Captain Morgan Original Spiced Rum :: essays papers

Captain Morgan Original Spiced Rum This AD is about an alcoholic beverage called Captain Morgan Original Spiced Rum. When you first see this AD you can clearly see that the focus of this ad is to make you want to drink. It jumps out and says â€Å"drinking is cool†. It’s saying not directly but indirectly. The focus of it is to make you want to buy this beer because those people are drinking it. They’re having a fun and great time, so the ad can get those people that want to have a fun and great time. The tone of this ad is pretty funny. As you can see the headline of this ad says, â€Å"take off your pants and stay a while†. You can make different interpretations of this ad which makes it even funnier. The voice is also very funny, because of that line. The language is quite funny to me, but some people that do not understand it probably would not enjoy this ad. Some people might think the language is ridiculous and inappropriate. Most young people would find this ad very natural to them. I am not saying that old people wouldn’t like this ad, but some of them might not get it or understand the humor of the ad. It all depends what your definition of humor is. The audience is mainly designed for younger people. I can conclude this by seeing that all the people in cabin are young, maybe in there 20’s. Also they could be snowboarding and not a lot of old people snowboard. So this ad is mainly to attract the younger folks. The design of this is pretty thought out. The whole logo is in red, and the ad is in black and white so they try to catch your attention by doing that. You turn the page in the magazine and all of sudden you see â€Å"take off your pants and stay a while† you probably are going to see what the ad is all about. I think its smart advertising that they have the main logo in red and the alcohol colored but the background in black and white.

McKinsey Case Study Analysis Essay

This paper applies the management by objective (MBO) philosophy of Peter Drucker to the case study analysis of McKinsey and Company (McKinsey). Founded in 1926 by James â€Å"Mac† McKinsey, a University of Chicago professor, the firm started as an accounting and engineering consultancy agency, which experienced rapid growth. This paper is a plan that outlines key aspects of MBO and how it will have both positive and negative effects when applied to the McKinsey case study. Mac recruited experienced executives and trained them on an integrated approached he coined as the General Survey Outline (Mintzberg, et al., 2003, p. 319). Over the years, the firm’s general approach to consultancy lacked specialized knowledge concerning industry competencies. This paper brings into focus McKinsey’s potential to make a paradigm shift, and provides recommendations to implement MBO to increase the organizations effectiveness internationally. The leaders of McKinsey wanted to transform the firm of practice development, (â€Å"snowball making† the internal name) to client development (â€Å"snowball throwing†). To achieve this, the concept of general practitioners would have to change in order to keep up with technology and the global marketplace. The paper provides recommendation to aide McKinsey in development, capturing, and leveraging company assets worldwide. McKinsey and Co. Case Study Summary The McKinsey and Company case study is a presentation of the management of knowledge and learning by a large consulting firm. The case study discusses  the founding and evolution of the company under the direction of a group of professional educators and executives. The company has served as a consultant to elite firms focusing on issues important to top management for 70 years. The long history of the company is described with the addition of tables and charts to depict 20 year growth rates, mission and principles, areas of practice, and functional groups. Succession, employee growth and development; expansion, and shrinkage are explained in detail within the case study. The company expanded from the original small organization to one of global proportions and significant stature within the industry. The focus of the text is to depict the management and evolution of the firm through the periods of change and discuss future decisions and direction under a new managing director. Key Aspects of Drucker’s Philosophy Peter Drucker is recognized as the founder of modern management. He advocated for autonomy, participatory democracy, and doing what one wants. He promoted the creation of a pluralistic institution of a free society that functions and performs. In searching for finding an answer to how individual freedom can be observed in the corporate society considering the power executed by the managers; Drucker developed the managerial philosophy called management by objectives (MBO). According to Hoopes (2003), managers communicate to their subordinates the goals and objectives based on what is required by the organization; consequently, enabling their subordinates to have autonomy and be responsible for what they do at work. Drucker created this philosophy of management with the purpose of giving employees the opportunity to achieve freedom and individual responsibility in an organization. In past articles Drucker had defined freedom as â€Å"a responsible choice†¦between†¦act one way or another† (as cited by Maciariello, 2005). In addition, Drucker defined the concept of responsibility by stating that responsibility has an external component that involves _accountability to a person with authority_ and an internal component that involves _commitment_. Both making responsible choices and be accountable and committed to the person who has authority are the keys for an effective MBO. According to Maciariello (2006) Drucker believed that â€Å"leadership is taking responsibility for results† (p. 29) and that the leader is expected to show integrity and be a role model for others to follow. Regarding the leaders’ responsibility, Drucker stated that the CEO is the only one who can align the internal environment with the external environmental to make certain that the organization understands the demands of the external environment [_market, customers, and competitors_]. Drucker’s stated that the most important rule in business is to serve the consumer (Lafley, 2006). In addition, Drucker believed â€Å"in the power of strategic ideas and making clear choices†¦. [and that] the only way you can manage change is to create it† (as cited by Lafley, 