A Philosophy on English Education

Education is a philosophy within itself without even responding to the different categories of a student's learning day. English education is, in my opinion, kind of a shady subject. When one talks about their English class, what aspects are they talking about? Is this referring to the grammar sections, the vocabulary sections or the criticizing of novels? Through the use of grammar a person can increase the way others perceive what they are writing. In my opinion it is not the way something is written that is important, but the content of what is written. Vocabulary is another such device. It is said that a person can feel only what they can express. In other languages around the world, there are words that put more emphasis on the same word. For example the word love, in the English language means one thing. Wether it is toward a mother or toward a spouse it has one meaning. Now is the love you feel for a mother the same as for the love you feel for a spouse? No, and in other languages there is a difference between these two emotions. If a person cannot express the way they feel how can they feel this way? I feel vocabulary is an asset that needs to be cultivated in order for a person to evolve into an educated person of society. The other aspect of English education however is not as particular as the other two. The analysis of literature is in itself a whole philosophy as well. It is a way for a person to open their mind into different thoughts that would not have been open to them otherwise. The idea of group leaning is for different ideas and interpretations to be presented. I believe this is a main part of English education. I believe the purpose of education is to better a persons life through knowledge and assist them later in life. Education is a vital part of anyone's life. Without it a person could not get a job and make it in the real life. I believe however that teachers must keep in mind that one's education is up to the individual student. A teacher should support the student, as well as the student supporting the teacher. If a student feels that a specific assignment or subject is unneeded then it should be reviewed. If it is vital the teacher should simply explain why the assignment in necessary, and the student will then have the desire to do the task at hand. Education is a vital part of my life. I believe that I have the materials to go far in life but without the knowledge base that is given in a learning atmosphere such as school, this will not be possible. I would however like to be given the choice of what to learn instead of being forced to do certain activities. Young people today do not like to read. Why is this? I believe is it because all their lives books and school have been shoved down their throat by teachers and professors who do not care about the student's desires and opinions. My personal feelings on the English language are stated above. I feel that there are not enough words in the language and therefor people of different cultures have language differences as well as differences in the way they think. I believe many English teachers are forced to presaent the curriculem in a repetitious tedious manner. I believe that there is too much emphasis put on writing and grammar and not enough on oral presentation and giving students the skills they will need later on in life. The ability to stand in front of someone and present one's feelings or opinions is a necessary ability for one to have. If a student can explain in detail orally what they have learned without writing it in a formal paper, that should be just as sufficient. As I said before, I believe its not the way a person states something that is important, but what is being stated. Regardless of this short bashing of mine, I do not want you to feel this is my perception of you. This is my past experiences with English teachers and the way they presented themselves and the material to the class. In no way do I feel bias to your thoughts or ideas. I look forward to many interesting conversations and debates in your class. I realize that my desires are not realistic and formal papers must be written in order for a teacher to be able to evaluate each student in an organized and timely manner.

Red Ocean And Blue Ocean Strategy Essay

In the world of business there are many ways to work, and they are very different, in this case im going to talk about the blue ocean strategy, and the basic for this strategy is that companies need no challenges themselves, not with other companies, on the other hand we said that a Company has a red ocean strategy when they compete with other companies, and thats why these 2 are different, not only in the color, also in the concept. BLUE OCEAN STRATEGY This concept comes from a book with the same name â€Å"Blue Ocean Strategy† (Harvard Business Review Press 20050), by W. Chan Kim and Renee Mauborgne. The primary concept si avoid the bloody path of business, and thats how we know the red oceans, instead of looking how to compite with the others, create new ways to work and free of competitors. The main idea of this is to create a model of business with low cost and that low cost be the differentiation, when a Company do that, get it the blue ocean. To get together the differentiation and the low cost there are 4 key questions that apport some basic stuff that is neccesary to get in the blue ocean. †¢Raise: What factors should be raised well above the industry’s standard? †¢Eliminate: Which factors that the industry has long competed on should be eliminated? †¢Reduce: Which factors should be reduced well below the industry’s standard? †¢Create: Which factors should be created that the industr y has never offered? For some companies its complicated answer this questions, but in fact, this are some elements that companies in the red ocean, see in the opposite way. In the blue ocean your Company is the principal element, defined as the title indicates, you have all the water for yourselve. They need to change the concept of competition, and focus on the competition inside the Company, that means that they need to check every idea that comes from the Company. An example of blue ocean strategy is cirque du solei, they take the concept of circus and changed it, instead of animal the main part of the circus is the estravagant dance and other things like opera and ballet, also the  customers are different, mostly of them are adults, unnatural for a normal circus. Another example comes from Nintendo and their revolutionary product, wii, that comes i 2006 and with that, Nintendo offers an original and fun way to play, besides their principal competitors sony and Microsoft, they focused in create an u nique product, and also, without a powerful cpu Nintendo reduce the production cost and give a exciting way to play. RED OCEANS STRATEGY This is the normal market place, the place where companies confront other companies and swim in the bloody sea. Companies try to outperform their rivals to grab a greater share of existing demand, usually through marginal changes in offering level and Price. These companies are normal for the people and society, and in fact the majority of companies in some form practices the red ocean strategy. This companies are in constant fight with others, and they are always watching the prices of the competitors, and offer a better Price, its a simple concept that doesnt have science they are just normal companies doing the same stuff always, watching the actions of others and always in danger. This is a concept that doesnt have a lot of science, its just the normal market that we are seing evey day. CONCLUSION The red ocean strategy maybe Works for big companies, but this doesnt define i fis the best option, companies should use the blue ocean strategy because when a lot of companies do the same, the results are going to be the same, and what a Company look for is to get bigger than what they were yesterday. In the concept of blue ocean strategy i dentify that the innovation has a special role in this model, they need to create something different from the rest, and when they do that, they are innovating, but this innovation needs to be unique, that means that only the Company that introduce the change can afford to repeat that unique process. The blue ocean strategy is the best option for every Company, including big companies. REFERENCES http://thomasafowler82.wordpress.com/2013/09/10/what-is-red-ocean-strategy-and

Sales Promotion Research Paper Example | Topics and Well Written Essays - 2500 words

Sales Promotion - Research Paper Example A hypothetical budget and return on investment calculation is done in the final part of the study. Table of Contents Table of Contents 3 Sales Promotion 4 Theories of Sales Promotion 7 Sales Promotion Objectives 8 Creating Inquiries 8 Product Trial 8 Building Traffic 9 Rate of Purchase 9 Loyalty 9 Awareness 9 Tactical Reason 10 Comparative Analysis Product Profile and Sales Promotion Activity 11 Sales Promotion Budget 13 Return on Investment 14 References 16 Bibliography 17 Sales Promotion Sales promotional techniques like free gift item on each purchase, free movie ticket, holiday tour and free dining invitation are used to increase the brand awareness among customers. They use exchange offers (exchange the old TV set and get a new TV set at reduced price) to push the sales. Sales promotion can be done by using seasonal sales technique. The technique can be summarized in the following manner. Winter sale, autumn sale, summer sale and discount of 50% on particular product are few exa mples of seasonal sales technique. These are all incentive program offered by companies to boost up the sales. Incentive program may come in the form of gifts, free samples, demonstrations, discount coupons, trade shows, contests etc. Retailer uses all these techniques as a part of sales promotion to motivate customers to purchase more and in this way they can increase sales volume. This type of sales promotion is known as consumer promotion (Kenneth, 2007, p. 330). Many companies use personal selling and advertising as a promotional tool to increase the brand equity in the mind of consumer. Personal selling deals with face-to-face interaction with customer or target segment but advertising is use to communicate brand massage to large number customers. Advertising and Sales promotion are useful tools to increase sales of product. Advertising can be integrated with sales promotion to communicate incentive program on each purchase. Companies can use advertising to create awareness abo ut sales promotional schemes and offers to target customers. Personal selling can also be used for the same purpose but sales promotion and personal selling is not the same thing. They differ in terms of objectivity and technique. Sales promotion uses short term and non cohesive model to increase the sales with various incentive schemes. Generally the incentive program is not valid throughout the whole season. Companies use sales promotion during end of seasons or during festive seasons. Sales promotion is more occasion dependent. The promotional technique differs from personal selling and advertising in terms of process and application techniques (Pauwels, Risso, Srinivasan and Hanssens, 2003). Sales promotion is a part of integrate marketing communication (IMC) strategy. Company uses sales promotion to increase the brand visibility among customers. Manufacturer companies use sales promotion for two reasons. 1- Increase product sales to retailers (trade promotion) and 2- increase p roduct sales to customers (consumer promotion). Retailers also use sales promotion to increase the sales of a particular product. Sales promotions have an important role in the marketing programs adopted by retailers (Gedenk, Neslin and Ailawadi, n.d.). Sales promotion contributes a large percentage of advertising budgets for a company. Companies use at least seventy percent of total advertising budget on sales promotion.

