Code Of Conduct And The Workplace - 820 Words

Code of Conduct Within this work environment God calls us to love our family, we strive to make it possible by creating a harmonious environment for all. Our home has put into place a few different guidelines to help our staff to stay focused on our mission. Here at Providence we strive to make it a gratifying workplace. We use different tools to encourage our staff to do their best along the way. We do this by using the kudos board, which recognises staff, as well as our daily, monthly, and quarterly get togethers that help facilitate positivity amongst the workplace. As an employer we try to employ qualified individuals. We look not only at what skills, training, ability, attitude and charter they have to offer, but what their heart has to stay about compassion for others as well. Providence follows the Equal Employment Opportunity Commision (EEOC) with the guidelines they have put into place regarding age, sex, color, race, creed, origin, religion, marital status, citizenship status, ancestry, sexual orientation, physical or mental disability, veteran, or any other protected individual by law (â€Å"Overview,† n.d.). With employment we also offer equal health benefits to all qualifying employees. Providence also provides benefits, as it relates to vacation, sick, and holiday time to assist with a family focused environment. We courage our staff members to be with their own family, just as much as we want them to be a part of ours. Family is something God called us toShow MoreRelatedCode of Conduct in the Workplace1137 Words   |  5 PagesWhat do we think about when we hear the words code of conduct? There will be a lot of difference of opinions from different individuals, but I think it is basically what an organization expects from its members. Almost every organization, whether it be a Fortune 500 company, a small restaurant chain, bar, or even a fraternal order, they all have expectations of how each of its members or employees should act among each other and when dealing with customers outside the organization. Most of theseRead MoreEthical Ethics Of An Ethical Corporation Is Not An Oxym oron1645 Words   |  7 PagesAn ethical corporation is not an oxymoron. History is littered with tales of deceit and corruption. Human conduct towards ethics in today’s workplace is an important issue; recent headlines show consequences of unethical behavior on both companies and employees. Contained within the basic code of ethics in the workplace are words like, trustworthiness, respect, responsibility, fairness, (Chatov, 1980). Consider questions like, is it ethical to take office supplies from work for home use, or isRead MoreChallenges Of The Business Environment Essay1373 Words   |  6 Pagescomputer software, online services, and consumer electronics. Not embracing advancements in technology, unethical business practices and competition are all parts of challenges in the business environment (Lawrence Weber, 2014). Apple’s supplier code of conduct is about making sure that their suppliers are accountable to the strict standards that are held by the company. In 1977, Apple Inc. was founded and as of today, the company has offered a variety of products on a continuous basis, which meets customers’Read MoreSocial Responsibility And Ethics Of An Organization Essay1265 Words   |  6 Pagesadopting to social responsibility so that can improve corporate operations. The corporations are using this concept instead of a profit gain, human rights, protect the environment, local community contri butions and diversity among others at the workplace. Social responsibility was also put in action so that organizations would abide by the labor laws. The labor law would help monitor other countries and make them liable for the use of misconduct of the labor laws. The labor law is focus on suchRead MoreHrtc s Code Of Ethics Essay1083 Words   |  5 Pages HRTC’s Code of Ethics The trust that our clients, communities and our people place in HRTC’s are high standards of ethical behavior. Our Code of ethics guides us, no matter where we are or what we do. It s how we do business. Our Code of Conduct reflects the significant changes in our world, the very nature of our work and how we do business. We are trusted professionals that understand how to continue to behave ethically in all business affairs. That Code is our tools thatRead MoreA Brief Note On Ethics And Conduct And Behavior1089 Words   |  5 Pagesillustrates the importance of three professional codes which are ethics, conduct and behavior. The report also reveal some ethical or unethical behaviors in the light of the two professional areas. Then the two professions will be compared in the codes of ethics, conduct and behavior. Content 1.Introduction......................................................................................................4 2.Describe the professions codes and the importance.....................Read MoreProfessional Identity And The Healthcare Industry1540 Words   |  7 Pagesof care to be monitored and regulated in accordance with codes of conduct. Standards, guidelines and codes of practice although similar, differ from profession to profession Within the nursing industry, there are various organisations and industries associated with the development of standards, guidelines and codes of practice. The Nursing Midwifery Board of Australia (NMBA) is the primary organisation that works to develop standards, codes and guidelines for the nursing and midwifery professionRead MoreUnethical Behavior And Ethical Behavior1519 Words   |  7 Pageshigh morality and proper conduct. Unethical behavior, defined as behaviour that violates generally accepted moral norms (Jones, 1991) can usually come from an individual that does not abide by the rules of morality. The professional world is where ethical and unethical behaviour is a constant topic. The professional world and the behaviours that are permitted within it has is own code that can be translated through many professions. Unethical behaviours can destroy a workplace, from executives of companiesRead MoreCareer Ethics : Professional Ethics1491 Words   |  6 Pagesprofessional e thics is, â€Å"professionally accepted standards of personal and business behavior, value and guiding principles. Code of professional ethics are often established by professional organizations to help guide members in performing their job functions according to sound and consistent ethical principles.† (Business Dictionary, n/d) Professional ethics are standards or codes of conduct set by the people of a certain profession. It is basically the expectations and behaviors the employees should followRead MorePreventing Unethical Behavior in a Company1799 Words   |  7 Pagestogether. It should also be noted that unethical behavior can be perpetrated by both junior employees as well as senior officers of an organization. Examples of unethical behavior include but are not in any way limited to sexual harassment at the workplace, inappropriate access to classified organizational information, exploitation of clients, misuse of organizational resources, failure to act in the best interests of the organization etc. The list is endless. To avert instances of unethical behavior

Importance of The Design Thinking in the Business of An Organization

Question: Discuss about the Importance of The Design Thinking. Answer: Script This presentation describes the importance of the design thinking in the business of an organization. It outlines the various stages of design thinking. With the application of the design thinking an organization can gain competitive advantage. New innovative ideas can be applied and the employees of the organization are included for sharing their views and ideas for improvement of the current business process. The state of mind of the employees are required to be considered for the application of design thinking. In the steps the business strategy is developed and outlining the requirement of the project. The requirement of the consumers are analyzed and the ideas are formulated. The application of the brainstorming helps to get a creative solution. The resigning opportunity is evaluated for the creation of the prototype. First of all we should have an idea of the definition of design thinking. Design thinking generally involves the creative strategies that can be utilized for the designing procedures. Then we should acquire knowledge about the steps of design thinking. Steps of Design Thinking are: Empathy Define Ideate Prototype and Test Empathy: The empathy is about the audience who would be able to learn from what the user is providing. Define: The definition is basically focusing on the questions that would be based on the insights from the stage of empathy. Ideate: Ideated is the thinking and brainstorming process that would help in generating a solution for the assigned idea. Test: Testing is a process that would help in testing the procedures that are depending on the ideas. Prototype: The prototype is the demo implementation and representation of the idea in that is to be implemented. Next is the benefits of the design thinking: It focuses on the end users. It Leverages collective thinking. It Employs Empathy. It provides repetitive testing procedure. It Creates value while providing solutions.

