Apple Inc Case Study Example | Topics and Well Written Essays - 2250 words

Apple Inc - Case Study Example In fact, it contributes to over 50% of Apple’s bottom line and with the sales of its iPhone 5 surpassing that of the iPhone 4s, the company’s market cap increased significantly. Secondly, the Apple Dividend announced in March of 2012 made its stock more attractive to income-searching retail investors, despite its small yield. However, income fund managers found its $2.65 quarterly dividend more important as the income funds require that the investments must provide income (Sutherland, 2012: p52). Having a dividend made it possible for more investors to buy its stock, which increased its market cap. In addition, although Apple’s stocks have been fluctuating, its fundamentals have stayed the same with over $100 billion in cash reserves and no debts. This ensures that investors see it as a safe bet that will climb again. Apple was able to identify market trends and capitalize on them through various means. With a diverse range of stylish products, Apple capitalized on the fact that consumers wanted to be different. The iPhone and the iPad were released after Apple recognized the high demand for computers and phones but that most products on the market looked the same with similar functionalities (Treacy, 2012: p60). Another reason for Apple’s ability to capitalize on identified market trends is its dynamic business plan, which is always set to resonate with what the market wants. By changing the company’s name to Apple Inc from Apple Computer, the company identified the need for a phone with computer functionalities and broadened their spectrum. Apple was also able to identify the fact that music retail outlets were becoming popular and that outsourcing this capability was not giving them what they wanted (Treacy, 2012: p60). ... By opening a retail store, they were able to capitalize on consumers needs for a retail outlet on their phones. Apple was able to achieve global success by leveraging brand loyalty. By taking their business to emerging markets with minimal penetration of smartphones but where their brand was already known due to mass media, the company opened up new opportunities for developers in those markets (Treacy, 2012: p72). In addition, by hiring employees from those countries and from diverse fields, including artists and musicians, they were able to create unique and different perspectives from those countries. Apple also built relationships with its customers in various regions of the world by embracing social media and the internet, which meant that people in these new regions saw Apple as a transparent and trustworthy company. In addition, they also used movement marketing, in which they marketed what Apple believed in, contending that they sought to bring personal experience of computin g to consumers across the world via innovation (Treacy, 2012: p73). By leveraging brand loyalty, Apple consumers have overlooked glitches as they have emotional connections with their products. However, in order for Apple to gain market share across the world, various companies also had to lose market share and the most affected company was Microsoft. By combining most of what Microsoft offered, including a phone, search engine, office, and operating systems, Apple was able to offer consumers a product that was more appealing (Treacy, 2012: p91). By doing this, Apple was also able to grow various market segments. One of them was the smartphone market, which, although still stagnant at 3%, has pushed its competitors to

Professional Ethics Essay Example for Free

Professional Ethics Essay Lady Justice is the symbol of justice, where show the symbol of the justice: a sword symbolising the court’s coercive power, the scale representing an objective standard by which competing claims are weighed and the blindfold indicating that justice should be meted out objectively, without fear or favour, regardless of power, money, and wealth. Law is a system of rules and guidelines which are enforced through social institution to govern behaviour laws are made by governments, specifically by their legislatures. The formation of laws themselves may be influenced by a constitutions (written or unwritten) and the rights encoded therein. The law shapes politics, economics and society in countless ways and serves as a social mediator of relation between people. Furthermore, law as the body of official rules and regulation, generally found in constitutions, legislation , judicial opinion, and the like, that used to govern a society and to control the behaviour of its members, so law is a formal mechanism of social control. Legal system is particular ways of establishing and maintaining social order. According to John Austin (English jurist born 1790) law is a â€Å"rule laid down for the guidance of an intelligent being by an intelligent being having power over him.† Professor Hart (Oxford professor of jurisprudence, born 1907) defined â€Å"law as a system of rules, union of primary and secondary rules.† Glanville Williams’ learning the law† define law is the cement of society and also an essential medium of change. Knowledge of law increases ones understanding of public affairs. Its study promotes accuracy of expression, facility in argument and skill in interpreting the written word as well as some understanding of social values†. In law, there are four processes in law formation. There are individual process, group process, social process and political process. Individual process means the set of norms beliefs and values which collectively forms his on her moral standards. Group process which means the surrounding environment of a situation plays a significant role in the norm, beliefs and values of an individual through exposure to these contexts * Cultural or religious * Social or political * economics or technological In group process, where a individual choices of norms, beliefs and values are made, ensures that all of the mentioned factors able to interact among one and another. As we can see in figure 1., where technological changes in communication bring political change in governance . the political changes make economic changes in spending and taxation patterns, which finally change cultural changes in personal lifestyle. Cultural changes Economic changes Political changes Technological changes In social process, all individuals in society do not have the same exposures to economic, technological, social, political, cultural and religious factors. There are some exposures come from: * Individual position  * Family units * Peer groups * Formal organisation The changing of norms, beliefs and values of individuals within society very clear, although delay impact upon the law. Actually, the social process involves an accumulation of power. In addition, people who have similar norms, beliefs and values easily form a group. It is natural join. Furthermore, in political process the norms, beliefs and values held by organisations, groups and individuals established into law can be seen as means of resolving conflict. Organisations, groups and individuals also have different opinions on norms should be done now and beliefs should be accomplished in the future. The different views have to be common to consistent and universal rules to be effective. According to OUMH 3203 professional ethics, â€Å"there are alternative on the ways in which this is done†,  * Presidential leadership * Institutional compromise * Congressional bargaining * Constituent pressure Selected representative are formally assigned the responsibility of the formulation of law in are representative system†. So, there are four process involves in formation of law Individual process is a set of norms, beliefs and values where forms his or her moral standards. Norms is behaviour where individual expects to everyone act when faced with a given situation. For a example baby dumping is a social crisis and has a chronic increase as many cases are occurring in Malaysian society. The baby dumping refers to discarding or leaving alone, for an extended period of time, a child younger than 12 months of age in a public or private setting with the intent to dispose of the child. Based on Bukit Aman Police Headquarters statistics found a total of 580 babies were found dumped between years 2000 to 2006. This number of cases increase every year where as much as 65 baby dumping cases has increased to 83 cases in the year 2006. In the first 5 months, almost everyday there are reports on dumped baby cases. You read it on the front page of the newspaper or see it on the nightly newsa newborn baby found in a back alley. This scenario had been more serious from day to day although there are a lot about this in the mass media. Child dumping is the practice of dumping offspring outside of legal adoption. The dumped child is called a foundling or throwaway. According to a reliable statistics, one baby is dumped every week. A figure that has trebled in the past decades, causes include many social and cultural factors as well as mental illness. Why an individual or teenagers due to unethical to baby dumping? * Family influence Let them to make such a problem in their life. Family break-ups happen after a long period of misunderstandings, fighting and unhappiness. Sometimes they happen suddenly and it is hard to understand why there needs to be change at all. Children are mostly affected by this kind of situation. If both their mother and father decided to a divorce and one cannot raise their child alone, tendency is that they will dump their child. This child will become homeless and found him alone. * Peer influence When children enter school, they influenced by peers with whom they interact every day. For example, if child friends engage with boyfriend or with stranger, the teenager too, may decide to do the same. * Life experience Some important events, where positive or negative, shape people’s lives and influence their ethical beliefs and behavior. For example, when a person have sexuality in teenage and does not get caught, make them to continue to have sexuality until end of their life span. Throughout this case, the norms of this case are to prevent baby dumping it’s necessary to educate individuals about sexuality. We support age-appropriate comprehensive sexuality education, and recommends that schools and communities provide comprehensive sexuality education to all youth and families. Maybe this prevention help teenage to avoid them such a situation Furthermore, Individuals experiencing unwanted pregnancies must receive support and services. Communities should examine their capacity to provide the range of supports and services needed by individuals experiencing unwanted pregnancies. These services must also be publicized; people cannot use services that they do not know about. Finally, education efforts should strive to increase communication among youth, families, and communities. Increased communication may minimize the shame and secrecy associated with an unwanted pregnancy and make young people more likely to take advantage of supports and services in their families and communities.

