 158). High levels of success are reported with home detention programs. Studies conducted in California, Ohio and Alabama have reported an 89-97% success rate with their home detention programs, success being measured by recidivism rates, which were generally under 8%, compared to up to 70% for those youth being held in secure detention (Austin, Johnson & Weitzer, 2005). In addition to keeping children within their communities, community-based treatment and therapy has been pegged as one of the most effective treatments for juvenile delinquency. A goal of community-based treatment is to increase parental  authority and supervision as well as focus on any school, family or interpersonal needs or potential problems (Cullen & Gendreau, 2000). There are many successful intensive supervision programs (ISPs) of this type across the country. One such program is the San Francisco based Detention Diversion Advocacy Program (DDAP). Juveniles are referred to DDAP by parents, courts, probation officers or other community agencies. Upon referral to the program, DDAP identifies potential problems, and presents a rehabilitative plan to the court. Offenders live at home, and they and their families are provided with needed services by DDAP case workers. A 2007 study of DDAP found that the recidivism rate of juveniles in this program was less than half that of juve niles who were held in detention facilities for at least 3 days (24 percent versus 60 percent) (Sheldon, 2009). Many reasons were cited for DDAP’s success, including: smaller caseloads, freedom of the caseworkers from administrative limitations of the juvenile justice system, and the program’s emphasis on treatment and educational services along with precise goals to follow the youth’s progress (Sheldon, 2009). Similar programs are also in place for those youth who are unable to return to their homes or families for any reason. Treatment foster care programs are suitable alternative locations in the community for those children who may not be able to live at home. Treatment foster care programs are unlike traditional group homes or foster homes in that the foster care families are actively recruited and specially trained to care for only one youth at a time in their home. The training provided to the foster parents stresses behavior management methods in order to provide the youth in their care with structure and a corrective living environment. Even after training, daily support is provided by case managers through telephone calls and visits. Biological families are also provided family therapy services. Random evaluations of these programs have shown that recidivism rates are lower among these participants than in those in traditional group homes and secure facilities (Greenwood, 2008). Treatment foster care programs are another example of successful alternatives to juvenile detention. As has been shown in the above examples, the research that exists in regards to juvenile justice suggests that community-based alternatives to detention and s ecure confinement of juveniles are at least, and most times more, effective in reducing recidivism rates among young  offenders, while being significantly lower in cost to operate. Despite noticeable decreases in juvenile crime, many jurisdictions are still faced with the problems of overcrowding in their juvenile detention facilities. In addition to the many negative consequences surrounding overcrowding, such as the facility’s inability to maintain safety and security, most youth will simply not benefit from confinement without the use of evidence based programs (Greenwood, 2008). Effectively dealing with juvenile delinquency involves a myriad of issues ranging from the immaturity of young offenders to the changing trends of juvenile crime. When looking at the many possible outcomes of both incarceration and alternate forms of punishment, we should be able to draw a better conclusion about what types of punishments or treatments are most effective for this group of offend ers. As a community, we must focus on opportunities to mentor and grow the youth of today into productive contributors of tomorrow’s society. To achieve this, youthful offenders must be embraced, not forgotten. References Austin, J., Johnson, K. D., & Weitzer, R. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. (2005). Alternatives to the secure detention and confinement of juvenile offenders. Retrieved from website: https://www.ncjrs.gov/pdffiles1/ojjdp/208804.pdf Ball, R., Huff, C., and Lilly, J. 1988. House Arrest and Correctional Policy: Doing time at home. Beverly Hills, CA: Sage Publications. Brinks, D. O. (2004, Jan). Immaturity, normative competence, and juvenile transfer: How (not) to punish minors for major crimes. Retrieved from http://philosophyfaculty.ucsd.edu/faculty/dbrink/pdf articles/Immaturity, Normative Competence, and Juvenile Transfer.pdf Browne, J.A. 2003. DERAILED! The schoolhouse to jailhouse track. Washington, DC: Advancement Project. Cullen, F., and Gendreau, P. 2000. Assessing correctional rehabilitation: Policy, practice, and prospects in Criminal Justice, vol. 3, edited by J. Horney. Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, pp. 109–160. Greenwood, P. W. (2008). Prevention and intervention programs for juvenile offenders. Journal: Juvenile Justice, 18(2), Retrieved from http://www.futureofchildren.org/futureofchildren/publications/journals/article/index.xml?journalid=31&articleid=47 §ionid=166 History of America’s juvenile justice system. (2008). Retrieved from http://www.lawyershop.com/practice-areas/criminal-law/juvenile-law/history Lipsey, M., and Wilson, D. 1998. Effective intervention for serious juvenile offenders. In Serious and violent juvenile offenders, edited by R. Loeber and D. Farrington. Thousand Oaks, CA: Sage. Loeber, R., & Farrington, D. P. (1998). Serious and violent juvenile offenders: Risk factors and successful interventions. (pp. 313-345). Thousand Oaks, CA: Sage Publications. McCord, J., Widom, C.S., and Crowell, N.A., eds. 2001. Juvenile crime, juvenile justice. Washington, DC: National Academy Press. Mendel, R.A. 2000. Less hype, more help: Reducing juvenile crime, what works—and what doesn’t. Washington, DC: American Youth Policy Forum. Puzzanchera, C. U.S. Department of Justice, Office of Justice Programs. (2008). Juvenile arrests. Retrieved from Office of Juvenile Justice and Delinquency Prevention website: https:// www.ncjrs.gov/html/ojjdp Ramsey, S. H., & Abrams, D. E. (2004). Children and the law: Doctrine, policy and practice. (4 ed.). West Law School. Scott, E. S., & Steinberg, L. (2008). Rethinking juvenile justice. Harvard University Press. Shelden, R. 2009. Detention diversion advocacy: An evaluation. Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Sickmund, M. 2002. Juvenile residential facility census, 2000: Selected findings. Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Swift, M. I. (1911). Humanizing the prisons. The Atlantic Monthly, 108(2), 170-179. Retrieved from http://www.theatlantic.com/past/docs/issues/95nov/prisons/humanizi.htm Wasserman, G., Ko, S., McReynolds, L. 2004. Assessing the mental health status of youth in juvenile justice settings. Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Wiebush, R., Wagner, D., McNulty, B., Wang, Y., and Le, T. 2005. Implementation and outcome evaluation of the intensive aftercare program. Report. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Young, M. C., & Gainsborough, J. (2000, Jan).Prosecuting juveniles in adult court: An assessment of trends and consequences. Retrieved from http://www.prisonpolicy.org/scans/sp/juvenile.pdf Zavlek, S. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. (2005, Aug). Planning community-based facilities for violent juvenile offenders as part of a system of graduated sanctions. Retrieved from website: https://www.ncjrs.gov/html/ojjdp