Discuss in scholarly detail ways that building intra-organization Essay

Discuss in scholarly detail ways that building intra-organization cooperation between information systems personnel and line managers improve the information systems - Essay Example ferent managers perceive the environment differently.† Information system personnel can evaluate and ratify several technical aspects of ISs but the line managers can provide them important operational insights into these systems because of their firsthand practical experience. Line managers that interact with information systems can reflect the limitations and weaknesses observed in the system and this feedback can play a vital role in important modifications. Zientara (n.d., p.4) declares the â€Å"Line managers continual dissatisfaction with the quality of information systems services† as the failure of information systems. The growth and advancement of distributed information systems has also instigated the need of intra-organization cooperation because consolidation of information received from various modules of the information system can be used to further improve the system. Eduardo states, â€Å"A new purpose of the informal distributed information systems for innovation that arise from the interaction of the accumulated stock of knowledge emerging at the individual (micro) level.† It can be safely deduce that the information accumulated by the line managers can provide a useful insight into the information systems for further

Identifying Themes and Concerns for the Benefit of the Individual Coursework

Identifying Themes and Concerns for the Benefit of the Individual Business Manager - Coursework Example Concepts such as leadership are aligned with the organisational goals and sustainable practices are being brought in the business planning process for ensuring better results. Sustainability as defined by Jansson (2011) is the process of working in a manner by considering the future impact of the activities. Sustainable work practices ensure that the present needs are met without compromising the ability of the future generations to fulfil their needs. (Mishra, 2009) mentioned that in the contemporary scenario, the corporate houses are focusing on reducing the environmental and social impacts of their activities in order to ensure a better scope for business operations. However, Paley (2009) criticised that business firms are also getting affected by the environmental and sustainable issues which is hampering the growth and development process of the business. The diminishing stock of resources is also creating barriers for operational and production processes of the business houses. On the other hand, Boulton, Libert & Samek (2009) reflected the vast resource wastage taking place in the global scenario both in social and corporate segments. Furthermore, Dentchev (2009) also noticed that the over-utilisation and under-utilisation of resources are also among the top causes which influence the environmental sustainability. Considering the environmental factors affecting the business process the aspect of water usage will be studied in this segment. The importance of water does not need to be explained however the general ignorance among the global population regarding water usage is the primary factor leading to water wastage. Ander & Kapoor (2010) stated that going by the current rate, people of earth shall face water scarcity earlier then they face oil scarcity. One of the major consumers of water in the corporate sector is the energy industry. Every

Does business have a responsibility to provide employees with more Essay

Does business have a responsibility to provide employees with more satisfying work lives Or to better accommodate their family needs - Essay Example Employees need to work and associated with a place that lack the irritants, inconveniences and also frustrations within their productive workplaces (Adler, 2012). The business need create the office as a welcoming communal area for talented employees to come up with big ideas and also deliver excellence. Happiness should never be shunned at the place of work, it should never be the objective of the business. This is the actual quality of a work setting that can assist the employees to find satisfaction and meaning in their work place and develop a sustainable productivity. Rather than focusing on the subjective needs, management need to develop a tone for the culture of the company and to make sure that the workplace and business fully focusses on the hope, drive, and also dream for the employees (Adler, 2012). For this reason, satisfaction for the work lives need to be the main area of the office

Tibet Buddhism Essay Example | Topics and Well Written Essays - 500 words

Tibet Buddhism - Essay Example This relates to the vehicles by practicing the Buddha’s teachings. Vehicles are paths followed to gain enlightenment. The vehicles are Hinayana, Mahayana and Tantrayana. The three turnings are teachings that allow an individual to choose a vehicle to enlightenment The Creation or Generation Stage is the first step in meditation of Buddhist sadhana. The Completion or Perfection Stage is when an adept realizes their personal path of enlightenment. The Great Perfection is the highest teachings of Tibetan tradition. Thus first the Generation Stage must be complete, the Perfection Stage, and finally Great Perfection can be learned. Trungpa meant that Tantric wisdom allows the suffering to stop, or nirvana, which goes into the cycle of birth, death, and reincarnation, or samsara. If hate, pain, and anger are stopped, the individual reaches nirvana. If these emotions are no longer there, than samsara is easier to accept. Luminosity, bliss, and emptiness are the states of the mind. Every mind is a luminous mind. Bliss is a state the mind tries to achieve. Emptiness leads to bliss due to the purging of all negative emotions. The reason Buddhist want to empty their minds is to alleviate suffering. If a soul is empty it cannot suffer. 4. Using Davidsonà ¢Ã¢â€š ¬Ã¢â€ž ¢s Tibetan Renaissance and Karmayà ¢Ã¢â€š ¬Ã¢â€ž ¢s The Great Perfection as guides, tell me how the relationship between the Tibetans and Tantra changed from the time of Relpachen to roughly one hundred years after his assassination. During Relpachen’s rule, the Tibetans and Tantra were closely intertwined. The Tantra was ancient Tibetan teachings of love. Since Relpachen support Buddhism, the Tantra was encouraged during his time. However after his assassination of Relpachen, his brother became king. This king was anti-Buddhist. So for a period of time Buddhists were persecuted. Thus the Tantra passed down by the Tibetans was weakened through this persecution, civil wars, and

Concrete Constituent and Mix Design Essay Example | Topics and Well Written Essays - 1500 words

Concrete Constituent and Mix Design - Essay Example Natural heavyweight aggregates include materials such as goethite, limonite, barite, illmenite, magnetite, and hematite, with specific gravities (SGs) ranging from about 3.5 up to about 5.3, leading to concretes with unit weights up to about 4100 kg/m3 . For higher unit weight concretes, synthetic materials such as Ferro phosphorous (SG 5.8 to 6.8) or scrap iron and steel punching (SG 7.8) can be used, with resulting concrete unit weights of up to 6100 kg/m3. High-density aggregates are good attenuators of gamma rays and of fast neutrons, hence their use in radiation shielding. Although heavyweight concretes can be proportioned in much the same way as ordinary concretes, the aggregates tend to be harsh and have a tendency to segregate from the rest of the mix. As a result, both higher than usual cement contents and a higher ratio of fine to coarse aggregates are recommended. Normal Weight Aggregates Aggregates make up about 75% of the volume of concrete, so their properties have a la rge in?uence on the properties of the concrete (Alexander and Mindess, 2005). Aggregates are granular materials, most commonly natural gravels and sands or crushed stone. The role of the aggregate is to provide much better dimensional stability and wear resistance; without aggregates, large castings of neat cement paste would essentially self-destruct upon drying. Also, because they are less expensive than Portland cement, aggregates lead to the production of more economical concretes. These aggregates are used to make ordinary concrete having unit weight of 2300 kg/m3. In general, aggregates are much stronger than the cement paste, so their exact mechanical properties are not considered to be of much importance (except for very high-strength concretes). Similarly, they are also assumed to be completely inert in a cement matrix, although this is not always true, as will be seen in the discussion on the alkali–aggregate reaction. Light Weight Aggregates Light weight aggregates , which can be either natural or synthetic materials, are characterized by a high internal porosity. Ordinary concrete has a unit weight of about 2300 kg/m3, but lightweight concretes with unit weights as low as 120 kg/m3 can be produced, although they are accompanied by a significant decrease in concrete strength. Natural lightweight aggregates include pumice, scoria, and tuff; however, most light- weight aggregates are synthetically produced. The most common such lightweight aggregates are made from expanded clay, shale, or slate. The raw material is either crushed to the desired size or ground or then pelletized; it is then heated to 1000 to 1200Â °C. At these temperatures, the material bloats (or puffs up) due to the rapid generation of gas produced by the combustion of the small amounts of organic material that these particles generally contain. (The process is similar to that of popping popcorn.) Other materials, such as volcanic glass (perlite), calcium silicate glasses (sla g), or vermiculite, can similarly be bloated. Lightweight aggregates tend to be angular and irregular in shape and can be quite variable. b) Select one physical property and one mechanical property of aggregate and describe in detail the role and influence of these properties on the overall performance of the concrete. Particle Grading The particle-size distribution in a sample of aggregate, referred to as the grading, is

Inventory and Fixed Assest Essay Example | Topics and Well Written Essays - 1000 words