Study of Burnout in English Language Teachers

Study of Burnout in English Language Teachers CHAPTER 1 INTRODUCTION 1.1 Introduction Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Moreover, this syndrome affects people who work in helping professions or other client-centered fields (Schutte, Toppinen, Kalimo, Schaufeli, 2000). The idea of burnout was formed by Herbert Freudenberger in 1974 as wearing down or draining out of energy (Freudenberger North, 1985). In addition, Freudenberger (1974), state that burnout â€Å"is not a situation that gets better by being ignored. Nor is it any kind of disgrace. On the opposite, its a problem born of good intentions.† Burnout may render people unable to cope with their problems; however, those who are able to cope with their problems of work issues may perform better at their jobs. In the teaching profession, the phenomenon of burnout has often been studied and has globally been well accepted as being problematic and uncertain for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Folkman (1984) relates burnout with stress; it is a combination of mental and physical symptoms. This psychological react as â€Å"long-term exhaustion and diminished interest† and it may take a long period to blow up to the surface. In addition to that, high level of stress for considerable periods of time could increase burnout characteristics including less sympathy and understanding towards students, reduced acceptance of students, failure to set up lessons and a lack of commitment to the teaching profession (Dorman, 2003). Ingersoll and Smith (2003) mentioned that teacher burnout is often known as a main source of teacher retention phase. At present, teachers in Malaysia are facing extensive pressure from all the changes taking place in the education system due to the Malaysia Plan. About 4 out of 27 Institut Pendidikan Guru Malaysia (IPGM) (Teachers Training Institutes) will focus on teacher training of English language teachers. Besides, the government will assess and monitor the effectiveness of the program constantly and will provide some inventive to empower students with English language (Tenth Malaysia Plan, 2010). This idea has increased ESL teachers workload and hence brings about the assumption that their burnout level has also risen. To make the above statement clearer, the teaching periods had increased from 90 240 to 330 minutes a week for primary 1, 2 and 3. Meanwhile, for primary 4, 5 and 6 it has increased from 90 210 minutes to 300 minutes a week. The changes also do not exclude secondary schools ESL teachers, whereby their teaching periods had increased from 80 200 to 280 minutes a week. Further, literature reports that workload or work tasks have increased and education system transformation, societal changes and multitasking have caused teachers work to increase in intensity (Brante, 2009). Moreover, the changes of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past) also have caused teachers work to become more complicated and intense (Brante, 2009). The complexity of the tiredness situation develops negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). According to this characterization, the burnout syndrome consists of three dimensions: emotional exhaustion felt by people who cooperate extensively with other people, depersonalization and diminished personal accomplishment. Emotional exhaustion is indicated by lack of energy and the consumption of a persons emotional wealth. Depersonalization results in the form of impassiveness and cynicism toward co-workers, clients, and the organization. Finally, diminished personal accomplishment is a tendency to assess oneself negatively (Maslach, 1982; Maslach Jackson, 1981; Pines Maslach, 1980). According to Maslach (1976), people who always have interactions with others can undergo consistent emotional pressure. Burke and Greenglass (1995) suggested that burnout includes three components â€Å"that are conceptually diverse but empirically related† (p.188). In this line, Schaufeli and Buunk (2002) consider the occurrence of teachers difficulties is characterized in three dimensions, including (1) a physical dimension concerning exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Considering all of these measures which contribute to teacher burnout, the purpose of this study took its shape. The study primarily aims to investigate the level of burnout in a selected group of English language teachers in Putrajaya primary and secondary schools. Additionally, it seeks to find out whether their working experience or teaching level can determine their level of burnout. 1.2 Statement of Problem Teachers are often physically and emotionally challenged; therefore, they may experience burnout. Teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Here a clear picture can be seen that stresses an important issue in most educational systems today. Research on elementary school teachers in the United States shows that working experience can influences teacher burnout (Cheek, Bradley, Parr Lan, 2003). In line with that, research in Malaysia also indicates teachers from different working experience categories suffer varying levels of burnout (Mukundan Khandehroo, 2009). Besides, a research in Hong Kong primary and secondary school teachers perceived different level of stress (Alan, Chan, Chen, Elaine Chong, 2010). Whereas most research carried out in European and North American Countries indicated high levels of burnout among primary school teachers (Mearns Cain, 2003). In Malaysia, primary and secondary school teachers also suffered from stress (NUTP, 2005). Demographic factors have been found much related to burnout syndrome among teachers in various studies. Most of the studies focused on age, gender, marital status, education attainment and job satisfaction, but very few focused on working experience among specific subject teachers (Mukundan Khandehroo, 2009). Moreover, not much studies done in federal administrative centre of Malaysia like Putrajaya. Meanwhile, the education system and administration also has been graded as very outstanding. Given the relative paucity of research in this area in Malaysia, it is important to study the effect of teachers working experience and teaching level on burnout. 1.3 Objectives of Study The present study is an attempt to determine the level of burnout among a group of English language teachers in a number of primary and secondary schools in Putrajaya, Malaysia. The specific objectives of the study are as follows: To determine the level of burnout dimensions of emotional exhaustion, depersonalization and personal accomplishment among the sample. To compare the samples burnout levels in reference to their working experience. To compare the samples level of burnout in reference to their teaching level. 1.4 Research Questions The research questions of the study are as follows: What is the level of emotional exhaustion among ESL teachers in Putrajaya? What is the level of depersonalization among ESL teachers in Putrajaya? What is the level of personal accomplishment among ESL teachers in Putrajaya? Is there a significant difference between high (10 years and above) and low (below 10 years) experienced teachers scores of burnout dimensions? Is there a significant difference between the ESL primary and secondary school teachers scores of burnout dimensions? 