2006, p. 7). Finally, as the founder of modern management, Drucker viewed organizations as a â€Å"means through which people find access to social status, community, achievement, and satisfaction [and the leaders as having] the responsibility to ensure that jobs are fulfilling and that individuals contribute fully† (as cited by Lafley, 2006, p. 7). Positive Aspects of Strategies Applied If McKinsey and company were to apply the management theory of Drucker they would identify several positive outcomes related to the management by objectives aspects. The company had experienced expansion into a global market and many changes in management and structure. The company was staffed by professionals with few levels of authority and, according to the case study, run more by consent than decree. The consultants worked within a matrix arrangement with a professional core and contractual element in its operations. The application of MBO would increase the performance of the organization by positively identifying the objectives of each employee and their relationship to the objectives of the organization. Francis and Bolander (1976) claim that relationships between corporate and employee objectives are vital to a positive outcome for any business. Under management by objectives employees would receive input that would help identify their objectives and time lines for implementa tion and closeout. Greenwood reiterates Drucker’s theory that â€Å"objectives are not given, are not obvious, are not something that everyone knows† (p. 229). Another  provision of the Drucker theory is the continuous tracking of the process and continuous feedback. This feedback is valuable in increasing the productivity of the employee and their completion of tasks. With all McKinsey managers participating in the development of the strategic plan and cascading the goals and objectives throughout the firm the positive impact of management by objectives would be evident. Francis and Bolander (1976) describe the positive outcomes of management by objectives as improved communication, increased motivation, reduced conflict between roles, and attention focused on results, not activities. With the adoption of Druckers management by objectives McKinsey and company would experience the positive outcomes described by Francis and Bolander. Outcomes of Implementation Using Drucker’s theory of management, the evolution of the management styles practiced in the McKinsey and Co. were based on decentralizing the centers. Once managers established and announced the goals of the organization, they left it up to the leaders operating in each of their offices to practice their own leadership styles to achieve the goals. They called this strategy â€Å"practice leadership† (Mintzberg, Lampel, Quinn, and Ghoshal, 2003, p.322). The management styles implemented were based on the underlying principle of Drucker’s theory of using power top-down. The results of the implementation were significantly positive and led to the emergence of management concepts that we see commonly used today, making McKinsey the industry leader of setting numerous industry trends as explained: (a) Knowledge Management – â€Å"Knowledge is the lifeblood of Mckinsey†. (Mintzberg, et al.,, 2003, p.319). Managers at McKinsey developed a process of knowledge management wherein the task of knowledge management had to be each individual’s responsibility and not just that of the team manager or leader. (b) Knowledge Sharing – By the use of publishing their key findings, employees were able to learn and communicate from each other and understand how processes worked best and most efficiently. (c) Online repository of knowledge – The success of their knowledge sharing documents and papers led manageme nt to develop an online repository of information wherein centers across the globe could access  common data and information that was entered by employees from these centers. This module made a significant impact on the communication among individual centers and the organization as a whole. (d) Identifying Best Practices – With improved communications, managers were able to access information and identify best practices that helped improve the efficiency of their applications and systems. Identifying best practices also led to the creation of establishing benchmarks that further assisted enhance and improve defects in processes. (e) Inter-office bulletins – The introduction of interoffice bulletins and papers led to the development of newsletters and e-letters that modern organizations use today to communicate with their employees globally. (f) Building Customer Loyalty – Using client relationships and training specialists to build relationships with their clients, McKinsey was one of the pioneering organizations to introduce the concept of customer loyalty. Managers trained their employees to focus only on the clients they worked with and provide then with world class quality service. The idea was to gain the customer’s business for life. This concept brought in recurring revenues for McKinsey and also helped create a loyal customer base that enhanced McKinsey’s image by in the industry by word of mouth. (g) Focus on Informational Literacy – The rapid increase in the rate of information literacy made it imperative for employees to be trained and kept abreast of new technologies and offerings that helped them sell better, communicate effectively, learn faster about new products and services, and enhance their own skills. (h) Employee growth and enhancement – Managers at McKinsey saw the value in retaining their workforce by providing the training and helping them hone their skills to perform efficiently. They paid attention to their employee’s growth patterns and career paths and assisted them in developing their profiles so they could move them laterally or higher up in the organization without having to search for someone from the outside. This also helped build the employee knowledge base that could be transferred or shared with one another when needed. One of the negative aspects of the evolution was that the organization grew too fast. Secondly, the organization became a victim of technology where most of the teams were virtual teams leading to lack of direct interaction. Finally, the decentralization of each business unit, across the globe, led  to each unit creating their own processes using the same applications, which resulted in more time being spent in determining best practices of successful processes. Recommendations â€Å"A change leader sees change as an opportunity. A change leader looks for change, knows how to find the right changes, and knows how to make them effective both outside the organization and inside it† (Drucker, 2000 as cited in McKenna, 2006). These words spoken by Drucker were as if they were meant for Mr. Gupta as he reviewed the progress of McKinsey & Co. Growth had been meeting expectations and they were being rewarded handsomely by the market but Mr. Gupta had begun to question whether McKinsey & Co. was, in Drucker’s terms, not just getting things done but getting the right things done.. He questioned, â€Å"If this represented the tip of McKinsey’s knowledge and expertise iceberg, how well was the firm doing in developing, capturing, and leveraging this asset in service of its clients worldwide?