A simple Pendulum Essay Example

A simple Pendulum Essay My aim in this experiment was to see if the length of the string the bob was attached to effected the time taken for one oscillation.RESEARCHWhat a pendulum is:A pendulum is a body suspended by a fixed point so it can swing back and forth under the influence of gravity. Pendulums are frequently used in clocks because the interval of time for each complete oscillation, called the period, is constant.What effects the time for one period?When the bob is moved from equilibrium either left or right and then is released, it oscillates in a vertical plane in the shape of an arc of a circle. This is then reversed back to its starting position.The weight pulling down on the pendulum bob causes the bob to accelerate towards its normal resting point. This acceleration can be calculated by the formula a = -gA. The angle size can also be linked to the arc length, this is shown in the formula, x = LA. With L being the length of the string. This leads us to the equation for acceleration of a simple pendulum bob a = -g/L x. These two formulae then give us the formula for a period, this isWhere L = length of string from pivot to bobg = acceleration due to gravityT = time of period.This tells me that there are only two variables, that I have direct control over, that can effect the period of the bob. These are the angle, and the length of the string. There is one other variable and that is the force of gravity; this could vary because the pull of gravity is not uniform all over the earth.PREDICTIONI predict that the longer the length of string the longer it will take the pendulum to complete one period. This is because the length of the arc, the pendulum is travelling along is greater (x = 2?L = circumference) but the gravitational acceleration will remain the same. This prediction is also proved by the formulaHere if the length of the string is increased (L) then that side of the equation becomes larger because the size of the fraction is increasing and because one side of the equation is increasing so must the other to remain equal so T will also increase.SAFETYThere are many accidents that could happen if this experiment was not carried out safely; below I have outlined a few simple guidelines to prevent such accidents occurring.DangerRiskPrecautionBob swingingCould hit someoneDo not swing the bob from large angles.Heavy massCould fall off table and hit someoneMake sure the mass isnt on the edge of the table and is away securely held.Clamp standCould fall over and hit someoneMake sure a large mass is holding it downFAIR TESTINGTo make sure our results are accurate we need to keep everything but the variable constant. Below are some simple guidelines to ensure that our testing is fair.Procedure/ObjectProblemSolutionClamp StandCould rockPlace a heavy mass on the base to prevent this.Mass of the bob (see note below)If we use different bobs there mass could be differentMake sure we use the same bobAngleAngle could be differentMake sure we measure the angle accuratelyGravityIf we move to another area of the world, the effects of gravity will be slightly differentStay in the same area of the earth as much as possible.Human errorHuman error between releasing the bob and starting the stopwatch.Make sure the same person does each task every time, use a standard pre-release method, i.e. 3,2,1, go. We should also let the pendulum swing for ten periods and then divide by 10 to reduce the effect of human error.Note: Although during my research I ascertained that the mass of the bob does not effect the period of the pendulum, I should still keep this constant, as I should only have one variable in my experiment.METHODAPPARATUSFor our experiment we needed:* A length of String at 60 cm long* A bob* A boss, clamp, and stand* A heavy mass* A large protractor* A Stopwatch* A meter ruler* A cork split in twoFirstly we set up the equipment as shown below:1. We measured the string to 10 cm. from the bottom of the corks to the middle of the mass.2. We t hen pulled the string back to 40?:3. We then released the bob and started the stopwatch at the same time.4. We let the bob swing backwards and forwards 10 times5. We then stopped the pendulum swinging and recorded the times.6. We repeated the experiment with the same length 3 times7. We then repeated steps 1-6 for string lengths 10cm, 15cm, 20cm 25cm, 30cm, 35cm, 40cm, 45cm, 50cm and 55cm.RESULTSLength of stringAttempt 1 (sec)Attempt 2 (sec)Attempt 3 (sec)Average for 10 oscillations (sec)Average for 1 oscillation (sec)107.067.317.207.190.719158.58.528.658.560.856209.769.599.679.670.9672510.8010.6210.8610.761.0763011.4811.4211.3911.431.1433512.4512.4812.3212.421.2424012.7212.8912.7712.791.2794513.9514.0313.8113.931.3935014.4214.6514.5614.541.4545515.8415.8515.4415.711.571ANALASISBy looking at my results, I can immediately tell that the longer the length of string the longer it takes the pendulum to complete one period. This increase in time is always between 30 second and 90 seconds. I have drawn a graph, which shows the period for each oscillation. My line of best fit shows that the time taken increases in a linear fashion and does not go through the point of origin. This shows me that the period does increase relative to the length of string, this supports my prediction that because of the length of the arc increasing with the length of the string that the period would increase.EVALUATIONI believe that my experiment went reasonably well, the results we collected would seem to be very good and we had no accidents. I also believe that the method we used to obtain these results was an accurate one, but it could have been improved with the use of light gates and a computer because this would have removed the element of human error. I would like to take this investigation further by continuing to increase the lengths of the string until about one-meter. I would also like to try this experiment with different angles to see what effect that has on the results and th en compare the results to these ones. The evidence I have here is only just enough to support a firm conclusion, but does show a trend appearing. A