Inventory and Fixed Assest - Essay Example Inventory is categorized as a current asset in the balance sheet. Most manufacturing companies have large amounts of inventory. That inventory can go down in value for various reasons including technological advances. â€Å"Accounting Research Bulletin No. 43 (ARB No. 43) leads to an accounting valuation method known as the lower of cost or market, or LCM† (Accountingcoach, 2011). Based on ARB No. 43 the word market refers to the current replacement cost of the item. A concept related to the calculation of lower of cost or market is net realizable value (NRV). The net realizable value is defined as the expected price minus the cost for completion and disposal. Another variable that must be considered in LCM calculations are the lower ceiling and upper ceiling. The upper ceiling is the same amount as the NRV, while the lower ceiling is calculated by subtracting normal profit from NRV. The accounting for lower cost or market requires specific journal entries to record LCM. The t wo ledger accounts used by accountants are: Allowance to Reduce Inventory to LCM Loss from Reducing Inventory to LCM Take for example a company that had an inventory with a cost of $70,000 and market value of $68,000. The journal entry to record LCM is illustrated below: Loss from Reducing Inventory to LCM 2000 Allowance to Reduce Inventory to LCM 2000 Capitalizing interest on building construction Interest are typically categorized as an expense under normal accounting rules based on the generally accepted accounting principles (GAAP). An exception to the rules applies to interest associated with construction projects. â€Å"ASC 835-20 states that institutions are required to capitalize the interest cost incurred during the acquisition process or construction of the asset† (Patel, 2010). As interest gets capitalized they become a part of the historical price of an asset which subsequently must be depreciated over the useful life of the asset. FASB statement No. 34, Capitaliz ation of Interest Costs, provides the guidelines that accountants must follow in order to capitalize interest associated with construction of a building or asset. Three conditions are necessary for the capitalization of interest: 1. The qualifying expenditures must have already occurred 2. The company must be paying actual interest 3. Activities to prepare the asset must be already underway (Young & Gowans, 2009). Expenditures that require cash payment or other transfers of assets are considered qualifying expenditures. Inventory that are manufactured on a routine basis do not qualify for the capitalization of interest. Property that was donated also does not qualify for the capitalization of interest. The two methods to compute capitalization of interest are the weight average and the specific method. There are limits to the amount of interest that may be capitalized. The general rule is that companies can only capitalize interest up to the amount of the incurred interest during an accounting period. â€Å"FASB No. 34 requires for each accounting period disclosure in the financial statements or the notes of the total amount of interest cost incurred and any amount of interest that was capitalized in each accounting period† (Young, et al., 2009). Recording gain or loss on asset disposal

Electrolux Case Summary Essay Example for Free

Electrolux Case Summary Essay As the largest domestic products manufacturer in the world, Electrolux has about 70000 employees all around the world in about 150 countries, making 14 billion euros in sales in 2005. However, an acquisition case from its main competitor, Whirlpool, is challenging the ? rst place of Electrolux, at the time Electrolux has just decided to divest its outdoor division. A huge decrease in sales in the following years is expected. Starting from 1920s, Electrolux has been famous for its expertise in industrial design on products such as vacuum cleaner and refrigeration. The products quickly got popular not only in its home country in Sweden, but in other western countries such as Germany, France, USA and UK, due to the homogeneous culture of these countries. A major growth in demand after World War II contributed a lot to its growth. With a large amount of accumulated cash of the past decades, Electrolux decided to expand quickly through a number of acquisitions for more market share and diversi? cation. In late 20th century, Electrolux discovered new markets in developing countries when the market in western countries was already very mature and was even showing a sign of going down. It also went through a phase of restructuring the segmentations of products as well as abandoned some less important activities. Up until 2006, the company has addressed its new strategies mainly on functional level to correspond to the challenges. To maximize the pro? t, the production would be outsourced to developing countries with lower labor costs. More ef? ient logistics has made the globalization more feasible and cost-saving. On the product market level, due to the market polarization, a more distinguishing product segmentation would be applied. While keeping the basic low-price products, Electrolux is launching a series of products with higher prices to satisfy the high-end market. On the other hand, 2% of sales would be put in RD to keep a high rate of new products launches. The supply chain management has always been vital when it comes to consumer goods industry. When Electrolux is outsourcing more of the productions, it is also hifting the strategy of distribution channels. Instead of traditional dealers, big chains with large volume and high geographical coverage are brought up front because of lower serving cost. Above all these, the company keeps making efforts on brand-building by investing at least 2% of the sales every year. With more products are sold under Electrolux’s name, the company is also improving its brand image by stressing more on their culture through internal and external relations among employees, suppliers and retailers, etc.

Education and socialisation

Education and socialisation It appears that educational success generally rises with family income, many sociologists see material deprivation as the major cause of inequality in educational success. Halsey, Heath and Ridge (1980) examined the education careers of males, and found that those from higher social backgrounds were much more likely to stay in education past the minimum leaving age than those from working class backgrounds. They pointed out that a major reason for this was the cost of staying in education, and this denied many working class people from gaining higher-level educational qualifications. Douglas (1967) also believed that poor living conditions in the home were major factors in educational failure. In a survey, he divided his sample into two groups: those who had sole use of household facilities, such as bathrooms, and those who did not. He found that the children living in unsatisfactory condition scored much more poorly on tests that those in satisfactory ´ conditions. Reason suggeste d for this include poor housing conditions and diet leading to ill health, leading to absence from school, and underperformance while there Of course, sociologists from different schools of thought have very different opinions on such divisions within schools. Functionalists would argue that the inequalities that exist within the education system do so for positive reasons. Talcott Parsons argued that schools take over from the family as the primary source of socialisation, transmitting societys norms and values and preparing children for their role in adult life. School provides the future workforce with the basic skills required to enable them to respond toà ¢Ã¢â€š ¬Ã‚ ¦constantly changing occupational requirements (Bilton, Bonnet, Jones, Stanworth, Sheard Webster, Introductory Sociology, 1987, Pg.308). Parsons believed that school is a meritocracy and, regardless of class, those with the ability to do well will flourish, entering the workforce at a more specialised level and those without that ability will do less well, entering the workforce at a more menial level. Thus, both will be prepared for their future role in society and the appropriate places within the labour market will be filled. The functionalists view is a narrow one, and in this and other cases it has been accused of painting too rosy a picture of inequality functionalists may argue that it is necessity for the success of society, that not everyone can achieve in school, go on to University and consequently higher paid employment, but this offers little consolation to those who feel they are being or have been kept down by the education system. Parsons in particular has been criticised for failing to give consideration to the possibility that the values transmitted by the educational system may be those of a ruling minority rather than of society as whole (Haralambos and Holborn, Sociology Themes and Perspectives, 1995, Pg.729). The fact that teachers are generally middle class themselves could mean that the values being taught in school right away contradict those being taught at home, possibly leaving the child feel confused and unable to live up to conflicting standards. Marxist Pierre Bourdieu argued that the role of the education system is to reinforce class differences. This, he believed, is achieved by promoting the dominant culture ´ of the ruling classes in the classroom through the use of language, ensuring that working class students will be less likely to understand and be understood. This disadvantages working class pupils, and by creating educational success and failure, reinforces class. Basil Bernstein expounded this theory with the notion that the different speech codes used by the middle and working classes causes divisions in itself. The restricted code ´, which is context bound and requires previous common knowledge between users, and the elaborated code ´ which is not context-bound, and does not require previous common knowledge. He believed that middle class children are fluent in both codes, but that working class children are confined to the restricted code, and are therefore placed at a distinct disadvantage, because teachers use the elaborated code. Middle class children are therefore more likely to understand the teacher, and be understood themselves and consequently achieve more in school. Marxists would generally argue that equality is impossible in a class-based society. As with functionalists, there is a belief in the link between education and the economy however, unlike functionalists who see the link as a positive one, which serves to benefit industrial society for Marxists, the education system exists in order to mould children into their class-defined roles in order to benefit capitalist society, thus it serves the bourgeoisie well and keeps the proletariat down. Other factors inside the classroom can also determine educational success or failure. For example, concepts of labeling theory and self-fulfilling prophecy. These rely on the notion that if someone is labeled in a particular way, others will respond to their behavior in terms of that label, and the person will act in terms of that label, resulting in a self-fulfilling prophecy. This was illustrated in a study by Rosenthal Jacobson, who selected a random sample of 20 pupils to take an IQ test and told the pupils teachers that they could be expected to show a significant intellectual development. After a year, the same pupils were re-tested and generally gained higher IQ scores. Rosenthal and Jacobson said that this improvement had occurred not just due to intellectual development, but because the children had been labelled in such a way that the teachers would have higher expectations of them, which they believed influenced pupils performance a self-fulfilling prophecy took place pupils were expected to achieve more, so they did. Similarly, in a study by R.C. Rist of kindergarten children, it appeared that teachers are more likely to perceive middle class children as being of higher ability than working class children (their class being judged by their appearance, use of language and previous encounters the teachers may have had with the childs parents), and treats them as such. He was also able to show, in keeping with Rosenthal Jacobsons study, that the children classified as being of higher ability performed better throughout their time in education. This suggests that because of labeling by teachers, working class children may be placed at a distinct disadvantage. In separate studies, Lacey and Hargreves examined the effects of streaming in schools, as was used in the tri-partite system in Britain in the post war period, and found that children from working class backgrounds were more likely to be placed in lower ability streams. They also found that in these classes, the children were denied high-quality teaching and knowledge, and that the teachers spent more time controlling behavior than teaching the class. This works to disadvantage those in the lower ability streams, thus, disadvantaging those from working class backgrounds. It is worth pointing out, however, that none of these studies examined why teachers labeled working class students in this manner. As previously mentioned, the fact that most teachers are from middle class backgrounds themselves would seem to influence their impression of working class children such personal preconceptions are unavoidably brought to the classroom, instantly putting working class children at an unfavorable disadvantage to their middle class peers. However, it should also be mentioned that the methodology used in these studies has been brought into question. The afore mentioned study by Rosenthal Jacobson in particular was criticized. Neither researcher had been present in the period that they suggested the teacher would have reacted more encouragingly towards the pupils, said to culminate in the self fulfilling prophecy, meaning that the behavior of the teachers was mere speculation on the part of Rosenthal Jacobson. Also, the quality of the tests they used was doubted, suggestions being made that their tests were of dubious quality and were improperly administered. (Haralambos and Holborn, Sociology Themes and Perspectives, 1995, Pg.764). Unfortunately such accusations are often unavoidable in sociological research. Restrictions on funding, time etc. can often mean that lengthy research cannot be carried out in depth, resulting in, as in the case of the Rosenthal Jacobson experiment, the researchers perhaps returning after a period to do further examinations, often having to choice but to make inferences about certain behaviors or actions. Ethical problems also place restrictions on some sociological research again, in the case of Rosenthal Jacobson, it could be said to be unethical to tamper with such an important thing as a childs education. It may have had positive results for the children in this case, but what if researchers wanted to prove that self fulfilling prophesies are also applicable in reverse that if a child is though of badly, then they will behave badly? Such experiments undoubtedly have ethical implications yet the experiments themselves are important in sociology. How can society be studied without interaction with society? There are other ways in which research can be carried out participants can be made aware of all aspects and implications of the experiment. However, this can cause an altered reaction in participants they can become too aware of observations being carried out and modify their behavior accordingly. The sociological researcher must be aware of the possible difficulties and make a decision on whether or not the research should be carried out. Through the studies and perspectives we have considered, it is undoubtedly the case that class division exists within the education system and even functionalists would not disagree that schools serve to reinforce such inequalities. It is in what harm or good these damages do to society that sociologists must be concerned with. From what we have discussed here, it seems that there are many different explanations of class-based differences in educational success the factors attributed to causing inequality in other areas can also be applied here. The reasons for class-based differences in education are undoubtedly complex, as we have looked at here, and so it is difficult to determine a root cause.