† (Mintzberg, et al., 2003, p. 319). After all this was the second component of the McKinsey Mission Statement. No where had this rang truer than in the halls of McKinsey & Co. They had experienced tremendous growth and change over the decades and like many others saw their share of recessions but they had continued to grow into their present International stardom in spite of it all. Drucker, would concur with Mr. Gupta’s questioning their success irrespective of their huge windfalls. He would caution others in that success is not inevitable or forever and can quickly evaporate if one’s focus is not on the right things. Drucker, wrote of the knowledge worker, a description that applied to most, in the 21st century and he spoke of the importance of efficiency but more importantly about getting the right things done. This was the obvious question that was plaguing Mr. Gupta. He cited three intersecting concerns of the knowledge-driven age that were making the task more difficult and complex. He wondered if his initiatives would be enough. The first concern rests in the amount and rate of change.  Second, the increasing expectations and expertise, and finally, the firm’s success itself contributed to the difficulty, in linking and integrating the consultants and the worldwide offices. Drucker, in writing on what executives must do would applaud Mr. Gupta for his foresight. â€Å"Drucker wrote of ‘five habits of the mind’ that executives must acquire†: (a) knowing where their time goes. (b) Focusing on outward contribution. (c) Building on strength- their own and others. (d) Concentrating on the few major areas where performance will provide outstanding results. (e) Making effective fundamental decisions (McKenna, 2006, p. 4). The outcomes as highlighted above, those stated by Mr. Gupta, along with the Practice Olympics were a beginning and answer to the question of whether McKinsey & Co. were on the right track. They were not only aligned with the five habits as outlined by Mr. Drucker above but were also realigning with the Mission Statement of McKinsey & Co. which stated, â€Å"McKinsey Mission: To help our clients make positive, lasting, and substantial improvements in their performance and to build a great Firm that is able to attract, develop, excite, and retain exceptional people† (Mintzberg, et al., 2003, p. 321). The only additional recommendation not covered in Mr. Gupta’s initiatives but an underlying principle was that growth had made it impossible to link the knowledge and expertise of the organization. This barrier could be easily addressed within the two-tiered career path he proposed. Allowing for ‘intrapreneurship† to flourish and â€Å"to let 1,000 flowers to bloom (Gluck, 1991, as cited in Mintzberg, et al., 2003, p. 324) would be a way to not only ensure the future success of McKinsey & Co. but would also be a direct link back to the philosophy of Mr. Gluck, a former and highly successful Managing Director of McKinsey & Co. Conclusion This analysis of McKinsey illustrates how MBO can serve as a change agent to  help the organization continue to grow in spite of recessions over the years. The implementation of MBO has its negative and positive aspects, yet in a broad since of theories, the positive outweighs the negative. McKinsey is able to live its mission to help clients make positive and lasting improvements while retaining exceptional people. In conclusion, although the organization grew extremely fast and became victims of technology, the implementation of Peter Drucker’s, MBO could increase the firm’s efficiency for two main reasons. First, it reduces conflict between roles and focuses on results. However, most notably, MBO improves communication, increases motivation and the McKinsey team transforms into snowball makers (practice development) and snowball throwers (client development) worldwide. References Francis, J. G., & Bolander, S. F. (1976). MBO and the small organization. _American Journal of_ _Small Business,_ _I_(1),1-6. Retrieved March 8, 2007, from EBSCOhost database. Greenwood, R. G. (1981). Management by objectives: As developed by Peter Drucker, assisted by Harold Smiddy. _Academy of Management Review, 6_(2), 225-230. Retrieved March 8, 2007, from EBSCO host database. Lafley, A. G. (2007). What Drucker taught me. _Leadership Excellence_, 24(1), p. 7. Retrieved March 6, 2007, from ProQuest database. Maciariello, J. (2005). Peter F. Drucker on a functioning society. _Leader to Leader_, 2005(37), 26-34. Retrieved March 7, 2007, from Academic Search Premier database. McKenna, Joseph F. (2006). _Drucker in December_. T & P; Tooling and Production, 72(12), p. 4. Retrieved March 16, 2007 from EBSCOhost Research Database Mintzberg, H., Lampel, J., Quinn, J.B., & Ghoshal, S. (2003). _The strategy process-concepts,_ _contexts, cases._ Upper Saddle River, NJ: Prentice Hall.

World War II and Operation Vengeance