simple Pendulum Essay Example A simple Pendulum Essay My aim in this experiment was to see if the length of the string the bob was attached to effected the time taken for one oscillation.RESEARCHWhat a pendulum is:A pendulum is a body suspended by a fixed point so it can swing back and forth under the influence of gravity. Pendulums are frequently used in clocks because the interval of time for each complete oscillation, called the period, is constant.What effects the time for one period?When the bob is moved from equilibrium either left or right and then is released, it oscillates in a vertical plane in the shape of an arc of a circle. This is then reversed back to its starting position.The weight pulling down on the pendulum bob causes the bob to accelerate towards its normal resting point. This acceleration can be calculated by the formula a = -gA. The angle size can also be linked to the arc length, this is shown in the formula, x = LA. With L being the length of the string. This leads us to the equation for acceleration of a simple pendulum bob a = -g/L x. These two formulae then give us the formula for a period, this isWhere L = length of string from pivot to bobg = acceleration due to gravityT = time of period.This tells me that there are only two variables, that I have direct control over, that can effect the period of the bob. These are the angle, and the length of the string. There is one other variable and that is the force of gravity; this could vary because the pull of gravity is not uniform all over the earth.PREDICTIONI predict that the longer the length of string the longer it will take the pendulum to complete one period. This is because the length of the arc, the pendulum is travelling along is greater (x = 2?L = circumference) but the gravitational acceleration will remain the same. This prediction is also proved by the formulaHere if the length of the string is increased (L) then that side of the equation becomes larger because the size of the fraction is increasing and because one side of the equation is increasing so must the other to remain equal so T will also increase.SAFETYThere are many accidents that could happen if this experiment was not carried out safely; below I have outlined a few simple guidelines to prevent such accidents occurring.DangerRiskPrecautionBob swingingCould hit someoneDo not swing the bob from large angles.Heavy massCould fall off table and hit someoneMake sure the mass isnt on the edge of the table and is away securely held.Clamp standCould fall over and hit someoneMake sure a large mass is holding it downFAIR TESTINGTo make sure our results are accurate we need to keep everything but the variable constant. Below are some simple guidelines to ensure that our testing is fair.Procedure/ObjectProblemSolutionClamp StandCould rockPlace a heavy mass on the base to prevent this.Mass of the bob (see note below)If we use different bobs there mass could be differentMake sure we use the same bobAngleAngle could be differentMake sure we measure the angle accuratelyGravityIf we move to another area of the world, the effects of gravity will be slightly differentStay in the same area of the earth as much as possible.Human errorHuman error between releasing the bob and starting the stopwatch.Make sure the same person does each task every time, use a standard pre-release method, i.e. 3,2,1, go. We should also let the pendulum swing for ten periods and then divide by 10 to reduce the effect of human error.Note: Although during my research I ascertained that the mass of the bob does not effect the period of the pendulum, I should still keep this constant, as I should only have one variable in my experiment.METHODAPPARATUSFor our experiment we needed:* A length of String at 60 cm long* A bob* A boss, clamp, and stand* A heavy mass* A large protractor* A Stopwatch* A meter ruler* A cork split in twoFirstly we set up the equipment as shown below:1. We measured the string to 10 cm. from the bottom of the corks to the middle of the mass.2. We t hen pulled the string back to 40?:3. We then released the bob and started the stopwatch at the same time.4. We let the bob swing backwards and forwards 10 times5. We then stopped the pendulum swinging and recorded the times.6. We repeated the experiment with the same length 3 times7. We then repeated steps 1-6 for string lengths 10cm, 15cm, 20cm 25cm, 30cm, 35cm, 40cm, 45cm, 50cm and 55cm.RESULTSLength of stringAttempt 1 (sec)Attempt 2 (sec)Attempt 3 (sec)Average for 10 oscillations (sec)Average for 1 oscillation (sec)107.067.317.207.190.719158.58.528.658.560.856209.769.599.679.670.9672510.8010.6210.8610.761.0763011.4811.4211.3911.431.1433512.4512.4812.3212.421.2424012.7212.8912.7712.791.2794513.9514.0313.8113.931.3935014.4214.6514.5614.541.4545515.8415.8515.4415.711.571ANALASISBy looking at my results, I can immediately tell that the longer the length of string the longer it takes the pendulum to complete one period. This increase in time is always between 30 second and 90 seconds. I have drawn a graph, which shows the period for each oscillation. My line of best fit shows that the time taken increases in a linear fashion and does not go through the point of origin. This shows me that the period does increase relative to the length of string, this supports my prediction that because of the length of the arc increasing with the length of the string that the period would increase.EVALUATIONI believe that my experiment went reasonably well, the results we collected would seem to be very good and we had no accidents. I also believe that the method we used to obtain these results was an accurate one, but it could have been improved with the use of light gates and a computer because this would have removed the element of human error. I would like to take this investigation further by continuing to increase the lengths of the string until about one-meter. I would also like to try this experiment with different angles to see what effect that has on the results and th en compare the results to these ones. The evidence I have here is only just enough to support a firm conclusion, but does show a trend appearing.