Ecstasy: Neurotoxicity and How It Can Be Reduced :: Biology Essays Research Papers

Ecstasy: Neurotoxicity and How It Can Be Reduced Ecstasy (MDMA) has become a drug of choice among 18-25 year olds (2), and its effects on behavior and neurotoxicity merit the attention of this class. Ecstasy use has become fairly widespread on college campuses and in rave and nightclub settings. This paper will look at the mechanism through which MDMA acts, its neurotoxicity, and how users can reduce risk involved with ecstasy use. Ecstasy alters behavior by increasing serotonin levels in the brain. It accomplishes this by altering the neurotransmitter serotonin's reuptake process. (6) In the normal serotonin system, a serotonin neuron will receive a signal from a neighboring nerve cell to release vesicles of serotonin into the synaptic cleft. The post-synaptic cell (which has the appropriate receptors for serotonin) then picks up the molecule. When the serotonin binds to the receptor, it causes an electric signal to change the membrane permeability which causes changes in the body. When a vesicle of serotonin is released, most of the molecules are pulled back into the pre-synaptic cell. This process of drawing serotonin back into the original neuron for it to be reused is called reuptake. When MDMA is present in the system, however, it interferes with the natural process by preventing the serotonin from entering at the reuptake site. This causes an excess of serotonin in the system, which creates the feelings of euphoria associated with MDMA. (1) Users of MDMA are quick to praise the psychological effects of the drug, but the effects on their physical health can be detrimental. Studies show that heavy, prolonged use of MDMA can significantly reduce the number of serotonin transporters which are necessary to bring the neurotransmitter back to the neuron from which it was released. Studies supported by the National Institute on Drug Abuse (NIDA) showed that MDMA damages neurons that release serotonin, and that heavy MDMA users have lingering memory problems for at least two weeks after stopping the drug. In the first study, researchers used positron emission tomography (PET) to compare the brains of MDMA users who had abstained from all psychoactive drugs for three weeks and people who had never used MDMA. They found that the amount of MDMA used was directly linked to the number of serotonin transporters remaining. They also found that the degree of memory impairment is based on the amount of MDMA used. (3)

Using Childrens Books to Make Theory Accessible :: Graduate Admissions Essays

Using Children's Books to Make Theory Accessible I am a GSI for an undergraduate education course called "Current Issues in Education." This course, required for Education minors, is offered to help students think through and become involved in educational practice. In it, we look at how education impacts people's lives, their visions of society, and their social relationships. Over the course of a single semester we address deep educational questions that have no easy answers and that are subject to great debate within the territory of educational theory and practice. The problem I am addressing here is a straightforward, yet recurring one: How can students learn to read and think critically about deep theoretical issues and learn to clearly articulate their position, even to a layperson not familiar with their subject? This is an important skill for all students, but especially for future educators, who will be challenged to make subject matter clear to their own students one day. The teaching method I implemented to address this issue was to have students divide into teams and create a children's book that reflects the issues and concepts of one of the topic areas of the course. Each group was thus challenged to convey complex theoretical issues in simple and practical terms through developing a story (either fiction or non-fiction) that included a plot and illustrations. In addition, each group wrote a short paper to accompany the book that explained the significance and symbolism of the images and ideas employed. When I presented the assignment to the class, reactions were mixed. Some students thought it sounded like a challenge that might turn out to be fun; some thought it sounded too simplistic; others were surprised by such a wild idea. Each week, a student group presented its book to the rest of the class, allowing time for questions and comments. The response became enthusiastic, as presenters and their peers exchanged feedback and educated each other in terms with which they felt comfortable. One student wrote in her final class evaluation, "At first I thought the [children's book] assignment sounded tedious, but after my group and I finished ours, I realized what a great learning experience it was for us. It forced us to use simple language our brothers and sisters could understand, but it got across important ideas about multiculturalism, which is a complicated topic." By answering each other's questions and presenting the books to their classmates, we were able to assess the strateg y as a class and determine that it was helpful as a learning tool.

An Enemy Of The People :: essays research papers

An Enemy of the People An Enemy of the People, written by Henrik Ibsen was a play written to show his disgust for the in felt during a hostile reception given to him by the Norwegian public and critics to his earlier play, Ghosts. An Enemy of the People is a story about a doctor that discovered that the town he lives in, has become a cesspool. After discovering the town’s beloved bath, which is supposedly helps people get better and is the main reason the town has visitors from across the county come visit it, has become polluted with bacteria that is caused from the water pipes underground. This resulted in visitors going away from the town with Typhoid and other sicknesses. Dr. Stockmann, which is the discoverer of the pollution, tries to tell the townspeople that they need to fix the water pipes and bath. Facing a large amount of resistance from his brother the mayor, Hovstad the newspaper editor, and many of the townspeople. This results in Dr. Stockmann lashing out at the whole town for its ignorance and lies that this town is built on causing Dr. Stockmann to become an enemy of the people and being out-casted among his town that he loves. The purpose of this book was to show Ibsen’s content toward society in knowing the truth. This play was written in 1882 in Europe. At that time, Ibsen wanted to show the reality of things that are built on lies and for people to become more scientific in their studies rather than being religious wise. Ibsen was met with a handful of critics forcing him to become angered at society. An Enemy of the People does a good job showing society in Europe at that time when people weren’t that interested in technology and the truth. People didn’t care about having rights and allowed their superior to have the say in everything. This one quote which I found had much significance in the definition of this time period was from Mrs. Stockmann. â€Å"Dr. Stockmann: Yes, but I have right on mine!† â€Å"Mrs. Stockmann: Right! Yes, of course. But what’s the use of right without might?† This pointed to me that at this time period, yes, men were guaranteed rights, but the only men that can exercise those rights were the powerful men. Ibsen started off this play with everybody getting along. Dr. Stockmann was on the good side of Hovstad and the rest of the media of the town. Then, Ibsen slowly in the play, shows points of Dr.