During the Pacific conflict in World War II, American forces conceived a plan to get rid of Japanese commander Fleet Admiral Isoroku Yamamoto. Date Conflict Operation Vengeance was conducted on April 18, 1943, during World War II (1939-1945). Forces Commanders Allies Admiral William Bull Halsey16 Lockheed P-38G Lightnings Japanese Admiral Isoroku Yamamoto2 G4M Betty bombers, 6 A6M Zero fighters Background On April 14, 1943, Fleet Radio Unit Pacific intercepted message NTF131755 as part of project Magic. Having broken the Japanese naval codes, US Navy cryptanalysts decoded the message and found that it provided specific details for an inspection trip that the Commander-in-Chief of the Japanese Combined Fleet, Admiral Isoroku Yamamoto, intended to make to the Solomon Islands. This information was passed to Commander Ed Layton, the intelligence officer for the Commander-in-Chief of the US Pacific Fleet, Admiral Chester W. Nimitz. Meeting with Layton, Nimitz debated whether to act on the information as he was concerned that it might lead the Japanese to conclude that their codes had been broken. He was also concerned that if Yamamoto was dead, he might be replaced with a more gifted commander. After much discussion, it was decided a suitable cover story could be devised to alleviate concerns regarding the first issue, while Layton, who had known Yamamoto before the war, stressed that he was the best the Japanese had. Deciding to move forward with intercepting Yamamotos flight, Nimitz received clearance from the White House to move forward. Planning As Yamamoto was viewed as the architect of the attack on Pearl Harbor, President Franklin D. Roosevelt instructed Secretary of the Navy Frank Knox to give the mission the highest priority. Consulting with Admiral William Bull Halsey, Commander South Pacific Forces and South Pacific Area, Nimitz ordered planning to move forward. Based on the intercepted information, it was known that on April 18 Yamamoto would be flying from Rabaul, New Britain to Ballale Airfield on an island near Bougainville. Though only 400 miles from Allied bases on Guadalcanal, the distance presented a problem as American aircraft would need to fly a 600-mile roundabout course to the intercept to avoid detection, making the total flight 1,000 miles. This precluded the use of the Navy and Marine Corps F4F Wildcats or F4U Corsairs. As a result, the mission was assigned to the US Armys 339th Fighter Squadron, 347th Fighter Group, Thirteenth Air Force which flew P-38G Lightnings. Equipped with two drop tanks, the P-38G was capable of reaching Bougainville, executing the mission, and returning to base. Overseen by the squadrons commander, Major John W. Mitchell, planning moved forward with the assistance of Marine Lieutenant Colonel Luther S. Moore. At Mitchells request, Moore had the 339ths aircraft fitted with ships compasses to aid in navigation. Utilizing the departure and arrival times contained in the intercepted message, Mitchell devised a precise flight plan that called for his fighters to intercept Yamamotos flight at 9:35 AM as it began its descent to Ballale. Knowing that Yamamotos aircraft was to be escorted by six A6M Zero fighters, Mitchell intended to use eighteen aircraft for the mission. While four aircraft were tasked as the killer group, the remainder was to climb to 18,000 feet to serve as top cover to deal with enemy fighters arriving on scene after the attack. Though the mission was to be conducted by the 339th, ten of the pilots were drawn from other squadrons in the 347th Fighter Group. Briefing his men, Mitchell provided a cover story that the intelligence had been provided by a coastwatcher who saw a high ranking officer boarding an aircraft in Rabaul. Downing Yamamoto Departing Guadalcanal at 7:25 AM on April 18, Mitchell quickly lost two aircraft from his killer group due to mechanical issues. Replacing them from his cover group, he led the squadron west out over the water before turning north towards Bougainville. Flying at no higher than 50 feet and in radio silence to avoid detection, the 339th arrived at the intercept point a minute early. Earlier that morning, despite the warnings of local commanders who feared an ambush, Yamamotos flight departed Rabaul. Proceeding over Bougainville, his G4M Betty and that of his chief of staff, were covered by two groups of three Zeros (Map). Spotting the flight, Mitchells squadron began to climb and he ordered the killer group, consisting of Captain Thomas Lanphier, First Lieutenant Rex Barber, Lieutenant Besby Holmes, and Lieutenant Raymond Hine to attack. Dropping their tanks, Lanphier and Barber turned parallel to the Japanese and began to climb. Holmes, whose tanks failed to release, turned back out to sea followed by his wingman. As Lanphier and Barber climbed, one group of Zeros dove to attack. While Lanphier turned left to engage the enemy fighters, Barber banked hard right and came in behind the Bettys. Opening fire on one (Yamamotos aircraft), he hit it several times causing it to roll violently to the left and plummet into the jungle below. He then turned towards the water seeking the second Betty. He found it near Moila Point being attacked by Holmes and Hines. Joining in the attack, they forced it to crash land in the water. Coming under attack from the escorts, they were aided by Mitchell and the rest of the flight. With fuel levels reaching a critical level, Mitchell ordered his men to break off the action and return to Guadalcanal. All of the aircraft returned except Hines which was lost in action and Holmes who was forced to land in the Russell Islands due to a lack of fuel. Aftermath A success, Operation Vengeance saw the American fighters down both Japanese bombers, killing 19, including Yamamoto. In exchange, the 339th lost Hines and one aircraft. Searching the jungle, the Japanese found Yamamotos body near the crash site. Thrown clear of the wreckage, he had been hit twice in the fighting. Cremated at nearby Buin, his ashes were returned to Japan aboard the battleship Musashi. He was replaced by Admiral Mineichi Koga. Several controversies quickly brewed following the mission. Despite the security attached to the mission and the Magic program, operational details soon leaked out. This began with Lanphier announcing upon landing that I got Yamamoto! This breach of security led to a second controversy over who actually shot down Yamamoto. Lanphier claimed that after engaging the fighters he banked around and shot a wing off the lead Betty. This led to an initial belief that three bombers had been downed. Though given credit, other members of the 339th were skeptical. Though Mitchell and the members of the killer group were initially recommended for the Medal of Honor, this was downgraded to the Navy Cross in the wake of the security issues. Debate continued over credit for the kill. When it was ascertained that only two bombers were downed, Lanphier and Barber were each given half kills for Yamamotos plane. Though Lanphier later claimed full credit in an unpublished manuscript, the testimony of the lone Japanese survivor of the battle and the work of other scholars supports Barbers claim. Selected Sources World War II Database: Operation VengeanceUS Naval Institute: Operation Vengeance

What Makes A Right Act Right And What It A Wrong Act...