ACT Advice Top 5 Tips on Preparing for the Test

ACT Advice Top 5 Tips on Preparing for the Test SAT / ACT Prep Online Guides and Tips If you’re looking for a concise, effective list of the bestACT advice, you’ve found it. Sometimes too much information can do more harm than good - in this post, I’ll lay out the five most importantthings you should do in order to do well on the ACT. Let's get to it! Tip #1:Figure Out Your Pain Points If you're gearing up to study for (and take) the ACT, you'll want to focus onimproving your weakest skills. So what are the biggest, most common problem areas that students have when preparing for the exam? 1. Content The ACT isn't a one-subject test - in order to do well, you'll have to prepare for the English, Math, Reading, and Science sections (not to mention the optional Writing section). If you're weak in a particular subject area in school, for example, you may see a weaker performance in the corresponding ACT section. 2. Timing The ACT isdivided into strictly timed sections, meaning you have less time to both complete questions and check your work. You may know everything you need to know, but still have issues with completing sections within the allottedtime limit. 3. Strategy Many standardized tests (the ACT included) list confusing or even misleading questions and/or answer choices. You may lose points (even if you know the relevant material) on tricky questions like this. To do well on the ACT, you'll, of course, need to think aboutall three major problem areas. You'll want to spend time thinking critically, though, about which of these areas are your major "pain points" - areas that are leading to the greatest loss of points. The best way to do this is to workthrough official ACT practicematerial. Once you've gone through a few practice sections (or, ideally, a whole ACT practice test) under realistic timing conditions, you can get a better idea of where you should focus your efforts. Get started by checking out our guide to reflecting on your ACT practice tests. Tip #2:Make a Study Plan Once you figure out what you need to practice most, your next step should be to lay out a time-sensitive and weakness-sensitive study plan. What I mean by this is you should set a study schedule based on 1) the amount of time you have to prepare for the ACT, and 2) your test content and strategy weaknesses. The amount of time you need to study depends on how much you want to improve from your baseline score. Here are some general guidelines for the amount of time you should prep depending on thesegoals: 0-1 Composite Score Improvement: 10 hours 1-2 Composite Score Improvement: 20 hours 2-4 Composite Score Improvement: 40 hours 4-6 Composite Score Improvement: 80 hours 6-9 Composite Score Improvement: 150+ hours Some students canfollow through on a plan with just independent study, whereas other students fare better with help from a tutoror an ACT prep course. If you’d like some more information on coming up with a study plan, check out our posts on how long you should study for the ACT and putting together a sample study schedule. Tip #3: Learn From Your Mistakes The most important part of studying effectively is critically analyzing how, why, and when you mess up. It’s also perhaps the least fun part of prepping for the ACT. Just keep in mind that if you’re not thinking about the problems, concepts, and strategies that you’re weak in, you’re missing out on valuable opportunities to improve your score. Mistakes and errors are only "bad" if you don't use them to improve. The big categories of errors and mistakes include: Careless errors - you should have known the right answer Content issues - you didn't have the information needed to answer the question Comprehension issues - you couldn't figure out what the question was asking Errors due to timing - these usually happen at the end of a section There are some simple, but important steps you should follow if you want to learn from your mistakes on ACT practice tests. Lucky for you, we have an awesome comprehensive guide on these strategies. You can also check out more detailed information on reflecting on ACT practice tests, ACT English, and ACT strategy mistakes. Tip #4: Work Efficiently You have to work efficiently if you want to do well on the ACT - this tip applies both when you’re studying for the test and when you’re actually taking the test. The bottom line is that if you’re not using your time wisely, you’re wasting time. To work efficiently as you study, it’s important that you do a few things: Stick to your study plan (Tip #2). It helps to set reasonable study goals, so you don't get distracted or side-tracked. Use the right study materials - don’t prepare with practice materials that won’t serve you well on the actual test. Focus on your pain points(Tip #1)first! To work effectively as you take the test,know that you'll be most effective if you've practiced developing time management skills through your prep. If you still need help with timing, though, you should read more about: How to stop running out of time on ACT reading How to stop running out of time on ACT math Time management for ACT science General ACT time management Tip #5:Take Care of Yourself Physically Mentally All of the previous ACT advicewon’t serve you well at all on test day if you’re stressed, hungry, or tired. No matter how much you may want to cram for the ACT the entire night before, keep in mind that your health and wellness is super important when it comes to your test performance. The ACT is a marathon, not a sprint, so prepare yourself the night before for a mental workout. This means getting a good night’s rest and a healthy breakfast (your brain needs fuel, you know)! There are even more things you can do to take care of yourself the night before and the morning of the ACT - following those strategies will help you optimize your score. Wrapping Up In short, here are the five most important things you should do to prepare for the ACT: Figure out your pain points Make a study plan Learn from your mistakes Work efficiently Take care of yourself physically mentally There's a lot more detail to get into when it comes to prepping for the test, but if you follow this ACT advice, you'll be on the right track. What's Next? Next comes the work of actually studying for the ACT! As it's best to focus first on your weaknesses, you may want to read up on the three core areas of ACT prep: content, timing, and strategy.Check out our guides to ACT reading, math, science, and writing. Read more about how to beat the clock when you're taking the test. Finally, read up on 12 last-minute strategies that will boost your score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Java Graphical user interface (GUI) Essay Example | Topics and Well Written Essays - 750 words

Java Graphical user interface (GUI) - Essay Example In the early 1930s, Vannevar Bush first envisioned of a device he called a â€Å"memex,† which was visualized like a â€Å"desk with two touch screen graphical displays, a keyboard, and a scanner attached to it† (Reimer). During that time, there was no way to execute his ideas and his concepts caught little attention. It was not until after the Second World War that those computing machines that are programmable were produced. Bush revived his memex desk concept and, in 1945, he published it in his article in Atlantic Monthly, entitled â€Å"As We May Think† (Reimer). This was the inspiration of the young Douglas Englebart, the pioneer of the graphical user interface. In 1948, Douglas Englebart finished a degree in electrical engineering. While working at the Stanford Research Institute in the 1960s, he began developing the On-Line System, â€Å"which incorporated a mouse-driven cursor and multiple windows† (Szturc). Xerox Corporations Palo Alto Research Center designed the first graphical user interface in the 1970s using the â€Å"WIMP (windows, icons, menus, and pointers)† model (Szturc). In 1981, Xerox 8010 Star system was released commercially. Several units were released after the Star system; nevertheless, the first commercially successful GUI was that of the Macintosh, released in 1984. The widely used Microsoft Windows (MS Windows) was sculpted in 1985, modeled after the Mac OS GUI. Two years after, Apple introduced the first color GUI, the Mac II. MS Windows 3.0 was released into the market in 1990, the advent of the popularity of the Windows interface series. Java is a general-purpose programming language. Its features are best suitable for Web-based use. Graphical user interfaces work best for Java applications designed for a wide range of users, and for Java-based applications that require the display of data. Through the Abstract Windowing Toolkit, or AWT, Java supports a graphical user interface development. AWT

