Gorilla Essays - Gorillas, Apes, Western Lowland Gorilla

Gorilla A comparison with humans and a critique of methods of study. For thousands of years, men and women have strived to explain the why of their existence. To discover the reasons for how we act the way we do and what this knowledge can do to impact the way we live our lives in this complex society that we have created. One of the ways that science has begun to shed light on the inner workings of the human condition is through Primatology. Built from the words Primate which refers to a group of animals closely related to humans and logos which is a Greek word meaning ?the study of' Primatology's goals include more than simply to amass data on the primate species. Rather a Primatologist observes data about primates in an effort to understand the primate species under their study and to relate that data back to the human condition so that we can learn more about ourselves through our evolutionary cousins. In recent years, Primatologists have done much research on all aspects of the life of the western lowland Gorilla, known scientifically as: gorilla gorilla gorilla (Fay, 1989). In this paper I will compare these primates, more precisely classified as great apes, to humans in an attempt to illuminate both differences and similarities between the two species. More specifically, I will focus on the social structure of the western lowland Gorilla, describing how these predominantly gentle creatures live in a society similar to that of humans in many ways. Finally, in my conclusion I will explore the methods that Primatologists use to study primates such as the western lowland Gorilla and whether those methods are biased towards or against the Gorillas. However, I cannot draw indelible conclusions about these subjects as I have had no time studying these animals in the field and have only the observations and writings of others from which to draw my data and form opinions. The most common of the Gorilla species, there are approximately ten thousand to thirty five thousand western lowland Gorillas in the wild and five hundred and fifty individuals in captivity worldwide. They are found in Nigeria, Cameroon, Gabon, Congo, Central African Republic and Zaire in increasingly shrinking habitats due to the incessant encroachment of human populations. Western lowland gorillas are covered with black or brown-gray fur with black skin on chests, palms, and faces. Red heads are common in Camaroon gorillas especially. Males develop a silver back as they mature this is not unlike the tendency for many human males to develop gray hair as they mature as well. The main difference being that only Gorilla males develop silver backs whereas in humans both males and females alike tend to lose their hair coloring with age. Unlike humans, which are bipedal, walking on two legs, Gorillas are quadrupedal, they walk on all fours with the soles of their feet flat on the ground with the knuckles of the hands curled and planted on the ground (Schaller, 1963). Although they are mainly quadrupedal, gorillas can travel bipedally but generally no farther than approximately six meters (Schaller, 1963). This upright stance is used most often used for chest beating, to observe something of interest, or to reach an object (Schaller, 1963). Gorillas recognize each other by their faces and body shapes. Each gorilla has a unique nose print which researchers can use to identify animals in the field (Schaller, 1963). This is very much like humans who recognize each other almost exclusively by visual identification of the facial features. Gorillas sleep about 13 hours each night and rest for several hours at midday. They build new sleeping nests every night by bending nearby plants into a springy platform, usually on the ground or in low trees. When not resting, they spend most of their time looking for food and eating it. Despite their fearsome size (three hundred to five hundred pounds for males and one hundred fifty to two hundred fifty pounds for females) and large canine teeth the western lowland gorilla is an herbivore. They consume over two hundred types of leaves, tubers, flowers, and fruit, supplemented with fungus and some types of insects. Gorillas do not drink water. They obtain all the moisture they need from the vast amounts of foliage they consume. Males consume approximately fifty pounds of vegetation a day (Elizabeth, 1990). This is very different from the omnivorous diet of the human species, which has often been observed stalking and killing a Big Mac. All joking aside though, a human's daily diet contains considerably more protein