What makes a right act right and what makes a wrong act wrong? These are the quintessential questions when evaluating the philosophy of ethics. Throughout time, man, through trial and error, has made many leaps forward to finding the ‘answers’ to these imposing questions. Two theories in particular, utilitarianism and Kantianism, formulate opposing sides of the spectrum that is ethics. While one focuses on the overall happiness, or utility, of people, the other focuses on the individual’s principles and rights. Although many people find themselves in the middles of utilitarianism and Kantianism, more often than not, one is more empowering than the other, and that would be utilitarianism. Utilitarianism begins with Jeremy Bentham. Born in 1748, Bentham was an English reformer and philosopher who is considered to be the father of utilitarianism. He believed that there was a certain value, or utility, that could be placed on an object in regard to its ability to prod uce pleasure or happiness. This general basis of utilitarianism is the foundation to the modern definition, as provided by the Merriam-Webster Dictionary: â€Å"The belief that a morally good action is one that helps the greatest number of people.† For example, if a utilitarian had to choose between harming a single relative or five strangers, they would choose the one relative, creating for the greatest amount of overall happiness. Essentially, utilitarianism is calculating the consequences of an action, andShow MoreRelatedWhat Makes A Right Act Right And Wrong Act Wrong?1444 Words   |  6 Pagesethics in how humans act and why they act the way they do people consider how one should act and it examines the right and wrong acts of peoples actions. 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Arthur vs Beowulf Essay - 726 Words

The viciously gallant epic Beowulf, Steve Baron’s capricious film Merlin, and Niccolo Machiavelli’s enlightening treatise The Prince all portray the struggle between good and evil, teach morals, and convey what it takes to be a superior king. Merlin has successfully brought up King Arthur to become a virtuous man and a worthy king who is exceptionally capable of fulfilling Machiavelli’s guidelines. For example, Machiavelli states in â€Å"Concerning Things for Which Men, and Especially Princes, are Blamed† from The Prince that â€Å"†¦a man who wishes to act entirely up to his professions of virtue soon meets with what destroys him among so much that is evil.† Merlin taught Arthur integrity and goodness. King Arthur takes this wisdom to build the†¦show more content†¦Beowulf will forever be praised for his heroic deed for â€Å"†¦no better king had ever/ Lived, no prince so mild, no man/ So open to his people, so deserving of pra ise† (l. 895-897). Overall, Beowulf is a better ruler than Arthur because although Arthur had remarkable morals and intentions, he was not praised nor respected like Beowulf. If there is no respect for a leader, than how can one be a â€Å"good† leader? Beowulf’s men cherished him and believed in him. They had his back for every choice he made. After Arthur decided to not accuse his wife of treason, some of his men betrayed and left him. Also, Beowulf had no gluttony and did not desire any gold or riches. He was generous and gave all to his people. For example, Beowulf admirably states, â€Å"I sold my life/ For this treasure and I sold it well† (l. 809-810). His relief upon seeing the treasure demonstrates his desire to leave something to his citizens. Beowulf made the Danes a peaceful people once again, making him one of their greatest kings and heroes. While Arthur had charismatic qualities and benevolent morals, Beowulf, in a modern society, would be most likeable because he was a more sufficient leader. Every hero desires to be remembered for more than one heroic inclination. To protect mankind from evil, to use his powers to rescue his family and friends from evil circumstances, and to earn immortality through his heroic tendencies are three important propensities. Three ofShow MoreRelatedThe Epic Of Beowulf As An Epic Hero711 Words   |  3 Pagesgood. The near ancient tale of Beowulf is a classic example of an epic story that contains an epic hero. In this tale Hrothgar, the king of the Danes, has been terrorized by a beast known as Grendel. This beast has been murdering the king’s people and no one has come close to stopping this killer. A Geat warrior named Beowulf hears of the King’s predicament and comes to rescue the Hrothgar and his people. Luckily for Hrothgar, Beowulf was truly an epic hero. 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Related Literature in Technology and Lifesyles free essay sample

This study examined the effects of computer use and other technologies, such as instant messaging, handheld gaming devices, and MPH players, and the impact they have on students peer relationships, academic involvement, and lately lifestyles. Results show both positive and negative effects on all three constructs of psychosocial development, including differences based on gender and race. Student engagement on campuses is different than it was a decade ago. According to Arena (2004), engagement is simply defined as the time and effort spent on activities (p. 0). Students still concentrate on Jan M. Lloyd is the director of student life at the University of South Florida in Alkaline in Orlando, FL. Laura A. Dean is assistant professor of counseling human development services at the University of Georgia in Athens, GA. Diane L. Cooper is a professor of counseling human development services at the University of Georgia in Athens, GA. 481 Unsparingly, 2007, Volvo. 44, no. 3 academics, participate in student organizations, and communicate with faculty and friends. However, with the introduction of technology, the ways that students communicate, interact, and engage in activities have changed. With online degrees, smart boards, whiteboards, chat tools, Internet video conferencing, digitized movies, and electronic libraries (Lenient, Madden, Within, 2005), college students have more access to and use of technology than any other generation. Technology has now moved into everyday use with the introduction of things such as Backbone in 2004 (Kim, 2005) and pods to listen to music and watch videos. Increasingly, students own, rather than just use, a variety of technological devices. A report by Kava and Caruso (2005) found that 62% of students own a desktop computer, while 55% own a laptop, 90% own a cellular phone, and 38% own a music device. Although some research has shown the impact computer and electronic mail use has on student learning, little research has been conducted to explore the impact of various types of technology use, including instant messaging, blobs, Pod, and Backbone on student development. In addition, little has been done to explore the differences between students based on gender and ethnicity.With the increase in technology use by students, higher education institutions are investing money into new technologies for college students in order to meet the needs and expectations of this technologically generation. Duke University gave pods to all incoming freshmen in 2004 as an experiment in education, student life, and technology (Carlson, 2004). Winnow State University gave laptops to their incoming students for 6 years and are now giving them tablet personal computers. University of Maryland in College Park gave away free Blackberrys (Carlson, 2004). The Campus Computing Project (Campus Computing, Retrieved April 3, 2005 from http:// www. Communicating. Net) found that 64% of higher education institutions surveyed have strategic plans for wireless networks (Wife) and that almost 29% of those institutions already have campus-wide Wife systems running. Research has shown that students are comfortable with and use electronic mail and the Internet for both academic and social reasons (Arena, 2005; SKU Huh, 2001). Kvass and Caruso (2005) found that students primarily use computers for electronic mail (99. ). 482 They also use computers for writing documents for coursework (98. 9%), surfing the Internet to support their coursework (98. 4%), and surfing the Internet for pleasure (94. 