Managing Effective Labor Relations

MANAGING EFFECTIVE LABOR EMPLOYEE RELATIONS Abstract Labor relations refer to the relationship between corporate management and the unionized workforce. Administering the best practices along with the current developments in labor relations is contingent on labor management relations. In addition, the legal framework for collective bargaining and negotiations need to be examined. Knowledge of the history of the relationship between labor unions and management is fundamental in effective labor relations management today. What is a labor union?A labor union is a group of employees, who are organized by the specific job that they do. They come together to form units that bargain with their employer regarding working issues and conditions. Union workers are referred to as â€Å"blue-collar workers† because the majority of people who hold that job specification are also union members. The majority of union members work in the public sector. These are jobs where the funding source c an be national, state, or local. These types of jobs include: postal service jobs, teachers and police officers.Jobs in the private sector have no involvement with the government and are run by private citizens or groups. These types of jobs could be found in: restaurants, retail, or corporations. There are many more union members in the public sector than the private sector. Just under half of all employees in the federal, state, and local government are union members. Public school teachers, police, and firefighters hold the highest number of union workers in the local government. The second largest groups on the list of union members are protective service workers in private industry.In the private sector, union members make up about a quarter of the size of the public sector, in transportation and utility positions. Other major private industries with above-average union membership percentages are construction and manufacturing, where in each case thirteen percent of the employe es are in unions (Sloane & Witney, 2011). All union members have legal workplace rights that must be respected by their employers. Some rights are provided by federal or state statutes, hile others are inherent in specific union-employer agreements. If a union member feels that his rights have been infringed, in addition to taking legal action, charges can also be filed against employers through the National Labor Relations Board for violation of collective bargaining agreements. The NLRB is responsible for the prevention and resolving of unfair labor practices under the National Labor Relations Act (NLRA). They also guarantee the rights of employees to organize and bargain collectively with their employers.Another feature that union members have that non-union members don’t is a grievance procedure. This is an official complaint from the union member when they believe their contractual rights have been violated. The steps of the grievance procedure are outlined in the co llective bargaining agreement. Collective bargaining is the process whereby unions and management negotiate and administer labor agreements (Sloane & Witney, 2011). Labor union officials enjoy many special powers and immunities that were created by legislatures and the courts.Union officials claim to rely on the support of members of a political organization of workers who are exclusive of their leadership. In â€Å"Special Privileges†, (2010), the following list of special privileges reveals the rights union members have in their favor: Privilege #1:| Exemption from anti-monopoly laws. The Clayton Act of 1914 exempts unions from anti-monopoly laws, enabling union officials to forcibly drive out independent or alternative employee bargaining groups. Privilege #2:| Power to force employees to accept unwanted union representation. Monopoly bargaining, or â€Å"exclusive representation,† which is embedded in most of the country’s labor relations statutes, enabl es union officials to act as the exclusive bargaining agents of all employees at a unionized workplace, thereby depriving employees of the right to make their own employment contracts. | Privilege #3:| Power to collect forced union dues. Unlike other private organizations, unions can compel individuals to support them financially.In 27 states under the NLRA (those that have not passed Right to Work laws), all states under the RLA, on â€Å"exclusive federal enclaves,† and in many states under public sector labor relations acts, employees may be forced to pay union dues as a condition of employment, even if they reject union affiliation. | Privilege #4:| Unlimited, undisclosed electioneering. The Federal Election Campaign Act exempts unions from its limits on campaign contributions and expenditures, as well as some of its reporting requirements.Union bigwigs can spend unlimited amounts on communications to members and their families in support of, or opposition to, candidates for federal office, and they need not report these expenditures if they successfully claim that union publications are primarily devoted to other subjects. | Privilege #5:| Ability to strong-arm employers into negotiations. Unlike all other parties in the economic marketplace, union officials can compel employers to bargain with them.The NLRA, FLRA, and RLA make it illegal for employers to resist a union’s collective bargaining efforts and difficult for them to counter aggressive and deceptive campaigns waged by union organizers. | Privilege #6:| Right to trespass on an employer’s private property. The Norris-LaGuardia Act of 1932 (and state anti-injunction acts) give union activists immunity from injunctions against trespass on an employer’s property. | Privilege #7:| Ability of strikers to keep jobs despite refusing to work. Unlike other employees, unionized employees in the private sector have the right to strike; that is, to refuse to work while keeping thei r job.In some cases, it is illegal for employers to hire replacement workers, even to avert bankruptcy. | As you can see, the privileges of the union may seem unfair to non-union members. This can create a lot of mixed emotions and tension in the workplace. Although the rate of unionization has declined, its effects on the workplace are still existent. When you are non-union, it’s understandable to be complacent about union issues. Non-union employers must be aware of a number of other policy and practices that can lead to allegations of unfair-labor practices against them.To uphold a fair work environment, management looks to form new relationships between both non-union and union members. In order to prepare for issues that may occur between both parties, it is the company’s responsibility to be fully informed and aware of union laws and precedents. The focus of the traditional law of unions makes up the major part of the labor law. It is based on workers collectivel y and their rights as a group. It is different from employment law which focuses more on issues relating to the rights of individual employees.The body of law of which labor law is comprised is significant for the importance of the National Labor Relations Act (NLRA). The NLRA is codified at 29 U. S. C.  §Ã‚ § 151-169 and purports to serve the national interest of the United States regarding labor relations within the country (Cornell, n. d. ). When periods of widespread strikes occur, uneasy relations can very quickly and severely have an adverse effect on the entire country. A clear policy regarding labor and management encourages the best interests of the employer, which is to maintain full trade and industry production.It is essential to maintain peace in the workplace not just between employees, but employers as well. The NLRA attempts to limit industrial conflict among employers, employees, and labor organizations since the friction could affect full production which can the n result in a series of even bigger problems. Unfair labor practices Union or not, when someone is treated unfairly at work, it can destroy morale. Sometimes the unfair treatment is done accidentally, but most of the time, the unfair treatment is a very deliberate act on the part of the management.In some cases, the unfair treatment can actually be illegal. What is always true is that unfair treatment at work makes more problems than it solves, breeds animosity and distrust among employees, and creates an extremely uncomfortable work environment (Thorpe, 2008). These practices are referred to as unfair labor practices and have been singled out for their potential to harm the general welfare of employees. Through the NLRA, employees are guaranteed the right to organize and to bargain collectively with their employers through representatives of their own choosing.If they choose not to exercise these rights, they are also guaranteed the right to refrain from them. The NLRA establishes a procedure by which employees can exercise their choice whether or not to join a union in a secret-ballot election conducted by the National Labor Relations Board. When and at whose discretion a secret-ballot election may be exercised as opposed to other election procedures is currently a matter of contention between employers and labor groups (Cornell, n. d. ). For those who belong to a union, they have some protection against unfair treatment at work.Union members have the right to work free of the pressures of unfair labor practices, as defined by the NLRA. Members also have the right to file claims regarding unfair labor practices with the NLRB. According to union-organizing. com, examples of unfair labor practices include: coercion to join or refrain from joining a union; threats to close facilities in retaliation for union activities; bribes directed at employees for any reason; personal inquiries concerning union sympathies; refusal to consider grievances (Ingram, 1999).Unio ns and the United States Labor movement have continued their historic decline in terms of membership and density, in today’s economy. Unions have emerged from a period of economic growth and prosperity to becoming smaller and weaker. Having missed an incredible opportunity to grow in a time of prosperity, labor must now figure out how to build numbers and strength in face of economic uncertainty, a Republican President, war, budget deficits, public service cuts and the continued exporting of union manufacturing jobs (Lerners, 2002).The unions of the United States have huge resources: millions of members, billions of dollars in dues, and hundreds of billions in pension capital, as well as political power and the leverage of collective bargaining. These resources offer the potential and the opportunity to organize millions of workers and rebuild the labor movement. The AFL-CIO has documented that the US economy is growing away from the labor movement, growing fastest where unio ns are weakest, where only one out of ten new jobs is union. Private sector unions are losing density in the traditional unionized sectors of the economy (Lerners, 2002).The weakness of labor unions is becoming increasingly evident in the low statistics in most sectors. Supporters of union workers can see in those same numbers the potential for huge growth, with millions of non-union workers coming into those sectors. In general, it is legal for employers to try to persuade employees not to unionize. However, it is illegal for a company to attempt to prevent employees from unionizing by promises of violence, threats or other intimidating actions. It is also illegal for unions to use lies or threats of violence to intimidate employees into joining a union (Silverman, n. . ). Opponents of unions believe that labor unions are bad for business. They feel that labor unions have too much power for their size. They also feel that labor unions use this power as blackmail against companies, by causing labor monopolies. Some feel that they ask too much of companies, causing either the company to shut down, or to supply more money for their employees. Union members are generally Democratic, and are certain that Republicans believe that labor unions lead to recession because they cause wages to go up, and that causes prices to go up, which leads to lower production.For many business managers and owners who are striving to keep their firms strong in a competitive marketplace, the thought of a labor union entering the workplace and organizing the employees can be a source of headache (Hall, 1999). Although employers cannot prevent unions, they can take steps to make unionization less attractive to their non-union employees. According to some human resource professionals, the best defense against union organizing may be a good offense (Lerners, 2012).This can be obtained in a non-aggressive manner such as managers having an â€Å"open-door† policy with their subordina tes and answering any questions and concerns they may have. Human resources play a big role also, since they handle the employee benefits and relations. Keeping a good working relationship will promote effective communication, thus reducing the risk of unhappy employees who may seek to unionize. WHY DO EMPLOYEES JOIN UNIONS? 