Free Essays on Decision Making

In this paper, I would like to report on my job experience as a business consultant in Japan. In 2001, I worked in a corporate main-system implementation project in a Japanese traditional chemical company. That project was made up by 4 teams (Accounting, Budgeting, Production control, and Procurement) and each team had about 10 or 12 staff, and it totaled around 50 people. (Fig. 1) @I was assigned in Production control team and functioned as a progress management staff. In the project, there had a weekly-meeting to discuss challenges and to check progress of each team. Attendants of the meeting were a project-leader, team-leader and sub-team leader from each team. One day, three team leaders (accounting, budgeting, and production control) reported that all things were going well as usual, but only procurement team-leader reported differently. He said that his team could not complete their tasks within their schedule demanded by the project, because they had trouble with coordination with their business partners and clients. (In this project, procurement team had to contact with their suppliers and clients about their new transaction flow.) Therefore, he requested that more staff should be allocated to his team, or schedule should be arranged for them. But regarding this issue, most attendants of other three teams (Accounting, Budgeting, Production control) insisted that procurement team should tackle with the trouble by current resources and should get done within current schedule, because they (three team leaders) did not want to be affected by such changes and also did not have any interests in other team fs trouble. Therefore, although he explained the difficulty of coordination with partners and clients many times, most attendants continued to oppose his request. Eventually, project leader respected the majority opinion and he concluded that procurement team should work harder towards the objective. Then, procurement tea... Free Essays on Decision Making Free Essays on Decision Making In this paper, I would like to report on my job experience as a business consultant in Japan. In 2001, I worked in a corporate main-system implementation project in a Japanese traditional chemical company. That project was made up by 4 teams (Accounting, Budgeting, Production control, and Procurement) and each team had about 10 or 12 staff, and it totaled around 50 people. (Fig. 1) @I was assigned in Production control team and functioned as a progress management staff. In the project, there had a weekly-meeting to discuss challenges and to check progress of each team. Attendants of the meeting were a project-leader, team-leader and sub-team leader from each team. One day, three team leaders (accounting, budgeting, and production control) reported that all things were going well as usual, but only procurement team-leader reported differently. He said that his team could not complete their tasks within their schedule demanded by the project, because they had trouble with coordination with their business partners and clients. (In this project, procurement team had to contact with their suppliers and clients about their new transaction flow.) Therefore, he requested that more staff should be allocated to his team, or schedule should be arranged for them. But regarding this issue, most attendants of other three teams (Accounting, Budgeting, Production control) insisted that procurement team should tackle with the trouble by current resources and should get done within current schedule, because they (three team leaders) did not want to be affected by such changes and also did not have any interests in other team fs trouble. Therefore, although he explained the difficulty of coordination with partners and clients many times, most attendants continued to oppose his request. Eventually, project leader respected the majority opinion and he concluded that procurement team should work harder towards the objective. Then, procurement tea...

Business Communication Issues in an Organization Assignment

Business Communication Issues in an Organization - Assignment Example Johansson (93-110) gave example of Swedish organizations where business communication is being used as the strategic medium to convey the message to different departments, internal stakeholders’ & external stakeholders and shareholders. Gregory (215-23) defined communication as the material flow of imagination, views and understanding between two or more parties and in such context, business communication can be defined as the material flow of imagination, information, views and understanding between internal stakeholders or different business entities. Research Subject: Previous researchers stressed on the role of business communication in the organization rather arguing for establishing a common definition of business communication. But, focus of this paper is not to shed light on aspects of business communication in a business organization rather key objective of the study is to shed light business communication issues in educational university. ... Due to such arguments of previous researchers, this study has decided to check efficiency of intra-department communication in the university and finding out, whether there is any scope exist for increasing efficiency of communication between various university department or not? Being a student of renowned Alghurair University (AGU) has decreased the choice bias for the researcher and the researcher has selected Alghurair University (AGU) as the sample organization in this paper.    The university faces difficulty regarding communicating the message to all the departments with equal integrity and such disruption of communication might caused due to various communications barrier. Research Background & Problem Statement: Alghurair University (AGU) has many colleges such as College of Law, College of interior design, College of business studies and College of engineering & computing etc. Now, the problem is that numerous departments have been created by the University authority in o rder to maintain process flow in these departments but for some times now, the departments are facing challenges regarding communicating with each other and also delivering information in accurate and timely manner to students. According to limited knowledge of researcher, although many of the students faced difficulties regarding ambiguous intra-department communication in the university but till date, no researcher ever tried to shed light on the topic. Hence, statement of problem for the research paper is to â€Å"identify existing problems in intra-department communication in Alghurair University (AGU) and find suitable recommendation to increase the level of