8%). In addition, 81 % of students use instant messaging, while 75% listen to music and 61% play computer games. On average, students in the 2005 study reported that they spend 11 to 15 hours a week using technology. Despite the increase in all types of technology, little is known about how these technologies impact student development (Lewis, Courses, Khan, 2001 ).A perception by colleges is that technology will have a positive impact on student learning. Academically, computers allow students to communicate with faculty more often (Arena, 2005), which can improve student-faculty relationships. Students claim to have a better understanding of course material through the use of technology in the classroom (Arena, 2005). Some research studies, however, have conflicting results. SKU and Vesper (2001 ) examined the relationship between students use of computers and students cognitive and intellectual development gains reported on the College Student Experiences Questionnaire.These 23 developmental gains include student reported gains such as writing clearly, ability to learn on own, understanding other people, and understanding science as some examples. Students who used computers more often outscored students with low use on every developmental gain. Students also scored significantly higher on learning how to function as a team member. The authors surmise that computers may make it easier for students to communicate with one another and therefore does not hinder students social skills.However, a study by Flower, Appeasable, and Pierson (2000) examined the extent of computer and electronic mail use related to students cognitive and intellectual development. They found that computer and electronic mail use had little impact on composite cognitive development, reading comprehension, mathematics, and critical thinking. Finally, a study by SKU and Huh (2001) explored computer and information technology (CIT) use and learning and development outcomes for students. They found no difference in technology use between ethnic groups. Men used CIT more often than women. First- year students used CIT less frequently than seniors. Regarding developmental outcomes, students reported that using electronic mail 483 Unsparingly, 2007, Volvo. 44, no. 3 increased their personal development in regards to their ability to get along tit others and understand themselves and increased their intellectual development in regards to their ability to write effectively and synthesize ideas. The use of electronic mail did not increase their general education regarding their ability to understand history and their knowledge about the world. These studies only address computer and electronic mail use and not an extensive use of other technology compared to student development outcomes.More research needs to be done to address students academic, emotional, and physical well-being related to technology use (Lewis, Courses, Khan, 2001). In spite of some benefits associated with computer and electronic mail use, there are several concerns that need to be considered. Truer and Beloit (1997) discuss the concept of cocooning where students may retreat to their computers and isolate themselves from campus activities. Another concern addresses the impact of face-to-face communication versus virtual communication.Although teenagers in Lenient, Madden, and Hatpins study (2005) reported they preferred instant messaging to phone or electronic mail, most college students state that electronic mail would not put an end to face-to-face communication (Arena, 2005; Scorcher, 997). Another concern is access to technology. Not all students have access or skill for technology, and this could impact students learning. In a review of literature, Tango (2003) suggested that Latino/a students academic success is linked to face-to-face interactions with faculty and staff and that an increase in technology will decrease this type of interaction.No empirical evidence addressed how technology impacts students of different ethnicities. A final point addressed in the literature concerns the addictive behavior of Internet use. Scorcher (1997) investigated college students Internet use and the extent Of Internet dependency. Ten clinical symptoms Of Internet dependency were developed by the author. Students who reported three or more of these symptoms were categorized as Internet dependent users. Students, in her study, used the Internet to maintain relationships, for academic use, and to meet new people.Males used the Internet more on a weekly basis than females, which supports the research by SKU and Huh (2001 NSAP Journal, 2007, Volvo. 44, no. 3 Independent users focused more on academic use than dependent users (92% vs.. 88%). Dependent users played more games, used chat lines more, ND utilized the Internet more to experiment socially, to seek sexual material, and to seek illegal material than independent users. In addition, the results showed a concern for students interpersonal development since independent users sign efficiently utilize face-to-face communication more than dependent users.This brief literature review provides a foundation in understanding how technology, specifically computer use, impacts student learning. Little to no empirical research has been conducted to explore the impact various technologies have on student development components. Student development components include psychosocial development as well as cognitive and moral development. Checkering and Reissue (1993) provide a psychosocial development model through which college students progress in developing an identity. One of the key components includes developing interpersonal relationships with peers.Technology provides an opportunity for students to stay constantly connected with one another, but how that technology impacts their peer relationships has not been fully examined. Another component of the Checkering and Reissue model is establishing identity, which includes having a healthy lifestyle. Good health and wellness practices are important for students to succeed in college and life. Technology could interfere with these practices if students have dependent behaviors. A further aspect to consider is the extent to which technology impacts students educational involvement.Arena (2005) found that students use the Internet to interact with faculty, find campus resources, and access academic content. However, there is little in the current literature related to how technology impacts students academic progression through well- defined educational goals. The purpose of this study was to examine the effect that varying types of technology have on several aspects of psychosocial development. Extent of use was used as a factor in this research, as were race, gender, and other demographic variables. 85 Method A two-part Student Technology Use Survey was developed by the researchers and distributed to a convenience sample of undergraduate students enrolled in several courses offered by the Department of Counseling and Human Development Services at a large research institution in the Southeast. The first part of the survey asked students to respond regarding the number of ours they used 1 4 various technologies, including computers, video gaming devices, MPH players, TVs, DVD players, personal digital assistants (PDA), and cellular phones and the specific purpose (I. . , academic work, entertainment, meet new people, communicate with faculty, communicate with friends, relaxing). The purposes were related to each of the 14 different technologies. The survey was initially reviewed by six student affairs professionals who are well-versed in college student developmental issues, technology types, and uses. In addition, the survey was disseminated to 10 undergraduate students for their review. Changes suggested by these professionals and the students were incorporated into the final version that was distributed in the spring of 2006.The second part Of the Survey included three subtasks of the Student Developmental Task and Lifestyle Assessment (SADLY; Winston, Miller, Cooper, 1999). The authors defined these as: Peer Relationships?Having accomplished this subtask, students describe their relationships with peers as shifting toward greater trust, independence, frankness, and individuality; and as feeling less need to conform to the standards of friends or to conceal shortcomings or disagreements.Educational Involvement?students who have accomplished this subtask have well-defined educational goals and plans, are knowledgeable about available resources, and are actively involved in the academic life of the college/university. Salubrious Lifestyle?This scale measures the degree to which a students lifestyle is consistent with or promotes good health and wellness practices. 486 These particular constructs were selected for inclusion after reviewing the literature cited above concerning possible developmental impact of technology use on traditional age college students.The SADLY has been hon. in previous studies to be both reliable and valid for measuring these thre e constructs (Wash Cooper, 2002). In addition, reliability tests with these three subtasks have been shown to be . 65. 71 for Peer Relationships, . 79-. 82 for Educational Involvement, and . 7177 for Salubrious Lifestyle (Winston, Miller, Cooper, 1999). The Student Technology Use Survey was distributed to 475 undergraduates. A total of 385 valid instruments were then used in the data analysis, resulting in an 81% return rate. Students were not required to complete the survey, but class time was given for students who wanted to stay to complete it. The final sample included 1 53 men (38. 4%) and 226 women (56. 8%), with 6 (4. 8%) not reporting and so removed from further analysis on this variable. Demographics on gender in this study were representative of the campus population. The respondents included 315 (81. 8%) White, 33 (8. 6%) African American, 24 (6. 2%) Asian, 7 (118%) Hispanic, 2 (. 5%) Native Hawaiian/Pacific Islander, and 2 (. 5%) multiracial students, with 2 (. 5%) not responding.