1.5 Significance of Study At this small-scale level, the findings from this study will provide valuable information for both schools (primary and secondary) ESL teachers in Putrajaya. By having this information, teachers and stake holders may realize and more aware of the current situations. School is a centre in promoting education to students. In educational setting, students relate to many different professionals who assist them in pursuing and achieving their educational goals. Teachers have important roles in the teaching- learning network. Maslach (1976) notes that the teaching career is relatively flat with little opportunity for hierarchical advancement, and regardless of how many hours teachers work, there is very little opportunity for additional pay. Based on this, it is expected that this study will help ESL teachers especially to be more professional in managing their work and to help them to reduce their burnout level. In addition, the study contributes to ESL teachers and administrators awareness of the can factors that lead to burnout. This will prevent the teacher from being overly stressed or burnt out at work. This study looks into the burnout occurrence with relation to working experience among ESL teachers in Putrajaya schools. It also tries to determine primary and secondary school ESL teachers level of burnout. It is one of the steps to have ‘healthy teachers ensure effective teaching performance. The significance of this study lies on the data collection regarding the burnout and working experience among primary and secondary school ESL teachers in Malaysia. It can lead to a better reduction of stress among the English as Second Language teachers in Putrajaya. The findings of the study can provide useful information for the decision makers to help the ESL teachers as increased stress levels would affect the education system. Moreover, the administrators also have better understanding of the present educational situation and this will improve teachers efficiency in primary and secondary schools in Putrajaya and consequently result in students better performance. 1.6 Limitation of Study This study was limited to primary and secondary school ESL teachers in Federal Territory of Putrajaya only. As such, the findings may not be generalized to all primary and secondary schools ESL teachers in Malaysia. In addition according to Krejcie and Morgan (1970) the researcher required a sample size of 113. However, only 79 respondents cooperated for this study. The ESL teachers who were excluded in this study were in courses, doing further study, on medical leave and maternity leave and some of them were on personal leave. 1.7 Operational Definition of Terms Burnout :Freudenberger (1974) defined burnout as one of the chronic exhaustion and frustration resulting from continued commitment to a goal or principle that has unsuccessful to produce a corresponding reward. Within the scope of the present study, burnout refers to ESL teachers experience of emotional exhaustion, depersonalization and reduced personal accomplishment based on the well-known definition by Maslach (1976) as well as Maslach and Jackson (1981). Emotional Exhaustion : Feelings of being emotionally overextended and exhausted by ones daily conflict in work. In this study, following Gavrilovici (2007), the term is defined as the lack of passion and the sense of emotional draining by other people among the teachers. As the first dimension of burnout, emotional exhaustion in this study is measured by items like I feel emotionally drained from my work Depersonalization: An insensitive and impersonal response toward receivers of ones concern, care, service or instruction (Maslach, Jackson, Leiter, 1996). Thus, it can result in the form of impassiveness and cynicism toward co-workers, clients and the organization(Ali Hamdy, 2005). In this study, it is measured by items like I feel I treat some students as if they were impersonal objects Personal Accomplishment : It is defined as feelings of competency and successful achievement in ones work and ones self capability in classroom and professional efficacy (Gavrilovici, 2007). In this study, items like I feel I am positively influencing other peoples lives through my work, helped the researcher measure teachers personal accomplishment. CHAPTER 2 LITERATURE REVIEW 2.1 Introduction In this chapter the previous studies on burnout and its three dimensions are presented. Next, studies that investigated burnout and its connection with working experience are discussed. The chapter also includes a review of the literature on burnout in relation to teaching levels of primary and secondary schools. Finally, the theoretical and conceptual frameworks of the study are discussed. 2.2 Studies Related to Burnout and its Dimensions Ideally, the teaching profession should be seen as effect ion of love in work and enthusiastic; however, various studies have shown that today it has been changed as a stressful job (Travers Cooper, 1996; Kyriacou, 2001; Kyriakides, Campbell Christofidou, 2002). Moreover, todays teaching job is quite complicated as teachers have to carry out not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie (1999), â€Å"These are tough times to be a teacher† (p. 59). These issues of distress in the teaching profession may be the culprits for increased burnout levels. Generally, individuals who work face to face with people may experience burnout. Burnout can be a primary cause to an individual who suffers from this symptoms and also people around them (Landeche, 2009). Burnout in the teaching profession has frequently been investigated and has globally been well accepted as being problematic for teachers (Cherniss, 1995; Guglielmi Tatrow, 1998). Burnout was first introduced by Herbert Freudenberger in 1974. It was defined as wearing down or draining out of energy (Freudenberger North, 1985). Burnout may render people unable to cope with their problems. Those who are unable to cope with their problems of work issues may exhibit a lower level of job performance quality. Burnout is a sophisticated state of mental strain, the center of which is emotional exhaustion (Maslach Jackson, 1981). The thought of going to work is a common symptom of emotional exhaustion. Often this can be exacerbated as individuals become frustrated or angry with themselves as they realize they cannot give the same kind of enthusiasm as in the past to the company or administrator. However, New York Magazine stated burnout is a problem thats both physical and existential, an untidy conglomeration of external symptoms and personal frustrations (Senior, 2006). Burnout results from a form of chronic stress associated with the everyday interactions and close contact with others that is required in peoples work (Pennington, 1992). Teachers are among the people that are highly exposed to burnout because they entertain their students every day in school. Teaching line at times can be very dissatisfying and it is a painstaking job (Cikla Duatepe, 2004). Most of burnout research that had been done has been limited to the helping profession (e.g., nursing, education, social work); however, the construct is pervasive, cutting across many types of organizations and jobs (Cordes Dougherty, 1993). In conjunction with that, Stoeber and Rennert (2008) conducted research involving different cultures. They found that school teachers have one of the highest levels of work stress. Societal changes, increased workload or work tasks, education system transformation, change of moral and normative quality of teachers work (where teachers are expected to influence students lives to a greater level than in the past), and multitasking have caused teachers work to increase in intensity and become more complicated (Brante, 2009). Burnout can develop negative job feelings, low professional in self-perceptive and losing of empathy for clients (Maslach Pines, 1984). The burnout syndrome is explained in three dimensions: emotional exhaustion, depersonalization and diminished personal accomplishment (Maslach Pines, 1984). According to Maslach (1976), people who always have interactions with others can undergo repetitious emotional pressure. The construct of emotional exhaustion imply the thoughts of overtiredness and overextension caused by every day work force, and workplace conflicts. While, depersonalization is referring to the growth of negative feelings and impersonal responses towards the people they works closely which affect the continual relations among helpers (for example, teachers) and clients (for example, students). Reduced personal accomplishment means a loss of self esteem and work accomplishment as a consequence of limited positive feedback and recognition and competency in personal affairs at work (Maslach Jackson, 1981; Rowe, 1998). In line with that, Burke and Greenglass (1995) suggested that burnout which includes three components â€Å"that are conceptually diverse but