1. Failed to keep up with job rate and benefit package. 2. Rule by fear. 3. Win/Lose Philosophy of labor relations. 4. Favoritism. 5. Little, if any, personal recognition. . Lack of fair and firm discipline. 7. No input into any decision-making. 8. No career advancement available. 9. Little job security. 10. No complaint procedure, no support by employees for complaint procedure. 11. Failure to have personnel policies and benefits in writing. 12. Lack of recognition for length of service. http://www. d. umn. edu/umdhr/Policies/grievance. html In the work place, union members have the benefit of negotiating with their employer as a group. This basic right gives t hem much more power than if they were to negotiate individually, as non-union employees do.On average, union employees make 27 percent more than non-union workers and ninety-two percent of union workers have job-related health coverage versus 68 percent for non-union workers (Silverman, n. d. ). Union workers also have a great advantage over non-union workers in securing their pensions. Through their collective bargaining agreements and the grievance and arbitration processes, unions help to protect their employees from unjust dismissal. As a result, most union employees cannot be fired without â€Å"just cause,† unlike many non-union employees who can be fired at any time and for almost any reason.The use of the term â€Å"union steward† is not universal. It is, however, the most common designation given to a representative of the union whose role is to represent employees in a certain work area (Sloane & Witney, 2011). Stewards or union representatives are select ed by the union. Some unions elect their stewards while others are appointed by the union officers. No matter how they are selected, the union notifies the company of the employees who are stewards for specific work areas.Due to the size or location of the departments, they may have several stewards while other departments may have one steward who is responsible for several departments. Whatever the case, the union internally determines this and notifies accordingly. The supervisor does not have a role in the selection of the steward. Stewards are persons who are responsible to the union for performing many functions. The steward represents employees in the bargaining unit and can also recruits new members, handle communications between the union and management, and interpret the contract to employees. Most importantly, they represent the union.Supervisors should recognize and respect the steward's role. If a supervisor thinks that a steward is not successfully doing his or her job as a steward, it is not the responsibility of the supervisor to give any advice or make recommendations. The supervisor must remember that the steward is a company employee. Essentially, the steward is chosen because he or she is the most competent to represent the employees. However, it is important, that the supervisor accept the steward in good faith. It is the company’s obligation to give stewards the sincere and careful consideration to which they and the employees they represent are entitled.It is crucial that the supervisor and the steward develop a good working relationship. If both individuals can recognize their respective roles, they can form an understanding. In other words, the steward can be a friend or an enemy. As in any working relationship, time and experience will define it. A supervisor who treats a steward fairly will most likely receive fair treatment and respect from the steward. Another powerful union tool is the strike. A strike is when a group of wor kers stops working in protest to labor conditions or as a bargaining tool during negotiations between labor and management.This may not always be the most effective plan of action, but the law entitles union members the right to strike when they feel that it is necessary. Employers fear the possibility of a strike since production stops while the strike is in effect. Strikes can last anywhere from hours to weeks and the longer they continue, the more disastrous they can become for the company. While labor unions are not as prominent today as they were in the past, they still play a vital role in protecting and representing America’s workforce.As the supervisor in a union environment, the most critical relationship in a working environment is the one between employees and their immediate supervisor. To the employee, the immediate supervisor becomes the â€Å"face† of that jurisdiction's management (Karon, 2010). The responsibilities that management represents are critic al to the successful supervisory interface with employees. In a union environment, a third party (the bargaining unit) would be put into this relationship. The membership of a workforce that is represented by a union are called a bargaining unit.Employees can choose to join the union or refrain from joining; nevertheless, all are subject to the working conditions or agreement agreed to by the jurisdiction and the union (Karon, 2010). Although negotiations of these agreements can take a while to establish, the critical aspect of the process is in the administration of that contract. The supervisor is the key link in a relationship between labor and management. Each supervisor has a responsibility to ensure that the labor agreement is enforced. As a result, many supervisors will be involved in the mandated grievance process.Because supervisors generally know more about the employee than top management does, there are additional burdens placed on these supervisors. To the average emplo yee, the supervisor is management. Due to this, a supervisor must understand his or her role and responsibilities in the organization that he or she represents. Most important is the supervisor's ability to get along with employees. While close personal involvement with employees is frowned upon, the supervisor should be friendly and concerned about the welfare of those that he or she supervises at work.When a person is appointed to a supervisory position, they must realize the fine line in relationships between themselves and their employees. Providing an environment where all employees are comfortable, while remaining pro-active with full awareness of policies that apply to either union or non-union members, or both. By remaining approachable and understanding, employees will be more open to discussing concerns, thus reducing the urge to join the union for increased benefits. The introduction of the labor agreement adds a new dimension to the multi-faceted role of the supervisor.T he institution of a grievance procedure in addition to the presentation of the union representative and steward or union official, makes it even more critical for supervisors to understand that to accept the responsibility of a supervisory position means supporting and advocating management's position (Karon, 2010). The supervisor who cannot support supervisory and management in a policy does a disservice to everyone at the company. For this reason, supervisory training should be heightened to guarantee that they respond properly whenever allegations of contract violations have occurred.Enforcing company policies as well as obeying the collective bargaining agreement does not take the supervisor’s right to their own opinions away. In fact, it is the responsibility of the supervisor to pass their opinions on to other levels of management and communicate results to other employees. Since the supervisor has the most contact with the employees, it is usually the supervisor who be comes the â€Å"middleman† when disputes arise. For this reason, good communication skills and understanding the importance of the supervisor's role in your organization is essential to the success of every supervisor.Employers that have become somewhat complacent with respect to union organizing must become more active in reviewing their human resource policies and practices. Some may be surprised to find out their companies are unionized, or have union members affiliated. Often times, organizations have standard accustomed rules that their members follow. These may have been established â€Å"through the grapevine† or accepted as common knowledge. To ensure compliance with the work rules, manuals and handbooks should be reviewed regularly to evaluate whether they do or do not violate the NLRA.Furthermore, there are many resources within the administration of a company that can be employed. These include human resource programs, policies, and procedures that are infre quently utilized, as well as complaint procedures and establishing an open-door policy. Policies that require employees to first bring complaints to their immediate supervisors should also be thoroughly reviewed to verify that both union and non-union issues are handled properly. Being a supervisor is not an easy task.The supervisor is entrusted with accomplishing the work of his or her unit through the efforts of their employees within that unit. Keeping the employees informed of what their jobs are and how they are to accomplish their tasks are just a small part of the supervisor's overall responsibilities. Administering standards and expectations, developing methods to motivate and increase productivity, and ensuring compliance to all policies through open communication with all employees will promote effective labor relations within the company.Running head: MANAGING EFFECTIVE LABOR EMPLOYEE RELATIONSReferences Cabot, S. (1997). â€Å"How to avoid a union† Retrieved from: https://www. nlrb. gov/national-labor-relations-act Hall, S. (1999). How to stop union organizing. Retrieved from: http://www. ehow. com/how_7986074_stop-union-organizing. html Ingrim, D. (1999). â€Å"Union members’ rights†. Retrieved from: http://money. howstuffworks. com/labor-union5. htm Karon, J. (2010). â€Å"Discipline and Grievance†. Retrieved from: http://www. d. umn. edu/umdhr/Policies/grievance. html Lerners, S. (2002). Labor Notes â€Å"Three steps to reorganizing and rebuilding the labor movement†. Retrieved from: http://labornotes. org/node/575 â€Å"Big Labor’s Special Privileges† (n. d. ). Retrieved from: http://www. nrtw. org/d/big_labor_special_privileges. htm Sloan, A. & Witney, F. (2011). Labor Relations, 13th Edition. Upper Saddle River, NJ: Pearson Learning Solutions. Thorpe, J. (2008). Employment Law: Unfair treatment at work. Retrieved from: http://www. helium. com/items/801741-employment-law-unfair-treatment-at- work | | | | | | | | | | | | | | | | | | | |