Research Paper Topic Proposal Race and Crime in the United States

Introduction Although African Americans comprise approximately 13 percent of the total U.S. population, they usually represent a much larger proportion of people who are convicted of various offences and incarcerated (Mackey, Levan, 2011, p. 99). This tendency is particularly noticeable among males whose age ranges from 25 to 29. Black males are much more likely to be incarcerated than Hispanic or non-Hispanic white people.Advertising We will write a custom research paper sample on Research Paper Topic Proposal: Race and Crime in the United States specifically for you for only $16.05 $11/page Learn More This paper is aimed at discussing possible factors that contribute to this disparity. It is vital to examine social and demographic characteristics of these people. Additionally, one of the tasks is to look the work of criminal justice system and the way in which it can treat individuals who are either accused of convicted of crime. This discussion can s how why black males may be overrepresented in American prisons. Incarceration rates among black males According to the data provided by the Bureau of Justice Statistics (2010), black non-Hispanic males have an incarceration rate of 4,749 inmates for every 100.000 of American citizens (p. 2). In turn, the incarceration rate of non-Hispanic white men is 708 convictions per 100.000 residents (Bureau of Justice Statistics, 2010, p. 2). Finally, the imprisonment rate of Hispanic males is approximately 1.822 inmates per every 100.000 of the population. Overall, these findings indicate that there are significant disparities existing between black men on the one hand and white or Hispanic males on the other. As it has been said before, the percentage of African-American convicts in prisons is much large that the percentage of black people in America. Therefore, it is important to examine the factors that may increase this disparity. The problem is that it can result from the failure of gove rnmental institutions. Its origins cannot be explained only by individual behavior. Variables that are associated with crime The researchers, who examine the origins of high incarceration and conviction rates among black males, focus mostly on the demographic characteristics of these people. These variables can throw much light on the connection between race and crime. In their study Bradley Wright and Wesley Younts (2009) identify such factors as lack of educational or employment opportunities or acceptance of illegal activities in some neighborhoods (p. 336). The majority of black people, who are incarcerated or convicted, usually come from neighborhoods that have such characteristics as high unemployment, a great number of abandoned houses, vandalism, and the availability of alcoholic beverages or drugs (Wright Younts, 2009, p. 338). As a rule, people do not feel much attachment to these neighborhoods.Advertising Looking for research paper on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In many cases, illegal activities such as drug dealing can be turned into routine and they are not properly prevented or investigated. Additionally, people frequently come from single-parent families which means they are more likely to be economically disadvantaged (Wright Younts, 2009, p. 342). These are some of the most important factors. Finally, one should note that a great number of black offenders do not high level of educational attainment (Kaufman et al, 2008, p. 426). According to Joanne Kaufman et al, African-American males may often be placed in the low educational tracks which means that they are often unable to work with the most experienced and skillful teachers (Kaufman et al, 2008, p. 426). Finally, one should take into consideration that schools with a large proportion of black students are frequently underfinanced and have fewer resources in comparison with those schools that are attended most ly by white students (Kaufman et al, 2008, p. 427). Thus, it is possible to assume that these people do not have access to well-paid jobs. These are very important social and demographic characteristics that researchers should not disregard. The thing is that they are not related to race or ethnicity; more likely they can be explained by the failures of governmental institutions. This is why policy-makers first pay more attention to economic and social origins of crime. The treatment of black males in the courts The work of criminal justice system is another important aspect that cannot be overlooked. One can refer to the study done by Marit Rehavi and Sonja Starr (2012) who examine the factors affecting criminal charging and sentencing of an individual. First of all, these scholars argue that in the United States criminal prosecutors may choose the initial charges that can later affect the sentences imposed on a person (Rehavi Starr, 2012, p. 1). For instance, theft committed by a person can be classified either as violent or non-violent crime depending upon the perspective of the prosecutor (Rehavi Starr, 2012, p. 5). Moreover, there are minimum sentences that are supposed to be imposed for a certain crime or offence; however, courts may impose a more severe punishment provided there are some aggravating circumstances (Rehavi Starr, 2012, p. 25). Overall, the findings suggest that black male defendants usually receive sentences that are on average 10 percent longer in comparison with white people who commit similar offences (Rehavi Starr, 2012, p. 24). Such disparities often manifest themselves when courts examine drug offences or property crimes. This is one of the issues that people should not overlook.Advertising We will write a custom research paper sample on Research Paper Topic Proposal: Race and Crime in the United States specifically for you for only $16.05 $11/page Learn More There are several statistical findings s upporting this premise that African American males can be discriminated in the criminal courts. For example white people, who plea guilty, usually receive a 28 percent reduction of their sentences (Crutchfield, Fernandez, Martinez, 2010, p. 926). In contrast, black defendants are normally only a 13 percent reduction (Crutchfield, Fernandez, Martinez, 