empirically related† (p.188). Schaufeli and Buunk (2002) considered the occurrence of teachers difficulties is characterized in the three dimensions, including (1) a physical dimension concerning to exhaustion as an external symptom, (2) a mental distancing from regular teacher activities, and (3) a reduced professional effectiveness. Some studies indicate stress can occur due to the workload increment, mischievous students, parent-teacher relationship issues, misunderstandings among colleagues, no support or very poor school leadership and lack of autonomy (Skaalvik Skaalvik, 2007). The longer a teacher works, the less job satisfaction they exhibit. This paves the way to an increase in emotional exhaustion (EE) and a reduction in personal accomplishment (PA). Most recognized that teaching profession has one of the largest occupational pressures. Burnout influences most of the teachers at some point of their teaching profession (Cheek, Bradley, Parr Lan, 2003; Dorman, 2003; Schwab Iwanicki, 1982). Teachers burnout can have consequences for their professions (Wood McCarthy, 2002). Moreover, when burnout increases in teachers profession, it makes them hate their career and it affects their students achievement (Dworkin, 1985). Farber and Miller (1981) notable that teachers who experience symptoms of burnout might: be less sympathetic with their students have low tolerance for frustration not plan often or carefully consider or plan to leave the profession all together report feelings of emotional or physical exhaustion on a frequent basis be depressed, irritable, and anxious From the professional point of view, burnout can lead to a significant fall in teaching performance, frequent absenteeism due to illness and early retirement. Teachers who suffer from burnout may behave rigidly towards their students, and have negative and low expectations of students, and they may feel exhausted emotionally and physically, and show low levels of involvement in teaching or concern for their students (Maslach, 1976; Spaniol Caputo, 1979; Farber Miller, 1981). In the United States, teacher burnout has become a topic receiving national attention (Blase, 1986; Huston 1989). A survey of American literature by Farber (1991) showed that approximately 5-20 percent of all teachers in the United States will be burned out at a given moment in their career. In Malaysia, the unease over job-related stress, experienced by school teachers, has been raised to a great extent by the National Union of the Teaching Profession or NUTP (Abdul Muin Sapidin, 2005). As it can be observed from the findings of the local research in both primary and secondary schools a considerable proportion of teachers suffer from stress. The teachers who experienced high levels of stress, in each research, included 17.5% (Mokhtar Ahmad, 1998), 21.3% (Mohd Razali Othman Abd. Mat Abg. Masagus, 1998) and 36.8% (Malakolunthu, 1994). These researchers have reported various factors as the sources of stress in their samples, including students attitude, workload, and having to teach poorly motivated students. A research by Mukundan and Khandehroo (2009) found that burnout was evident among Malaysian English teachers at high levels in all dimensions. However, there is a lack of attempt to measure the burnout level involved in ESL teaching in the country. 2.3 Studies Related to Working Experience and Burnout Teacher development is a dynamic journey. The occurrence of work stress of teachers has increased in recent years. While educators were a strong element in influencing education resolution and encouraged by varies class of people since 30 to 40 years ago, this begin to change particularly starting the mid-70s (Iwanicki, 1983; Gunduz, 2005). Until now, more than 1,000 studies on burnout done by the researchers and it can be considered the gold standard research where teachers who have spent many years in the profession also been involved (Schaufeli Enzmann, 1998). The demographics variables that may influence burnout include the teachers age, gender, marital status, education background, working hours, time spent in former workplace, experience, sensitivity of their job and their self perceptions about quality of teaching (Johnson, Gold Knepper, 1984; Qtd. in Aksoy, 2007, p. 20). Researchers have found that age and teaching experience are related to teacher stress level (Yahaya, Hashim, Kim, 2005). Moreover, studies carried out in Malaysia identified several factors contributing to stress and burnt out at work among teachers, such as years of experience in teaching (Mokhtar, 1998), the feelings of responsibility and working environment (Ismail, 1998), the school type and perceptions of inadequate school facilities (Chan, 2006) and use of information technology (Hanizah, 2003). Moreover, studies have shown that teachers burnout often experiences an aggravated phase at some point in the middle of their teaching experience that is about teaching after 15 years or so. This is when teachers may feel frustrated with teaching or working to meet the level of step-down. As a result, they often feel helplessness and fatigue. In American and Australian study found that newer teachers were more likely to experience higher burnout than more experienced ones (Crane Iwanicki, 1986; Pierce Molloy, 1990). The relationship between the level of burnout and teaching experience may be explained by the intention that feeling burnout could be reduced as a result of trained maturity. Attention to the teachers experience is also given by Konert (1997). She suggests that better coping skills with students have been developed by more experienced teachers than less experienced teachers, and they might have acquired more realistic expectations over the time about their profession. Generally, teachers who are less experienced are in need of help from their seniors or experienced teachers. The experienced teachers will try to solve the problem by themselves. However, these teachers also need to sacrifice their time. This indicates experience could also be a crucial factor that can influence burnout. Leong (1995) stated that development of effective methodology to cope with various factors that lead to stress may be handled more effectively by the teacher with more experience. Studies showed that a teacher without experience is more likely to be an ‘interventionist than a highly experienced teacher (Martin et al., 2002). On the other hand, another study shows that an experienced teacher is more likely to be an ‘interventionist (Martin et al., 2002). Here the ‘interventionist refers to the teachers beliefs and attitudes toward classroom management in three broad dimensions which are instructional management, people management, and behavior management with reference to working experience. More research is required to resolve such inconsistencies in previous research findings. Less experienced teachers may suffer from burnout as a result of a feeling of powerlessness. A teacher who experiences low self-esteem and out-of-the-way from students will not be able to perform well. Shukla and Trivedi (2008) state that, â€Å"Burnout is not a trivial problem but it is an important parameter of a major social dysfunction in the work place† (p. 324). In addition to that, teacher burnout has been shown to have negative effects on teacher and student performance (Huberman Vandenberghe, 1999; Maslach Leiter, 1999). Teachers who are confused on their job specifications will develop feelings of depersonalization. Dissatisfaction and increases in tiredness, increases with work pressures, and role conflict (Viswesvaran et al., 1999). Again, less experienced teachers may feel high levels of burnout as they have to cope with the changes in a new environment. Less experienced teachers are more likely to experience burnout and conflict-inducing attitudes towards the students (Sava, 2001). In a study in southwest United States, 51 elementary school teachers were involved in the study using music therapy techniques to treat teacher burnout (Cheek, Bradley, Parr Lan, 2003). The results showed that burnout also influences most teachers at some point in their working experiences (Cheek