Prison Rape Victims

Meeting the Needs of Prison Rape Victims A Technical Assistance Guide for Sexual Assault Counselors and Advocates PENNSYLVANIA COALITION AGAINST RAPE The mission of PCAR is to work to eliminate all forms of sexual violence and to advocate for the rights and needs of victims of sexual violence. At PCAR's core is the statewide network of sexual violence centers that work in concert with PCAR to administer quality services to survivors and their significant others.PCAR centers provide 24-hour services, seven days a week, including free and confidential crisis intervention; individual and support group counseling; hospital, court, and police accompaniment; prevention education within schools and the community; and information and referrals. In addition to providing technical assistance in a variety of areas, the role of PCAR is to oversee the sexual violence centers' contracts; monitor relevant legislation and public policy issues; provide library resources and educational trainings; and create public awareness/prevention campaigns for statewide implementation.ACKNOWLEDGEMENTS PCAR wishes to thank Rachel Shupp, BSW, Shippensburg University, class of 2006, for her work on this guide. As part of her senior-year internship at PCAR, Rachel researched the issue of prison rape extensively, visiting various prisons throughout Pennsylvania and responding to letters from victims of prison rape. These experiences and Rachel's compassion for victims helped inform this publication.Copyright  © 2006 The content of this publication may be reprinted with the following acknowledgement: This material was reprinted from the Pennsylvania Coalition Against Rape's publication entitled, Meeting the Needs of Prison Rape Victims: A Technical Assistance Guide for Sexual Assault Counselors and Advocates. This guide is available on our website: pcar. org Meeting the Needs of Prison Rape Victims A Technical Assistance Guide for Sexual Assault Counselors and Advocates TABLE OF CONTENTSIntrod uction The Prison Rape Elimination Act Inmates as Victims Ethical Dilemmas: Working with a Victim who is also an Offender Prison Entry: The Basics Collaborating with Correction Staff Inmate Support Groups State Level Responses in Pennsylvania Conclusion 2 3 3 5 8 10 14 18 19 INTRODUCTION P rison rape has gone largely unaddressed by social service programs; correctional institutions; and until recently, lawmakers in this country. When prison rape is mentioned in the media or general public, it is often in the form of a joke or jest. Nothing about rape is funny, regardless of where or to whom it occurs.Victims of prison rape are at high risk of becoming victims again, largely because they may be too fearful to reach out for help or when they do, they find services specific to their needs are unavailable. They often fear experiencing further trauma and shame if they come forward. If they do choose to tell someone, their cries are sometimes ignored or disregarded. When victims of prison rape are released-as the majority of inmates areand rejoin our communities, they often suffer a complex interplay of biopsychosocial effects from their victimization. There is a severe lack of research surrounding the frequency of prison rape.It was approximated that inside correctional facilities in the midwestern region of the country, one in five males experience a pressured or forced sexual incident, and approximately one in 10 males report completed rape (Stop Prisoner Rape, 2006). According to the same study, rates of female sexual assault in prisons in that same region are estimated to range from six percent to 27 percent. Due to underreporting, it is likely that these figures do not capture the full scope of sexual assault in correctional facilities. The incidence of prison rape also varies between institutions, thus increasing he difficulty of acquiring accurate and nationally representative statistical figures. The collection of accurate prison rape data is impeded by lim ited definitions of â€Å"sexual assault† and flawed reporting and response protocol in operation within many correctional institutions throughout our nation. 2 THE PRISON RAPE ELIMINATION ACT (PREA) The problem of prison rape, its underreporting, and lack of appropriate responses to victims were catalysts for the passage of the Prison Rape Elimination Act (PREA). Passed in 2003, PREA specifically addresses the issue of rape in correctional institutions and facilities throughout the nation.The main goal of the law is to support the reduction, elimination, and prevention of rape within correctional facilities at the federal, state, and local levels. PREA also mandates national data collection efforts, provides funding for program development and research, and endorses a national commission to develop standards and accountability measures. Anti-sexual violence coalitions, local rape crisis centers, and correctional institutions are currently collaborating across the country in response to PREA and the needs of prison rape victims.For more information on such collaborations, see RESHAPE, a Newsletter on the Prison Rape Elimination Act, Issue #18, the National Sexual Assault Coalition Resource Sharing Project, available at http://www. resourcesharingproject. org/ newsletters. html. The main goal of PREA is to support the reduction, elimination, and prevention of rape within correctional facilities at the federal, state, and local levels. INMATES AS VICTIMS Many people carry strongly-held beliefs about prisoners that are not easy to sway.Some see the inmate population as undeserving of services and that prison rape is a form of poetic justice, or part of the punishment for their delinquent behavior. Prison rape seems to be an accepted norm and almost expected in the prison environment and therefore difficult to address and prevent. Many people blame rape victims for their victimization. Public blame is often magnified when the victim happens to be incarcerat ed. It is difficult for many people to empathize with â€Å"criminals† and to see them as â€Å"victims. † 3 Try to imagine you are living within the walls of a prison.You can almost touch both walls of your cell when you open your arms as wide as they can go. When you close your eyes, you can still see the graffiti that adorns your walls-desperate pleas of the inmates that came before you. The bars on the window allow only a sliver of sunlight into your cell. You have little or no contact with anyone on the outside and no one you can trust on the inside. You committed a nonviolent crime that you deeply regret. You live in fear everyday of being beaten or raped. The trauma of a rape can be especially devastating to someone who already feels isolated and without power or choices.Because of the social stigma and shame attached to the issue, it is difficult to tell even a close friend or family member that you have been a victim of rape. Imagine having to tell your story to a perfect stranger who is likely unprepared for or unsympathetic about such a disclosure. If correctional officers and staff are unresponsive, the victim's mental health status can quickly deteriorate. This can lead to long-term problems that manifest themselves upon this person's release. Rape not only poses a threat to the mental wellbeing of an individual, but also to the physical health of that person.For example, HIV and AIDS are a serious threat to the prison population with higher rates of infection than in the general population (Mariner, 2001). 4 ETHICAL DILEMMAS: WORKING WITH A VICTIM WHO IS ALSO AN OFFENDER Advocates bring many skills to their work with victims-professionalism, compassion, empathy, and resourcefulness are just a sampling. Advocates also bring their personal experiences, values, morals, and beliefs to the work, which can strengthen and sometimes hinder services depending on the situation. On one hand, rape crisis advocates and counselors may feel ethica lly obligated to erve victims of prison rape as well as other traditionally underserved victims such as people of color; males; children; elderly; people with disabilities; people living in poverty; immigrants, refugees, and victims of sex trafficking; lesbian, gay, bisexual, and transgendered individuals; and others. On the other hand, rape crisis advocates and counselors may struggle with the idea of helping someone who has potentially hurt another person or has even sexually abused or assaulted someone. It can be a wonderful experience to expand horizons and travel beyond one's comfort zone.At the same time, it can also be upsetting to enter into unfamiliar territory or work. Think about what is possible. Prepare. Listen to one's inner voice and instincts and acknowledge ethical obligations and limitations. Basic Human Rights All humans are entitled to rights, including incarcerated individuals. One basic right that many victims of prison rape do not enjoy is that of safety-wheth er physical, mental, or spiritual. The rape crisis movement has been dedicated to exposing different types of sexual assault, empowering victims to speak out, and providing services to victims in need.As we know well, anyone can be a rape victim. There is no room for discrimination in our quest to help survivors of rape. All victims who reach out should be provided with help for past or present sexual assault. Ethical Decision-Making The offender-victim dichotomy is complex. There is no single answer on how to overcome this ethical dilemma but rather, a process of selfreflection that may produce several options. Before meeting with a victim of prison rape, advocates and counselors should reflect on their personal values, morals, beliefs and biases as well as the mission and policies of their parent agency/organization.Supervision may provide a safe and supportive environment in which this self-reflection and 5 analysis can occur. Discussing the ethical challenges with a trusted coll eague can also be helpful. It is important to explore one's preconceived notions and ideas about the prison population and their sources. Advocates may find the following resource helpful in their ethical decision-making process: Ethics in Victim Services, by Melissa Hook (available from the Sidran Institute, sidran. org). Below are some questions that might help guide advocates in the process of ethical decision-making: 1.What are the needs of victims of prison rape? 2. What are their resources? 3. What is known or believed about the prison population? 4. What is unknown? 5. What is behind one's knowledge or feelings about the prison population? 6. What fears and hopes are at play? 7. What past experiences inform present-day feelings, beliefs, fears, and motivations? 8. What are ways to overcome personal and professional barriers in working with the prison population? 9. What opportunities exist to develop and strengthen knowledge, skills, and awareness? 10. What are the ethical pr inciples at play? 1. Which ethical principles are in conflict? 12. Which ethical principle should take priority and why? 13. Are there certain individuals with whom an advocate cannot and should not work because it would be unethical (due to the negative impact the advocate's personal biases, beliefs, and limitations would have on such individuals)? 14. If an advocate cannot meet the needs of a victim due to the above, who else in the agency/organization can assist the victim? 15. What is the agency/organization's mission? 16. What is the role of the advocate or counselor within that mission? 6 17.How do the needs of the prison population fit into that mission? 18. How can the agency/organization meet the needs of the prison population? Working with a Victim who is also a Sexual Assault Offender The ethical discussion gets more complicated when the victim is not only an offender, but also a sexual offender. It may be easier for advocates to work with victims who are incarcerated for nonviolent crime or crimes not of a sexual nature. It may be more difficult to work with a victim who has sexually assaulted or raped someone. In these cases, it is important to remember the parameters of the advocate's role.In a direct service capacity, the focus of advocacy is on victimization, not on perpetration. The rape crisis advocate's role in the counseling capacity, is to help victims process their trauma and heal from victimization, not to address offender issues. It is critical that advocates clarify their role and purpose with the client from the beginning. If offender issues arise, which they may, advocates should be prepared to refocus attention back to the victim experience. It may be necessary to refer the client to another service provider for offender treatment. Keep referral information handy for this purpose.As always, advocates should consult with their supervisors and agency policies as to whether providing services to victims who are also sexual offenders is even possible. Funding Considerations Advocates may question whether they are able to provide services under provisions of the agency or source that funds their practice. For example, advocates can not use Victims of Crime Act (VOCA) funding to â€Å"offer rehabilitation services to offenders or to support services to incarcerated individuals, even when the service pertains to the victimization of that individual† (US Department of Justice, p. 4, 1999). Agencies may find that they can use alternative funding streams to provide services to the prison population, such as Department of Public Welfare and other monies. Consulting with supervisors and agency policies and mission statements will help advocates determine whether limitations exist for the provision of services to the prison population. 