2010, p. 926). Secondly, one should note black male defendants are more likely to be denied bail than white people or Hispanic or Latino Americans (Crutchfield, Fernandez, Martinez, 2010, p. 926). Thirdly, they are often denied non-financial bail. On the whole, these examples indicate that racial prejudices may affect the decisions of legal professionals even in the twenty-first century. Moreover, one should note the sentence imposed by the court is often determined by the skills of the defense attorney who is supposed to protect the rights of an individual in the court. The problem is that unlike white or Hispanic males, African Ame ricans may not be able to afford the services of such a professional. Certainly, this person can receive the assistance of the government attorney, but in many cases it is not sufficient, especially in comparison with the best lawyers who may be hired by a well-to-do person. Therefore, it is not permissible to exclude the economic factors when discussing crime and sentencing. The researchers also point out that non-Hispanic black people usually do not put much trust in the integrity of the jury (Rose, Ellison, Diamond, 2008, p. 375). One of their major concerns is that these people are more likely to support the prejudices and biases that can exist in the society (Rose, Ellison, Diamond, 2008, p. 375). Again, there were cases, when jurors’ decisions could be influenced by their views of race. For example, one can mention the Scottsboro rape cases when black defendants were unjustly convicted (Rose, Ellison, Diamond, 2008, p. 374). Certainly, the situation has changed withi n the last five decades, and modern jurors can represent diverse racial or ethnic groups. However, the prejudice of jurors or judges may still manifest themselves in the courts. So, this problem still has to be addressed. Additionally, it is important to remember that black people are underrepresented in legal profession. For instance, among 1298 federal judges who now work in the United States, only 109 are African Americans (Neubauer, Fradella, 2010, p. 196).Advertising Looking for research paper on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Overall, this number constitutes only 8.4 percent of the total population of federal judges. In turn, there are 72 Hispanic federal judges which is approximately 5.5 percent (Neubauer, Fradella, 2010, p. 196). Thus, one can assume that the majority of federal judges are white people and some of them may be prejudiced against black defendants. Possible ways of reducing the racial disparities in the criminal justice system At this point, there is no universal strategy that can address the problem of racial inequality in the criminal justice system. The examples provided in this paper indicate that African-American males, whose age ranges between 25 and 29, are more likely to be incarcerated. More importantly, this problem cannot be always explained by the behavior of individuals; more likely it can be attributed the failure of policies. Possible solution of this problem may require complex actions on the part of the government. As it has been said before, many of the convicts are peo ple who have very little educational and employment opportunities. This is why the government should bring more funds to those schools attended by minority students. Secondly, police has to pay more attention to the prevention and investigation of illegal activities that may take place in the neighborhoods where many of such male convicts can live. One of their tasks is to decrease the available of drugs in these places. Additionally, it is important to look at the work of criminal justice system. The statistical evidence shows that black males are at a significant risk of discrimination in the court. Thus, legal professionals should develop a set of institutional safeguards protecting a person from discrimination according to racial or ethnic criteria. For instance, criminal prosecutors and judges should adhere to strict sentencing guidelines that do not allow a person impose different penalties for the same type of crime. Conclusion Despite the fact that the American society has b ecome much more egalitarian in terms of race, empirical evidence suggests that black people can become the victims of racial prejudices in the courts. Certainly, many of these people may indeed be guilty of various crimes, but in many cases, they do not receive the same treatment. Overall, high incarceration rates of black males have several important origins. One can primarily speak about their social characteristics, especially lack of educational or employment opportunities. Secondly, policy-makers should remember about the practices of criminal prosecutors and judges. These are the most important issues that the government should address. Reference List Bureau of Justice Statistics. (2009). Prison Inmates at Midyear 2009–Statistical Tables. Web. Crutchfield, R. Fernandez, A. Martinez, J. (2010). Racial and ethnic disparity and criminal justice: how much is too much?. Journal Of Criminal Law Criminology, 100(3), 903-932. Kaufman, J. M., Rebellon, C. J., Thaxton, S., Agn ew, R. (2008). A General Strain Theory of Racial Differences in Criminal Offending. Australian New Zealand Journal Of Criminology (Australian Academic Press), 41(3), 421-437. Mackey, D. Levan, K. (2011). Crime Prevention. New York: Jones Bartlett Publishers. Neubauer, D. Fradella, H. (2010). America’s Courts and the Criminal Justice System. New York: Cengage Learning. Rehavi, M Starr, Sonja B. (2012). Racial Disparity in Federal Criminal Charging and Its Sentencing Consequences. Web. Rose, M. R., Ellison, C., Diamond, S. (2008). Preferences for Juries Over Judges Across Racial and Ethnic Groups. Social Science Quarterly (Blackwell Publishing Limited), 89(2), 372-391. Wright, B., Younts, C. (2009). Reconsidering the Relationship between Race and Crime: Positive and Negative Predictors of Crime among African American Youth. Journal Of Research In Crime Delinquency, 46(3), 327-352. This research paper on Research Paper Topic Proposal: Race and Crime in the United States was written and submitted by user Alonzo Clark to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.