et. al., 2003). A study on the age and years of teaching experience of the agriculture teacher are related to depersonalization scores and no significant relationships were found between years of teaching experience and emotional exhaustion and personal accomplishment (Croom, 2003). Obviously, as teachers grow older and more experienced, they will alleviate coping skills in tendency to treat students in an impersonal manner. In line with that, teaching competency is an additional determining stressor for less experienced teachers with limited training, as research shows significant differences between the novice and the experienced, the trained and untrained, as well as those with and without full qualifications (Chan Juriani, 2010). In other words, teaching capability is a factor which causes the teachers who lack training and experience to feel more stressful than the other teachers. In Malaysia, a study by Mukundan and Khandehroo (2009) indicated less experienced ESL teachers had a higher level of emotional exhaustion as compared to experienced teachers. Such findings imply that less experienced teachers are more responsive to their students than the experienced ones. In contrast, Hong Kong studies found that no significant difference has been found between teachers with various years of teaching experience in perceived stress level (Alan, Chan, Chen, Elaine Chong, 2010). However, connection can be seen from previous study in Turkey. It involves 523 teachers from 50 primary public schools. The researcher sought to find out to what extent teaching experience variables predict burnout among primary school teachers. The results of the study indicated that working experience can be considered as significant predictors of emotional exhaustion dimension of burnout (Yalà §Ãƒâ€žÃ‚ ±n Ozdemir, 2007). From the literature it may be seen that burnout is a complex issue that should be addressed in reference to working experience. In the present study, another variable which is teaching level and the literature related to it will be discussed. 2.4Studies Related to Teaching Level and Burnout Studying on the issue of burnout among primary and secondary school teachers is important for the administration and teachers to work together to improve the working environment and reduce the burnout. In Malaysia, a survey conducted among 9,000 primary, secondary and technical school teachers revealed that 67% of Malaysian teachers suffer from stress (NUTP, 2005). From a few existing studies in the literature, researchers found primary and secondary school teachers in Hong Kong perceived different levels of stress. Teachers of primary schools perceived a significantly higher level of stress than those in secondary schools. Issues of class cuts and teachers career instability could be the main reasons for such results (Alan, Chan, Chen, Elaine Chong, 2010). A study on the relationship between primary school teachers burnout and some of their demographic variables in Turkish cities found that burnout levels of the teachers are low (Cikla Duatepe, 2004). By contrast, a study in Antalya, Turkey by Ali (2009) considers the relationship between teachers burnout and organizational health in primary schools. The findings show that teachers burnout level is low in emotional exhaustion and personal accomplishment and high in depersonalization. Based on a study conducted on emotion regulation ability, burnout and job satisfaction among British secondary school teachers it was found that a significant relationship exists between emotion regulation ability and a component of burnout, personal accomplishment (Brackett, Palomera, Mojsa, Reyes Salovey, 2010). However, a study on emotional intelligence and locus of control as predictors of burnout among secondary school teachers in Ondo State, Nigeria indicated that both emotional intelligence and locus of control significantly could predict burnout among secondary school teachers (Akomolafe Popoola, 2011). In Malaysia, it was found that English teachers (n=184) teaching in Malaysian primary and secondary schools in Malacca experience burnout at high levels in all three dimensions of emotional exhaustion, depersonalization and personal accomplishment (Mukundan Khandehroo, 2009). In addition, in a research project conducted by Segumpan and Bahari (2006) among 1209 teachers from 14 secondary schools in Malacca, it was found that 57.2% of the respondents had high stress levels because of the students misbehavior. In contrast, in a study on stress among teachers in secondary schools in Kota Bharu, Kelantan, Malaysia, it was found that 74% of secondary school teachers experienced low levels of stress (Azlihanis, Nyi Nyi, Aziah, Rusli, Mohd Rahim, 2009). Moreover, a study showed that role conflict, role ambiguity, role overload, and lack of administrative support significantly predict burnout among girls secondary school teachers in Kinta, Perak (Leong, 1995). In line with that, another study in Kinta, Perak showed that burnout among teachers are significantly related to social support, working environment and role overload. The boys secondary school teachers were experience higher level of burnout and teachers from girls secondary schools experience low level of burnout (Mohd Puat, 1998). As it can be seen from the reviewed literature, there is very little research on burnout and the teaching level and hence a need for further studies. 2.5 Theoretical and Conceptual Framework of the Study Figure 1 shows the theoretical framework for this study. Basically, emotional exhaustion plus depersonalization and reduced personal accomplishment will influence burnout. In specific terms, a high score on the emotional exhaustion subscale and a high score on depersonalization subscale and a low score on personal accomplishment subscale will indicate a high level of burnout: (EE + DP) PA = BURNOUT. Based on this theoretical framework, the following conceptual framework was proposed (Figure 2): IV DV Context Figure 2: Conceptual framework As the figure shows, the independent variables (IV) are working experience of ESL teachers (>10 years and

Intentions of Alexander II and the Failure of the Emancipation of the S

Intentions of Alexander II and the Failure of the Emancipation of the Serfs In the 19th century it was estimated that about 50 per cent of the 40,000,000 peasants in Russia were serfs, who worked on the land and were owned by the Russian nobility, the Tsar and religious foundations. This had been true for centuries; in 1861, however, this was all changed when Tsar Alexander II emancipated the serfs and gave them freedom from ownership. Alexander's decision was based on many reasons, and did not have the desired consequences, for the serfs at least. Therefore, it is possible to question Alexander's motives for such large reform, which this essay will do and will also look at why the emancipation, which had been anticipated for so long, was such a failure. In the mid and late nineteenth century the whole of western Europe underwent immense change, both economically and socially, due to the industrial revolution. Factories, railways and industrial cities were built at an astonishing rate, and trade between countries became even more important as agriculture became less important. In order to survive as a strong power in this new economic and social climate, Russia needed to be able to compete in industrial terms with the rest of the world, particularly as it's agriculture was under threat already. Even though four-fifths of the population were peasants, a prosperous and thriving faming economy had never fully developed, party because of the land itself - much of Russia lay too far north to have soil good enough for either crop-growing or cattle-rearing. From 1840 onwards, the need for serious reform became apparent to the Tsar ... ...of the Emancipation Act show that the real needs and wants of the serfs were not properly considered, and, although he probably believed that what he was doing was right for Russia, Alexander's reforms were based more on his fear of uprising and his vision of an industrialised Russia. Emancipation failed, therefore, because Alexander II forced a freedom onto the serfs that they were neither prepared for nor welcoming of. Bibliography www.spartacus.schoolsnet.co.uk www.pvhs.chico.k12.ca.us Access to History, Reaction and Revolutions: Russia 1881-1924 Michael Lynch (2000) Challenging History: Europe 1890-1990 [1] Michael Lynch, Russian 1881-1924 (2000) p. 10 [2] E Acton, Russia, p.75 (1986) [3] Russell Sherman, Russia 1815-81 (1992) p. 58 [4] Jake Axel, www.webserver.rcds.rye.ny.us