Retirement Planning Assignment Example | Topics and Well Written Essays - 1000 words

Retirement Planning - Assignment Example The purpose of this paper is to discuss the different investment alternatives that I can use to develop a solid retirement plan. The biggest investment that people have is their homes. Despite the falling real estate market that occurred as a consequence of the recession of 2008 homes historically gain a lot of value over time. In 2012 the value of homes in America rose by 5.9% (Humphries, 2013). Buying a home is the first step towards financial independence. People that pay rent are throwing their money in the trash. An advantage of purchasing a home is that the interests from the mortgage on your first home are tax deductible. A good way to create wealth is by purchasing additional homes for rental. The rent typically pays for the majority of the mortgage. Upon retirement age a person can sell their second house to obtain a large sum of money. One of the best places for people to invest money towards their retirement is the stock market. The biggest stock exchange in the world is t he New York Stock Exchange (NYSE). The most common investment instruments sold in the stock market are common stocks. A common stock is a security that represents ownership in a corporation (Investopedia, 2013). Owners of common stocks have voting rights. People can earn money from common stocks from equity appreciation and payment of dividends. The price of common stocks fluctuates every day. The average annual return on common stocks is 9.4% (Observationandnotes, 2009). One of best type of stocks to invest in is blue chip stocks. Blue chip stocks are stocks issued by a well know company with an established record of making money and paying dividends (Teweles, Bradley, Teweles, 1992). Three examples of blue chip stocks are Microsoft, McDonald’s, and Dell. Two types of stocks that have higher risks are foreign stocks and penny stocks. The average return of foreign stocks is 15%, but the standard deviation on the return is much higher (Ahl, 2004). Risk adverse investors should stay away from these types of equity instruments particularly penny stocks. Another type of stock that investors are often attracted too is preferred stocks. The difference between a common stock and preferred stock is that preferred stocks do not have voting rights, but dividends are guaranteed. It is important for investors to compile a diversified portfolio. Diversification can help investors lower their overall portfolio risk. The money market is another option for investors that are looking to save money towards retirement age. The money market is a financial market in which funds are borrowed or lend for short periods as distinguished from the capital market for long term funds (Teweles, et al., 1992). The best and most common money market instrument is treasury bills. Treasury bills are 90 day loans that the federal government sells to investors. The best attribute of a treasury bill is that it is a risk free investment. The federal government has never defaulted on its obli gations. The federal government also sells debt instruments that mature in six and twelve months. Another popular debt instrument is bonds. A bond is a long term loan that investors give to a governmental agency or a private institution. Bonds sold by corporations are often referred too as commercial paper. An investor that invests in a bond obtains interest known as the coupon rate. Once a

Protective Factors Among Youth Offenders Psychology Essay

Protective Factors Among Youth Offenders Psychology Essay Causal explanations of delinquent behavior and the identification of risk factors that characterize the young criminal offender have been the devotion of volumes of theoretical and empirical research. In an attempt to understand the causes of delinquency, and to work towards effective interventions, the juvenile justice field has adopted an approach from the public health arena (Shader, 2003), this approach toward the public health model, according to Farrington (2000), is the risk factor paradigm. Following this model, a risk assessment is thought to aid in identifying youth who possess the key risk factors for delinquency, and determining the type of intervention that will be best suited for the youths needs (Shader, 2003; Farrington, 2000). Risk factors are those conditions that are associated with a higher likelihood of negative outcomes, such as having trouble with the law and engaging in problem behavior. Such factors can compromise an individuals health, well-being, and social performance (Jessor, Van Den Bos, Vanderryn, Costa, Turbin, 1995). Findings from research on risk factors for delinquency have consistently shown these factors as predictive of increased probability of delinquency; however, this does not mean that the presence of risk factors, will definitely lead to offending or delinquency (Shader, 2003). From the risk perspective, the youth offender is depicted on a trajectory of criminality; with repeated delinquency leading to career paths in criminal activity later in life. However, not all of those exposed to risk factors and adverse circumstances, continue to commit criminal acts. Focusing on those adolescents who have desisted from delinquent involvement, and have transcended the limitations of their environment, emphasis is placed on the strengths and assets (protective factors) of youth offenders (Carr, Vandiver, 2001). Research within recent decades have brought major advances in the prediction of who becomes a serious delinquent; findings indicate that factors in several domains-in the individual, fami ly, peer group, school, and neighborhood-contribute to the prediction of delinquency (Loeber, Pardini, Stouthamer-Loeber, Raine, 2007). This work has prompted researchers to investigate the factors that may act as a safeguard, or provide a buffer between risk factors and delinquency. To better understand the protective factors that differentiate between nonrepeat and repeat youth offenders, this study further investigates the constructs of self-efficacy, empathy, problem-solving, and self-awareness in two ways: (a) in comparison to the normative data on these four internal assets and (b) in relation to risk for recidivism in youth offenders. Unlike prior studies, the current study will exclude external assets and look solely at these four internal assets of youth offenders and their relationship with recidivism within six months. For the purposes of this study and consistent with other studies of juvenile delinquency, recidivism is defined as being referred to the juvenile court or being adjudicated on another criminal other than the youths initial contact with juvenile probation. Status offenses (e.g., curfew violations, tobacco use) were not considered re-offenses. These four internal assets were chosen based on the available data and their importance, as relat ed to the development of resiliency. As a prelude to this investigation, a review of the literature is provided across the following topics as related to youth offenders: (a) juvenile delinquency in the United States, (b) theoretical background, (c) resilience, and (d) internal assets as protective factors. Juvenile Delinquency in the United States Over the last few decades, juvenile courts in the United States have seen an overall pattern of increase in the number of delinquency cases that involved juveniles charged with criminal law violations. From 1985 to 1997, the number of delinquency cases climbed steadily (63%), and in 2009, there were approximately 30% more juvenile delinquency cases than in 1985. Puzzanchera and Adams (2011) report 1.9 million arrests of persons under the age of 18 in 2009; juveniles under the age of 16 accounted for the majority (52%) of delinquency cases handled. Considering the staggering number of juvenile delinquency cases, it is important to also consider the number of those who return to juvenile court. According to the Office of Juvenile Justice and Delinquency Prevention (OJJDP) report there is no national recidivism rate for juveniles. Such a rate would not have much meaning since juvenile justice systems vary so much across states. This  OJJDP report  does, however, contain a summary of findings from recidivism studies conducted at the state-level. State studies have shown