Aircraft anti-skid System Certification and Regulation Research Paper

Aircraft anti-skid System Certification and Regulation - Research Paper Example It also maintains steering and aircraft stability in order to control the wheel from skidding which often the cause of aircraft accidents. Skidding of wheels in aircraft is closely monitored because of the many risks it takes when neglected. Skidding can reduce the braking efficiency which will result to locking of wheels, bursting of tyres and possible serious damage to the aircraft locked-up wheels. And these posed serious fear to pilots especially when taking off and landing. Aside from those ABS also reduces the chance of hydroplaning and helps eliminate excessive heat buildup. Hydroplaning is the loss of braking control or steering which usually happens when layer of water prevents direct contact between aircraft tires on the runway surface (Ming, et al., 2). The operation of the antiskid systems is generally armed by a switch in the cockpit. It has a squat switch which prevents current from flowing to the system during flight. The system only performs its function when the whee l deceleration indicates an impending skid. And ABS allows pilot to fully control over braking at speeds below 20 meters per hour (mph) (Mlevel3, 1). Tracing back the history of ABS, this system was purposely innovated for aircrafts since, it was impossible for aircraft to have threshold breaking. The initial concept of ABS was actually introduced by Gabriel Voisin, a French automobile and aircraft pioneer in 1929. The first aircraft ABS has utilized a flywheel, a rotating mechanical device that is used to store rotational energy, and a hydraulic line that feeds the brake cylinders. The flywheel has many advantages such when the energy source is not continuously available, it is exploited in the reciprocating engine to provide continuous energy. It also delivers energy at rates beyond the ability of an energy source and it controls the orientation. And it is also used to control orientation of a mechanical system especially when energy is transferred to or from the flywheel. The fir st flywheel was actually designed that runs with the similar speed as the wheel and was connected to a drum. The drum and the flywheel spin at the same speed in normal breaking. But, it leaves the flywheel spinning at a faster rate when the wheel and drum were to slow down which allows the valve to open. A small amount brake fluid then bypass the master cylinder down to a local reservoir which causes the pressure on the cylinder to decrease and release the brakes. The flywheel attached to the drum most important use was to open the valve when the wheel was rotating. This early concept of ABS system was noted to improve as least 30% of the breaking performance of the aircraft because it allows the pilots to find the skid point and enable them to apply breaks immediately. And, additional advantage, this system prevents the tires from burning or bursting (Flight, 587-588). Another revolution on the development of ABS took place at the beginning of Second World War. The new brake design was suitable for runway use which utilizes high-pressure hydraulic system associated with disc brakes and high-pneumatic tyres. The landing gears were also remodeled during this development era wherein it was stowed since the high aircraft speeds were already specified. And the wheels were made smaller in order to reduce the space available for brakes. Several brake rotor discs were also added which were placed side-by-side along the same axis with stators between each discs (Aircraft Technology Engineering & Maintenance, 2). Aircraft brake system (shown on Figure 1) commonly includes several important parts such as the normal brake system, which is powered by

Can Secular Leadership Be Useful in the Church Thesis

Can Secular Leadership Be Useful in the Church - Thesis Example These include differences in motivation as well as style and practicalities and also in response and relationships. There are aspects of leadership which only seem to fit into a secular pattern and others only into a church one. There are also some which require some adaptation to fit from one to the other. Thought leadership is mentioned, that is the idea that leadership does not necessarily come from a position held, but from ideas pursued until they come to have great influence, such influence bearing no relationship to the person’s official status or standing. The essay looks too at historical patterns of leadership within the church, including patterns described by Christ and his apostle Paul, as evidenced in the pages of the New Testament, the Gospels, the Book of Acts and the Epistles, as well as what happened during the first centuries of the church. It looks also at the role of women in the church, Biblically, historically and in current practice. It asks about the differences between secular and Christian leadership. It then considers which aspects of the former are not useful in church life, as well as considering those that are. The conclusion reached is that there are certain aspects of secular leadership which can be useful in a church setting, although perhaps carried out in a different way or with a different emphasis. There are however other aspects which the church could well do without and which should be avoided. The church is not the world and her standards are not worldly ones, but should be those of Christ

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

Graduation Speech: Footsteps on a Beach :: Graduation Speech, Commencement Address

No love, no friendship can cross the path of our destiny without leaving some mark on it forever. Like footsteps on a beach. People come in and out of our lives, leaving us changed in some shape or form. Like footsteps along our trail of destiny. Love: the people who care about us, the people we care about in our lives. Our family, friends and loved ones have all contributed to who we are as graduates, today. Our parents have raised us to believe in ourselves. To make the best of who we are. Our parents were raised by our grandparents with similar beliefs and expectations, as were we. My grandfather has influenced my life in numerous ways. I have many memories of him, he has made me laugh through all the fun times that we had together, but he also made me cry. When I was a freshman my grandfather became deathly sick. As the months flew by and I stood by his side, he became increasingly ill. In the early spring of that year my grandfather passed away right before my eyes. That was an unforgettable moment in my life. My grandfather taught me to accept, to accept both life and death. He showed me that life moves on, people you love will leave you and that through it all it only makes us stronger in the end. It's loved ones in our lives, like my grandfather, who are the breath within us that give us courage to follow our hearts. Friendship: the most important part of our high school years that we cherish the most. Every good friend that has come into our lives, like footsteps that we encounter along a walk on a beach, leaves us with a different perspective of who we really are. The activities that we are involved in throughout high school introduce us to life changing friends. My freshman year, during track, I met one of those special friends. We ran the same distance races; together we shared that special bond as teammates. She's always been an extraordinary athlete, who runs with her heart, who I have always looked up to. At the district championships we were warming down together. I told her how she inspired me and that I felt that she was my hero. The next thing I knew I found myself singing. She made me stop before I could finish, otherwise she would have started to cry.