Environmental issues and quality of life in Hamilton Essay

Randle Reef it positioned at Hamilton Harbor. It is regarded as a complex and the most spoiled pitch among the Canada’s areas of concern. Randle Reef pitch has huge deposits of Poly nuclear Aromatic Hydrocarbons (PAHs) in black substances. Poly nuclear Aromatic Hydrocarbons are moving allover to form food chains. This area needs a priority in Hamilton in order to obey the Ecosystem of Greats Lakes region. This projects aims at lowering the disclosure for organisms at the harbor to more naughty toxic levels in the area. In 2001 environment Canada lead a Project Advisory Group (PAG) made of 17 participating firms. This helped to form consensus for a solution to give the aims for the project together with all partisan shareholders. Later on, Project Advisory Group was to give a design for solving the problem at Randle Reef. An extensive engineering enquiry was to give the design for environments evaluation. Cleaning the Randle Reef has been slow but Environmental conservatives are gaining strength slowly. Toxic levels are being reduced because this is what has ruined both plant and animal life at Hamilton. Isolation of Toxic sediments is being considered. The solution has been experiencing some flaws because perfection has not yet being achieved. Capping will consist of building up a berm around Randle Reef and sediments are to be covered by a clean fill. Contaminated sediment dredged from other sides of the Hamilton Harbour has been contained. Capping should be for the Public benefit. The size of the capping materials is to be determined together with related costs. Capping is the best way to solve te frustration caused by Randle Reef to the residents of Hamilton. Petitions were made to alert on the presence of the site at Hamilton Harbor. The coal tar had Polycyclic Aromatic hydrocarbons (PAHs). Tom O. 2007 Hips of carcinogenic silt are dipped at around five meters and Toxins are used to harm the aquatic animals because they are harmful. Living creatures, which cause contamination, are finished and the excretion by these creatures does not spoil the Randle reef any more. Substances used for capping bring about a neutralization effect whereby the site is considered to be not spoiled. Contamination spreads everywhere and absorption all over the water place occurs. The steel industry’s disposals need to be dealt with to avid more pollutions through emissions. Government’s supports is also noted in making efforts for ensuring that all what the Randle reef is going through is restored by reducing the rate of contamination. Funds have been invested in restoration Young J. 2007 Adequate benefits have been derived from capping and they include environment improvement, which has yielded a good public image for the Hamilton. Hamilton is a tourist destination and results of capping can be noted through increased tourist numbers. The Hamilton project has some of the departments managed by professionals and experts in the environmental science and capping, which involves putting a thin waterproof layer on the Randle reef site to reduce the penetration of contaminated materials into the site Vic E. 2007 Waste deposits from all manufacturing companies are treated before they can be disposed by water into the Randle Reef site. Most of the industries release emissions through water and such may lead to more contamination. Capping has resulted in great success in improving the life of those living around the site and health issues from these areas are not a major worry. Contaminations are substances that spoil the purity of Randle reef and make it poisonous. These spoiling substances include metals, oil grease and PAHs. Some environmental scientists argue that these substances can be removed at a low cost reducing the rate and accumulation of deposits. Tom, 2007 Heavy investment has been made towards the removal of contaminations. The Hamilton Government for the removal gives a lot of support, more than the capping because it relates to total eradication and avoidance of toxic effects of the PAHs. All the Aluminum, Antimony, lead, magnesium, Nickel, Silver, and Thallium has been extracted and recycled to produce consumer goods. Paul, 2007 Support for the removal of contamination is obtained from the Federal Government, principle Government and negotiations are in progress to get more financing for the removal of these pollution materials. All industries in the area are expected to show concern for the environment by contributing to the removal carrying out the extraction at their own cost. Those who support the removal of contamination argue that it is better than capping because some economic and financial benefits can be derived from the materials extracted. Jays, 2007 Restoration of the Randle reef entails restoring the site to the position that it was sometimes back and doing away with all what is considered to be useless to the site. Removal of around twenty thousand cubic meters of deposits in the Randle Reef site has positively been identified as the major source of restoration of the site such sediments can be treated biologically, organically or by thermal means and then recycled into saleable products. My views Both capping and removal of contamination are necessary because they contribute to the restoration of the Randle reef life to its original state and no more contamination occurs. The two methods and processes of restoration have economic gains, which yield financial benefits for all the parties involved. Support from the Federal government can only be granted if industries depositing at the Randle reef play their part. Randle Reef restoration has not been at its maximum and more efforts and funds are needed to ensure a complete success for the project. The Randle Reef has received much publicity out of the state in which it exists in a healthy environment that surround s the area. The existence of Randle reef can be considered to be extraordinary and it requires a portion of the Governments budget. Some industries, which excrete poisonous substances and mineral materials, have been very negative about Randle reef restoration. This has resulted in heavy fines by the government and the relationship between the governing authority and these companies has been spoiled. Randle restoration projects at times do not get enough funding from the governments budget and the process is delayed. Tom, 2007 Some industries and persons are not for the idea of capping or removal of contamination at all due to political reason. Politics in Hamilton have also lead to the deterioration of the Randle reef and this has created a negative image for the Hamilton community. The Do nothing is the only negative attitude towards the environmental improvement at Hamilton. Environmental issues and the quality of life in Hamilton deal with bringing back the glamour of Hamilton environment. Quality of life can only be improved if less contamination of Randle Reef is achieved through capping or removing the existing deposits of contaminated substances. Environment is said to be surrounding or where industries exist and do business. The Randle Reef at Hamilton has been created or formed by the existing industries pollution. Jim, 2007 Restoration of Randle reef will help improve the quality of life around the place and more productivity of environment. Vegetation which at times can be of economic value can not be grown around Randle reef and the situation can only be reversed if relevant authorities, organizations and industries play their part to minimize extended degradation of the Hamilton. Both capping and removal of sediments are necessary to ensure success of the restoration project.