rates of rearrests for youth, within 1 year of release from an institution, average 55%, and nearly 6 in 10 juveniles returned to juvenile court by the time they turned 18-years-old (OJJDP, 2012). In efforts to explain the prevalence of juvenile delinquency, theorists have proposed the existence of distinct developmental pathways with different etiologies (Farrington, 2003; Moffitt, 1993; Thornberry, Krohn, 2005; van der Geest, Blokland, Bijleveld, 2009). Theoretical Background The development of offending, has demonstrated a bell-shaped pattern, increasing in early adolescence and decreasing throughout adulthood (van der Geest et al., 2009). In an attempt to explain the process of delinquency that lead to this distinctive shape, Moffitt (1993) developed a dual taxonomy of offending behavior, which was later expanded to include a third group. Delinquency, according to Moffitt (1993), could be best understood if viewed as progressing along at least two developmental paths: those who continue to offend pre- and post- adolescence are life-course persisters, and those who only offend during adolescence are adolescent-limited offenders. In her developmental taxonomy, Moffitt argued that although delinquency is most often temporary, a small proportion of youth continue to offend beyond adolescence (1993, 2006). The large group of adolescence-limited offenders is composed of average youth from nonproblematic backgrounds. Adolescent-limited offenders have usually m aintained empathy and learn socially approved behaviors. Delinquency for these adolescents is considered normative, rather than abnormal. Thought to be rebelliously acting out personal autonomy, their minor delinquency often does not result in criminal justice involvement (Moffitt, 2006). Criminal activity for adolescent-limited offenders, is confined to the adolescent years; suggesting that causal factors may be specific to the period of adolescent development (Moffitt, 1993). According to Moffitt (1993) the rise in delinquent behaviors, for this type of offender, is markedly coincidental with the onset of puberty. This developmental period is characterized by features such as variability in biological age, increasing importance of peer relationships, and maturing of self-conscious values, attitudes, and aspirations (Moffitt, 1993). For youth considered to be classified as life-course-persistent (LCP) offenders, signs of persistent antisocial behavior can be detected early in life. Moffitt (1993) posits that there is evidence that these offenders suffer from deficits in neuropsychological abilities, such as deficits in verbal and executive functions. Verbal deficits can be seen affecting receptive listening and reading, problem solving, memory, and expressive speech. Inattention and hyperactivity are symptoms of executive deficits, which have been associated with this category of offenders (Moffitt, 2003). Personal characteristics of life-course-persistent offenders are thought to interact with their environment, produce negative outcomes, and promote delinquency across time and life domains. Moffitt (1993) suggested that the continuity of delinquent behavior may occur because these individuals fail to learn conventional prosocial alternatives, miss out on opportunities to acquire and practice such alternatives at each stage of development, and become ensnared in a deviant life-style by crimes consequences (p. 683). Life-course-persistent offenders are most at-risk for continued criminality when individual and family-level risk factors coincide (Moffitt, 1993; Thornberry, Krohn, 2005, van der Geest et al., 2009). In 2006, Moffitt added a third group to her taxonomy: low-level chronic offenders. These youth are thought to persist in delinquent activities, much like the life-course-persistent offenders, but do not increase in severity, or participate in serious or violent acts. In order to understand differences across these three developmental trends for delinquency, researchers have examined differences across factors that influence the different behavioral outcomes of desistence versus persistence in crime for youth offenders. The social-psychological framework known as Problem-Behavior-Theory was initially developed for a study of alcohol abuse and other problem behaviors in a small tri-ethnic community. Since then, problem-behavior theory has been employed in a variety of studies to account for a variety of adolescent behaviors including delinquency. Problem behavior is defined as behavior that departs from the norms-both social and legal- of the larger society (Jessor, 1987). Problem-behavior theory, according to Jessor (1987), has a psychosocial perspective, rather than biological, medical, or genetic. The psychological, social, and behavioral characteristics of a juvenile, as well as the relevant dimensions of the larger social environment and the attributes of the situation, provide an explanation of problem behavior (Jessor, 1987, p. 331). Problem-behavior theory emphasizes three systems of explanatory variables: perceived-environment system, personality system, and behavior system (Jessor, 1987). E ach of these systems, are thought to generate a dynamic state- proneness- which specifies the likelihood of involvement in problem behavior. Variables, within each of these systems, act as either controls against or instigations to involvement in problem behavior. Variables that control against problem behavior are synonymous with protective factors, while variables considered to be instigations to involvement in problem behavior are synonymous with risk factors. Within each system, it is the balance of instigations and controls that determines psychosocial proneness for involvement in problem behavior; and it is the balance of instigations and controls across the three systems that determines the adolescents overall level of problem behavior proneness-or psychosocial unconventionality (Jessor, 1987). Values, expectations, beliefs, attitudes, and orientations toward self and others, are the different variables within the personality system. When juveniles are lacking the controls ag ainst involvement in problem behavior within the personality system, they are said to have personality proneness. Variables such as lower self-esteem, lower value on academic achievement, and more external control, are found in those who have personality proneness to problem behaviors (Jessor, 1987). Problem-behavior theory has been expanded to include research that tests other factors that may strengthen the predictive process. In a recent study, several protective factors were analyzed independently in order to determine their effect on risk behaviors taking place in relation to this theory. Similar to conventional behaviors, protective factors are absent of risk and act opposite of risk factors or unconventional behaviors (Jessor, Van Den Bos, Vanderryn, Costa, Turbin, 1995). Through analyzing middle school children in this longitudinal study researchers concluded that protective factors had a strong effect on adolescent behavior over time and certain factors even influence gender and ethnicity more directly (Jessor, et al., 1995).   Resilience As investigators studied risk, they began realizing that there were children flourishing in the midst of adversity; this led to the study of resilience (Garmezy, 1974; Rutter, 1979; Werner, Smith, 1982; Masten, Coatsworth, 1998). In an effort to account for individual differences in outcome in which exposure to risk was essentially held constant, Garmezy (1985) began to articulate factors that may serve to be protective against risk. Garmezy (1985) used three categories to organize the protective variables: (a) dispositional attributes (individual differences), (b) family attributes, and (c) extrafamilial circumstances, while exploring protective factors as moderators of the relationship of risk to behavioral outcomes (Jessor et al., 1995). The Kauai Longitudinal Study is one of the most influential studies of individual resilience and protective factors in children. Following 698 children born in 1955, over a 40 year span, Werner and Smith explored the impact of a variety of biological and psychosocial risk factors, stressful life events, and protective factors on the development of a multiethnic cohort (Werner, Smith, 1992). Findings from this study demonstrated that both internal and external factors work together to strengthen resilience in children, as they moved toward adulthood. Characteristics of resilient children, during early childhood, were found to be predictive of resilience