Behavioral Risk Factors

There are presumably various predators towards the health issues within the society. As much as some of them are unprecedented, it is with deep concern that we can describe the role of the family on influencing and determining the aspect of health to its members.The natural setting of the family which comprises both the social, economic and cultural factors has a lot in determining the levels of risk in health of its members. The ingredient and lifestyle of the family setup plays a predominant role in determining the risk levels of the family.The social economic and cultural dispensations held by the family determines how the family is depended on the various sets of control measures such as dietary, physical exercise, family related health implications and the scores of preventive measures that govern the family (David, et al, 1998) Generally, the supportive ingredient for complimentary and alternative medicine for therapeutic response of many health related issues is modeled and go verned by the response of various family related precepts.The levels of education, region of family residence, family income, status of education and other sociodemographic factors are highly influential. However, their control and governance is modeled by the role of the family within its social setup in the society. Through the threshold of the family influence, various complimentary and alternative medicine factors such as using appropriate diet to control diseases and ailments, procurement to physical exercise, social controls arises.These are aimed at avoiding the negative influence towards behaviors such as drug use and abuse and engagement in morally health behaviors in support of good health that has been of necessity in control of health risk within the family setup. The social context of the family plays a predominant role in shaping the nature of health risks for its members. This is the social function of the family in control of the health of its members (David, et al, 1998)The origin and backgrounds of various ill-health and complications are determined by the state of the family as a control variable. The strength of the family in terms of income, level of education to its members, social stabilities such as stress controls, search for preventive attentions to health problems and the setup in its general medical attention governs the levels of risks in health related aspects.According to a research done on the relationship between socioeconomic factors and the response towards mortality and health behaviors of the family, positive results showed that the general setup of the family in terms of its commitment to health regulation through physical fitness, adequate diet and social influence were important in determining the levels of health related issues.As of great importance, the socioeconomic dimensions of the family are therefore implicit in determining the levels of its health matters for the family members. Reference David, R, et al (1998) Socioeconomic Factors, Health Behaviors, and Mortality. Journal of Pediatrics.

Issues of Corrections Essay

Take a deeper look into corrections, it seems like a tightly held ship. Yet, the people, funding, and politics are what keep it running. From the judges who hand down the sentence, to the officers themselves who deal with the inmates on a daily basis. Corrections were not always held in the manner they are today, it is something that shape shifted throughout the centuries. It wasn’t all rehabilitation and reform, it was more mocking in the town square, torture and death sentence. In a quote from (Ch. 2.5 Punishment in the 20th century). â€Å"In fact, investigations from the late 19th to the early 20th century consistently found excessive corporal punishment and widespread corruption in prisons across a number of states. Punishments such as hanging by the thumbs; whippings; beatings; water tortures; solitary confinement in cramped, dark dungeons; and starvation diets of bread and water were commonplace. These punishments and general prison conditions harkened back to the cruelty of the pre-prison days in medieval society.† (Stojkovia & Lovell, 2013). The age of reform were said to be during the first two decades of the 20th century, the progressive era brought an end to corporal punishment. Classification, normalization, education and vocational training were all being used within the corrections system. They started to, in a sense treat the prisoners like actual human beings. By the 80’s the get tough movement came in, which was more of a punitive approach to corrections than a rehabilitative one. The gangs were coming into focus, creating destruction where ever they wanted to. They were growing by the dozens, pulling in young teens, claiming to be their family. They were responsible for murder, robbery, sexual assault and drug  possession and sailing. With this get tough, and three strikes you’re out law, the prisons began to over crowd. With a quote from (Get-tough stance not helping Ohio prison population). â€Å"Advocates argue that adopting these policies will allow the state to roll back its prison population to where it was in 2007. If that happens, they estimate the state will save $62 million in corrections costs over four years. †¦ Ohio needs to abandon the expensive fiction that locking up offenders indiscriminately makes us safer. It needs to end the revolving-door system that imprisons low-level criminals briefly, then puts them back on the street without treatment or supervision. It needs to develop coherent probation policies.† (The Toledo Blade, 2011). Huge amounts of funding go in to every prison, but what about the people? The warden, the officers, medical staff, and therapist have to supply a key functional facility. Most of the inmates are murders, yet the staff must treat them with respect and give them their rights. The have to keep the environment safe for themselves and other inmates. Let’s not forget the probation officers as well, they must keep on top of their cases as well. When trying to keep someone from entry prison or re-enter society after doing time, these people have a tough job. In this quote from the (American Correctional Association). â€Å"We cannot truly expect to have any control of a solution if we do not accept responsibility for the problem. Corrections professionals have begun to embrace that concept. Although we understand that offenders must take responsibility for their lives, we also understand that we can no longer just shrug our shoulders at their failures. The people that come out of our prisons, jails, community programs and out from under our supervision are our product, and we have to take some responsibility for the quality of that product. This philosophy, as much as anything, has helped change the way we do what we do. It has given us the motivation to succeed at what we do, sometimes in spite of the offenders.† (ACA, ND). Not only do they want to run a tight ship they see the prisoners as a product of their work. They must do the best they can, go above and beyond  the correctional and political approach, and be there for the inmates in every way possible. This is a very large stretch since about 85% of Americas prisons are over populated and understaffed. Funding comes from the tax payers, so the warden and everyone else on the correctional board must decipher how to handle the money, and which keys elements to invest in. In (Ch. 6.3 Management Issues for Administrators). â€Å"Consider the development of a policy, such as the organization’s budget, the resultant of a set of decisions concerning the allocation of its financial resources. Inside the organization, in its internal environment, everyone will be affected, and many will take an interest in attempting to influence the budget decision process.† (Stojkovic & Lovell, 2013). Why is it so important to keep a tightly ran ship? Because believe it or not prisoners have rights. Many may disagree and say they do not deserve this, they forfeit their rights once they made the decision to do whatever got them in trouble. Yes they deserve to have certain privileges taken away, but also need to be treated as a human being with potential mental problems. Even though they are detained, every American citizen has a right to the constitutional laws. Habeas Corpus, Due Process, and civil rights. In (Ch. 3.1 Correctional Law: Fundamental Concerns). It high lights these rights, â€Å"Prior to being entitled to either due process or substantive rights, prisoners had to be given legal status and access to the courts. So long as prisoners were considered â€Å"slaves of the state,† they could not enjoy any right to due process, let alone any substantive rights. This premise was initially stated in the case of Ruffin v. Commonwealth (1872). (Stojkovic & Lovell, 2013). Due process, â€Å"The second basic concern of significance to prisoners is that of due process.†The Fifth and Fourteenth Amendments to the Constitution prohibit government from depriving persons of life, liberty, or property, without due process of law, even after these persons have been convicted of crimes† (Pelegrin & Braby, 1999, p. 2). (Stojkovic & Lovell, 2013). Civil Rights, â€Å"Civil rights are guaranteed by the Constitution and the supporting federal legislation. Among other civil rights, inmates have rights such as these: to be free from sexual crimes, including sexual harassment; to have adequate medical and mental health care; to complain about prison conditions and voice concerns about the treatment received; and, in the case of prisoners with disabilities, to assert claims under the Americans with Disabilities Act (Findlaw, 2012). (Stojkovic & Lovell, 2013). The warden and officers cannot just throw someone in a cell, and not give them adequate care. If a prisoner feels their rights have been neglected, the officers must take a statement from them, or give them the information of who to report the matter to. If the inmate has any medical issues such as asthma or diabetes, they must routine medical checkups. Once a prisoner has done their time, or is close to finishing, the prison must get them ready for re-entering society. This is no easy step, it takes many classes and counseling sessions. These inmates have to adapt to the outside world all over again, they must find a job, and conduct themselves in a respectful law abiding manner. This is where the prison takes on a more rehabilitative role rather than a purely punitive one. Some inmates may need more than others, everyone is different. The staff must be trained, have all the supply’s needed, and must also be pre-pared to defend themselves if need be. Probation officer especially must be extremely careful, can you imagine the intensity they must feel when they must meet with some purely disturbed and violent people being released. Do they feel threatened or scared for their own life if the person does not comply, and must go back? Many say that probation is a waste of time, yet it does have its uses. When jails are overcrowding, this is a way to reduce it, and also much cheaper than actually housing a prisoner. In (Ch. 8.1 Defining Probation). â€Å"Conceptually, the term â€Å"probation† refers to â€Å"the release to the community of a person convicted of a crime so long as there is compliance with certain conditions of good behavior under the supervision of a probation officer†Ã‚  (Statsky, 1985, p. 604; Bureau of Justice Statistics, 2011). Probation is considered a community sentence. The probationer, the person on probation, is kept in the community and placed under certain restrictions, monitored by a community corrections agent, who is typically referred to as a probation agent. In practice, probation may closely resemble this definition, or may depart from it to a rather significant extent. (Stojkovic & Lovell, 2013). It is not meant for everyone, and many abuse the chance that they are given, but it is good for the people who really deserve it, some people need a wakeup call in life, and sometimes probation is it. In an Article called (A Review of probation Home Visit: What do we Know?). â€Å"HOME VISITS ARE an important yet understudied component of probation. Historically a cornerstone of probation (Lindner, 1992a), home visits provide an opportunity for probation officers to have quality contact with a client in his or her personal environment. This type of less formal interaction between offenders and their assigned officers serves not only to monitor behavior and compliance with the case plan but also to provide often-needed direction towards treatment and social services. Furthermore, though time consuming (see DeMichele, 2007), these visits allow the probation officer additional opportunities to act as a positive role model (see Braswell, 1989). Although home visits are seen as a critical tool employed by probation officers, recent evidence demonstrates that home visits are rarely conducted (see Jalbert, Rhodes, Flygare, & Kane, 2010), even for high-risk offenders who might benefit from them the most. (Ahlin, Lobo, Joao, & Carbone, 2013). There also, home monitoring system, ankle bracelets and alcohol censors. The technology that has expanded the alternatives to jail are widely used now. With these on the offender may not leave their house, unless for school or work. If it is a violation involving alcohol, then the sensor will know when the person has been drinking and alert the police. Is this rehabilitative, or is it just putting a band aid on the situation? Community corrections is another alternative, it brings the offender out into society, doing community service. Basically the offender is working off  their fines or other lesser sentence. It is hard work that will hopefully restructure the offender in some ways. Court ordered therapy and drug court, is another alternative. The person must pee in a cup every week or else back to jail. Group home for juveniles or others offenders that are being released and have no appropriate residence may go into these tightly run homes. They must adhere to the group homes rules and regulations or they are out on the street. I will close out with my own personal alternative, religion plays a key role in someone’s life. Get the inmates in touch with their local, Priest, Pastor, Rabbi and watch it, albeit slowly turn these offenders around. My church currently helps those recently released get back into society, by showing no judgment for their crimes, they say hey we are going to help you get past the mistakes and live a better life, with go in your life all things are possible. Whatever religion, it is a positive influence that many of these offenders probably never had. References: Ahlin, Eileen, Atunes, Joao, & Carbone, (2013). A Review of Probation Home Visits: What do We Know? Federal probation, 000149128, Vol. 77, Issue 3. American Correctional Association,. (2006). The Evolution of Correctional Programs Southeastern Correctional Institution, Ohio. NewsBank,. (2011). Get-tough stance not helping Ohio prison population. Vera Institute of Justice,. (2013). The Potential of Community Corrections to Improve Safety and Reduce Incarceration. Stojkovic, S., & Lovell, R. (2013). Corrections: An Introduction. San Diego, CA: Bridgepoint Education, Inc.