in later years. When these children progressed through middle childhood and adolescence, they were characterized by their impressive communication and problem-solving skills. Findings also suggested other salient protective factors that were operated in the lives of the resilient youth. These factors included an internal locus of cont rol, self-efficacy, and a positive self-concept (Werner, 1995). According to Werner, the development of human resiliency is none other than the process of healthy human development-a dynamic process in which personality and environmental influences interact in a reciprocal, transactional relationship. The range of outcomes is determined by the balance between risk factors, stressful life events, and protective factors (Werner, Smith, 1982). Developmental asset framework. Resilience research supports a developmental theory of change (Bowlby, 1969; Bronfenbrenner, 1979; Erikson, 1963; Rogoff, 2003). According to the Search Institute (2003) as children move through their developmental stages, they acquire a set of personal assets, which help them become resilient and face the challenges and opportunities ahead. Focus on prevention, protective factors, and resiliency, the framework of developmental assets foundations are rooted in empirical studies of child and adolescent development. The original configuration of 30 developmental assets was described in several publications (Benson, 1990; Benson, 1996; Benson, Espeland, Galbraith, 1994) as well as in data-based reports developed for each of 460 school districts. These reports were based on Search Institutes survey, Profiles of Student Life: Attitudes and Behaviors, designed to measure the developmental assets. In 1996, the model was expanded to 40 developmental assets; gr ouped into 20 external assets and 20 internal assets (Search Institute, 2003). These assets, both internal and external, have been associated with protection against deviant behaviors; the more assets youth report, the less likely they are to engage in risk behaviors (Benson, Scales, Leffert, Roehlkkepartain, 1999). The external assets refer to the positive developmental experiences of relationships and opportunities that adults provide and are grouped into four categories: (a) support, (b) empowerment, (c) boundaries and expectations, and (d) constructive use of time. The internal assets are competencies, skills, and self-perceptions that young people develop gradually over time. Benard (1991) suggested four categories of overlapping personal strengths, or internal assets, of resilient children, which include social competence, problem-solving, autonomy and identity, and a sense of purpose. Benson, Leffert, Scales and Blyth (1998) have placed the internal assets in four similar categories: (a) commitment to learning, (b) positive values, (c) social competenci es, and (d) positive identity. Regardless of terminology, each of these four categories of personal strengths encompasses many inter-related individual characteristics associated with healthy development and life success. Research has demonstrated a clear association between the internal factors and the external factors, and their relationship to the development of juvenile delinquency; however, little is known about the direct effect that these factors have on an individual, once criminal behavior has been initiated. Understanding how these factors contribute to desistance from crime, is of critical importance for sustained post-onset interventions (Kazemian, 2007). Providing individuals with the resources and the skills to maintain desistance efforts is needed for rehabilitation and reintegration. Kazemian (2007) highlights the importance of viewing desistance as a process that occurs within individuals. Focusing on within-individual change, allows monitoring progress, and is more valuable for guiding post-onset intervention strategies; differences in internal factors that promote desistance from crime, are easier to manipulate through individual intervention, than the external factors between those who persist and those who desist (Kazemian, 2007). Internal Assets as Protective Factors The ongoing, dynamic process of resilience, reiterates the need for a better understanding of the factors contributing to this process. What factors are likely to build resiliency? What factors seem to alter the predictions of negative outcome and enable individuals to circumvent conditions of great adversity and stress? Once the onset of delinquency or antisocial activity has occurred, the same dynamic processes must be considered in order to understand the internal and external factors that promote or inhibit desistance within individuals (Kazemian, 2007; Benard, 1998; Mulvey et al., 2004). Mulvey et al. (2004) conceptualize the desistance process as involving the interactions among dynamic changes in psychological states, developmental capacities, and social contexts; therefore, developmental changes occurring in late adolescence, or the time of desistance, must also be considered. Review of the literature surrounding desistance, suggests that the desistance is an ongoing process of change over time. Findings also suggest that the desistance process is developmentally based, and that dynamic psychological traits differentiate adolescents who continue to commit criminal offenses from those who desist (Mulvey et al., 2004; Decoene, Bijtteber, 2008; Loeber et al., 2007). Preliminary investigations of factors related to desistance from youth offending provide increasing evidence for the importance of internal assets as protective factors. Traditionally, researchers have placed youth offenders within a high-risk, nonresilient category (Ferguson, Lynskey, 1996; White, Moffitt, Silva, 1989). Moving away from the risk perspective, by emphasizing the strengths and assets of youth offenders, and looking at those adolescents who have desisted from delinquent involvement, researchers have begun to identify protective factors in resilient children. Carr and Vandiver (2001) applied the knowledge gleaned from resiliency research to the domain of juvenile delinquency. This study sought to identify the stressors, risk factors, and protective factors among a population of youth offenders, and to determine if these factors are associated with recidivism status. Findings suggested that protective factors play an important role in decreasing recidivism among youth o ffenders. Additionally, personal characteristics were found to independently differentiate the non-repeat offenders and repeat offenders (Carr, Vandiver, 2001). Similarly, in an examination of factors discriminating between recidivists and non-recidivists, self-esteem, self-efficacy, expectations of future success, and resilience were the personal attributes expected to be discriminators (Benda, 2001). Social Competence. The social competencies assets include a personal skill set needed to deal with the myriad choices, challenges, and opportunities presented in complex societies. Social competence is thought to develop with the social contexts and includes planning and decision making, interpersonal and cultural competence, resistance skills, and the ability to resolve conflicts (Benson, Leffert, Scales, Blyth, 1998). Social competence, according to Luthar, is considered to be a particularly useful indicator of childrens overall positive adaptation or wellness (Luthar, Burak, 2000, p. 30). Similarly, Kholberg, LaCrosse, and Ricks (1972), found social competence to be among the broad developmental-adaptational attributes, that were the best predictors of later adult outcomes. This category includes the characteristics, skills, and attitudes essential to forming relationships and positive attachments to others; such as empathy and caring, compassion, forgiveness, and communication. Studies on resiliency, not only document these attributes, studies done on individuals already experiencing problems with delinquency, crime, mental illness, and substance abuse have consistently identified the lack of these qualities. Deficits within social competence have been associated with a history of higher stress reactivity and lower self-control of attention and behavior (Masten, Coatsworth, 1998). Additionally, there is evidence that individuals with the poorest social competence have the worst prognoses and highest relapse rate, and childhood competence level is predictive of severity of adult psychiatric problems (Benard, 1998). Empathy has been defined as, an emotional reaction elicited by and congruent with anothers emotional state or situation (Hoffman, 1982). According to Eisenberg, Miller, Shell, McNalley, and Shea (1991), empathy begins being expressed in children during late elementary school and beyond; expressed through reasoning, which is reflective of abstract principles, internalized affective reactions, and self-reflective sympathy and perspective taking. Empathy, according to Hoffman (1984), is important for prosocial behavior, as it functions as a motive for moral behavior. Empathic children are more inclined to consider the implications of their actions for the welfare of others and to refrain from delinquent behaviors. As such, empathic capacities function as a deterrent against certain types of delinquent behaviors. Individuals with higher empathy scores, tend to be morally mature (Hogan, 1973). In fact, empathy has consistently been found to be positively associated with adolescents prosoc ial moral judgment and is a strong predictor of males prosocial behavior (Benard, 2004; Eisenberg et al., 1991). With age, moral judgment becomes a component of individuals prosocial disposition, or lack thereof. Understanding, and sensitivity to, others feelings, thoughts, and experiences, directly affects behavior as well as indirectly affecting moral cognitions. As the root of morality and mutual respect, empathy is considered a hallmark of resilience and is essential to healthy development. Problem-solving. Abilities such as planning, flexibility, critical thinking, and insight fall into the category of problem-solving. Several studies have found planful behavior to be the primary internal asset of individuals that helped them avoid choosing troubled mates. Studies have also demonstrated flexibility as a critical life skill; flexibility is one of the most often named personal resources, of adults asked what personal strength has helped them deal with stress and challenge (Benard, 2004). More effective problem-solving skills have been found in stress-resilient children and are strong indicators of adult adaptation and functioning (Luthar, Zigler, 1990; Werner, Smith, 1982, 1992, 2001). Problem-solving, according to Masten and Coatsworth (1998), requires skills useful for coping. In a study of offenders and non-offenders, Fougere, Daffern, and Thomas (2012) found those considered to be resilient, had stronger coping skills and better problem-solving skills. Findings also suggested that those considered to be resilient, were also more likely to be the non-reoffenders or succeeders. By the same token, offending behavior has been linked to cognitive predispositions, such as interpersonal cognitive problem-solving skills. Deficits in these skills have been associated with deficits in interactions with others (Kazemian, 2007). Furthermore, Tate, Reppucci, and Mulvey (1995), found chronically violent individuals to have constricted problem-solving skills. Autonomy and identity. The category of autonomy includes attributes revolving around the development of ones sense of self, identity, and of power; such as self-efficacy and self-awareness. Positive identity, according to Erik Eriksons (1968) theory of psychosocial development, is the critical developmental task of adolescence. Research has confirmed that a clear sense of identity is associated with optimal psychological functioning in terms of personal well-being and the absence of anxiety and depression. Positive self-identity is closely aligned with positive self-evaluation or self-esteem. These characteristics are not only critical to normative development but have consistently been documented as characteristics describing resilient children and adolescents (Masten, Coatsworth, 1998; Werner, Smith, 1992). Self-awareness. Self-awareness is a nonreactive, nonjudgmental attention to inner states (Goleman, 1995, p.47, 315). It includes observing ones thinking, feelings, attributions or explanatory style as well as paying attention to ones moods, strengths, and needs as they arise, without getting caught up in emotion. Self-aware individuals, according to Mead (1934), have the ability to look at themselves as others do. They can adopt an outside social perception of themselves. Self-awareness, as posited by Diener and Srull (1979), increases adherence to normative standards. Individuals, who are high in this asset, are more concerned with their social selves and are more likely to avoid anti-normative behavior. Studies of desistance indicate the importance of individual-level motivational traits in change toward positive behavior (Mulvey et al., 2004; Twyford, 2012). Mulvey et al. (2004) have suggested agency as a potentially relevant factor for promoting or inhibiting desistance. A sense of personal agency, is a pivotal role in cognitive development, and includes the first stage of self-awareness. A change in the way the individual sees him or her self, and who they believe they are, are important to the process of personal reformation and desistance (Mulvey et al., 2004). Self-awareness is considered a hallmark of successful and healthy human development; it is the fundamental internal asset upon which other assets are built (Werner, 1989; 1992). Self-efficacy. Self-efficacy has been defined as, ones belief in ones ability to succeed in specific situations. Ones sense of self-efficacy can play a major role in how one approaches goals, tasks, and challenges; affecting behavior through its impact on motivational, decisional, and affective determinants (Bandura, 1977; Caprara, Gerbino, Paciello, Di Giunta, Pastorelli, 2010). Research has demonstrated self-efficacy to be a critical component of developing ones identity and sense of self-the major developmental task of adolescent years (Benard, 2004). Self-efficacious children and adolescents have developed a sense of personal control. A sense of personal control is essential for individuals to surmount serious social and contextual adversities (Scales, Benson, Leffert, Blyth, 2000). When individuals have a sense of personal control, they are better able at recognizing what is out of their control and to understand that they are able to control the course of their lives, regardless of what cannot be controlled. Confidence in the personal control over their lives and their life choices, or a sense of personal agency, is crucial for adolescents to make any significant and lasting changes (Mulvey et al., 2004; Twyford, 2012). This may be, in part, because individuals with high self-efficacy beliefs are better at monitoring their behavior. According to Caprara et al., (2010) self-efficacious children may learn to cope and regulate temperamental and behavioral problems, by relying on cognitive and emotional resources. Studies have sho wn the positive influence that self-efficacy beliefs have on academic achievement and prosocial behavior and their positive role in counteracting antisocial careers. Self-efficacy is said to supply adolescents with the cognitive, emotional, and motivational resources to cope successfully with transition to adulthood (Caprara et al., 2010). Over the past few decades, researchers have begun to focus on both risk factors and protective factors; recognizing their interactive roles throughout youth development. Findings have demonstrated a clear association between the internal factors and the external factors, and their relationship to the development of juvenile delinquency; however, little is known about the direct effect that these factors have on an individual, once criminal behavior has been initiated. Therefore, as empathy, problem-solving, self-awareness, and self-efficacy have demonstrated to be a predictor of and a positive influence on prosocial behavior, these assets require further investigation to determine the extent to which they promote desistance and if they are indeed internal protective factors. Currently, research regarding the individual personal strengths, or internal assets, and their relation to youth offending patterns has been limited. The present study investigated the protective effects of the internal assets of empathy, problem-solving, self-awareness, and self-efficacy in a youth offender population. Specifically, the proposed study sought to explore these assets and their ability to differentiate between non-repeat and repeat youth offenders. It was predicted that youth offenders would have lower scores on the internal assets, than a normative sample. Furthermore, it was predicted that youth offenders with higher scores on the internal assets would be less likely to recidivate within a six-month period, than youth offenders with lower internal assets scores.