7 PRISON ENTRY: THE BASICS Entering an unfamiliar territory can be intimidating, especially when it is surrounded by barbed wire and locked gates. The prison environment is very diffe rent from other settings where services are provided to victims.Providing services in prisons requires special consideration and planning. It may be difficult to navigate a prison without prior knowledge or experience. Each correctional institution has a complex set of rules and regulations, but there are some basic things to keep in mind when planning services. A Handbook for the Families and Friends of Pennsylvania Department of Corrections Prison Inmates (available at cor. state. pa. us) provides valuable information to people who are entering the prison environment for the first time (Hardesty & Sturges, 2005).This handbook is not a blanket policy for all correctional institutions, so it is best to consult individual facilities before attempting to visit. Visits: Correctional facilities have specific protocols that visitors must follow. To visit or call an inmate, sexual assault advocates and counselors must be on that inmate's approved visitors and phone lists. If an inmate req uests services by letter, advocates and counselors should ask to be placed on these said lists (and notified when this has happened).Remember to request specific information about visiting hours and days, when the inmate is available for contact by telephone, and what kind of assistance he or she would like. For example, does this person need or want information and pamphlets? Does this person want counseling or referrals? When advocates and counselors have been approved to call or visit, they can establish a meeting time. Dress: Each prison has a specific dress code that prohibits certain items of clothing. Short shirts, shorts, halter-tops, and a variety of other articles are deemed inappropriate or prohibited by facilities.Use judgment when determining wardrobe, but consider dressing somewhat conservatively. As visitors pass through a metal detector before entering the prison, it is best to avoid wearing a lot of metal, such as belt buckles 8 and buttons on a coat. This may delay access to the facility. Also, many facilities are quite large and a lot of walking is often required, so you may wish to wear comfortable shoes that are easy to remove if they need to be inspected. Belongings: There are several items that are considered contraband in Pennsylvania prisons, even though some may seem harmless.To avoid complications and delays, take as little into the prison as possible. Weapons are prohibited in the prison and on the property, including the parking lots. Weapons may be defined as anything from the obvious such as guns, pocketknives, and cans of mace, to items that seem less threatening, such as nail files, clippers, scissors, and notebooks with metal spiral binding. Some commonly banned items include wallets, handbags, cell phones, electronic devices, weapons (or anything that can be used as a weapon), food, and medications.For a full list of banned items, contact the prison directly. Your vehicle may be subject to searches as well. A driver's license is required. If available, bring agency or organization identification. Safety Considerations: Some advocates may question their safety when working in the prison environment. While it is critical that advocates trust their gut instincts, especially if they sense danger, it is also important to challenge stereotypes that all inmates are violent or â€Å"bad people. † There are many nonviolent offenders currently behind bars.Nonviolent offenders are more likely to become the victims of sexual crimes inside of prison walls than those who have been convicted for more serious crimes (Mariner, 2001). Self-awareness: Before entering a prison it is a good idea to mentally prepare. During the time it takes to travel to the prison, or sometime before, advocates and counselors may want to think about the steps they need to take while at the prison-everything from entering and walking through the prison, how they might feel as they pass inmates, finding the meeting room, meeting with c lients, and exiting the prison.It is strongly suggested that advocates and counselors request to tour the prison, including where they will be meeting with clients, prior to their first session with victims. 9 COLLABORATING WITH CORRECTIONAL STAFF Advocates and counselors who work with victims of prison rape will inevitably have contact with staff at correctional facilities. At a minimum, advocates will rely on the staff for safety and assistance while providing services within the prison environment. At the other end of the spectrum, advocates may find it helpful to collaborate with prison staff in the development and provision of services to victims of prison rape.Whatever degree of collaboration, it is important to be aware of the distinct roles advocates and corrections personnel fulfill and to discuss those differences with each other from the beginning. It is very important to establish strong working relationships with corrections staff. They are a valuable resource in the ad vocate's network and are familiar with the ins and outs of working within a prison system. In cases of uncertainty, staff is often a knowledge source. They may have advice and tips for those who come in from other agencies to work with the prison population.Counselors, psychological staff, and chaplains are especially helpful because they are in tune with the emotional and supportive needs of the inmates and can provide insight into how victims of sexual assault, past or present, may benefit from different types of programs and services. They may also have ideas about what works and what does not work in a correctional setting. Overall, establishing cooperation and mutual respect with corrections personnel from the beginning of the collaboration will greatly enhance advocates’ work with victims.It is very important to establish strong working relationships with corrections staff. They are a valuable resource in the advocate's network and are familiar with the ins and outs of working within a prison system. 10 Training as a First Step towards Collaboration Collaboration may not be possible without adequate training of both corrections staff and rape crisis advocates on the problem of prison rape; the unique needs of its victims; and the differing cultures, goals, and missions of corrections and the anti-sexual violence movement.Corrections staff and administrators may not be aware of the seriousness of rape in correctional settings. They may lack the skills and knowledge to respond to a sexual assault emergency. Furthermore, they may be ill equipped to address â€Å"non-emergency† situations such as rape, sexual abuse, or incest that may have occurred prior to an inmate's incarceration. Advocates and counselors may also have room to grow and skills to develop in meeting the needs of victims of prison rape. When opportunities arise, engage in cross-training with prison staff.These exchanges may help rape crisis advocates teach prison staff about se xual violence, the needs of victims, and the goals and mission of rape crisis services. In turn, cross-training will also help rape crisis advocates integrate their services within the prison environment in an effective and informed way. Understanding the Differing Roles of Prison Staff and Rape Crisis Advocates The correctional facility's staff is primarily concerned with the security of the facility. They are interested in maintaining order and keeping everyone safe.Advocates' primary concern is to meet the needs of victims of prison rape and protect their right to confidentiality. Although the correctional personnel may know the role of the advocate, they must still uphold the rules of the facility to keep order. For example, if advocates are running a group and are using supplies, such as scissors or spiral bound notebooks, they may have a problem. Despite the importance to the work, those items may be prohibited and therefore cannot be brought into the facility. It is not uncom mon to feel frustrated in having to alter or completely change entire plans when working with inmates. 1 Understanding Confidentiality in the Prison Environment Confidentiality and client-counselor privilege may create a challenge in collaborating with corrections staff. By statute, the communications between sexual assault advocates/counselors and clients are privileged, or confidential. However, prison personnel may not be able to live by this ethic if the threat of danger to staff or inmates exists. For example, corrections officers must share most of the information they receive in order to maintain safety in the institution both for themselves and inmates.Confidentiality is a cornerstone of the anti-sexual violence movement. It is important that advocates collaborate with corrections staff while maintaining client confidentiality. For technical assistance on this matter, contact PCAR at 1-800-692-7445 or visit pcar. org. Finding Common Ground It is important to point out the di fferences between correctional staff goals and rape crisis advocate goals. Acknowledging differences is important, but alone it is not an effective way to foster the growth of a professional relationship. It is equally important to identify similarities and common goals.Both corrections personnel and rape crisis advocates try to protect inmates from harm, by their own hand or others. Rape crisis advocates protect mental health and wellness and corrections employees protect physical status and safety of inmates. This common ground leaves room for collaboration and cooperation. With psychological staff, parole officers, and the prison chaplain, a common goal is rehabilitation. All involved are focused on improving the inmate's situation and condition-whether through education, counseling, skill development, or other interventions-so he or she can be a productive and functional member of society upon release.With help, positive changes can occur and the client will become empowered. Em powerment is a goal that both corrections staff and rape crisis seek to realize, just by different means. 12 Developing Positive Working Relationships Rape crisis advocates and prison personnel may not always see eye to eye, but the following tips may help develop positive working relationships: 1. Always show respect for each other. If a person feels respected, he or she will usually reciprocate that respect. 2. Demonstrate tolerance, understanding, and empathy at all times.Try to see the situation from another perspective. 3. Keep communication lines open. Talk about potential problems before they arise. Be a focused listener, ask questions, and try to inform the staff about the role and purpose of advocacy. A person who understands what is happening is usually less resistant and uncooperative. 4. Look for ways to connect with corrections staff before you enter the prison. Serve on task forces and boards together. 5. Attend trainings on serving victims of prison rape and ways to c ollaborate with prison personnel. Engage in cross-trainings with corrections staff. . Remember the distinct roles of corrections staff and rape crisis advocates. Acknowledge when these differing roles are at play and find ways to compromise or respectfully agree to disagree. 7. Seek common ground whenever possible in collaborations. Keep the big picture in mind: the needs of victims of prison rape and the ways that corrections staff and rape crisis advocates are united. A strong working relationship with prison personnel will not only help enhance advocates' experiences and comfort levels inside the prison walls; it will also positively impact victims.By maintaining positive relationships, advocates will have greater access to victims and prison staff may be more likely to appropriately respond to victims. A strong working relationship with prison personnel will not only help enhance advocates' experiences and comfort levels inside the prison walls; it will also positively impact vi ctims. 13 INMATE SUPPORT GROUPS Like community-based support groups, facilitating support groups inside of a prison may be challenging, especially if the group is lacking in participation, both in terms of numbers and members' willingness to share.Advocates might face challenges unique to the prison population when planning and facilitating support groups. For example, in prison populations, the importance of confidentiality may be even more salient, given the high risk that may exist for victims who are unfortunately trapped under the same roof as their offenders. Victims of prison rape may be even more reluctant to come to a group with â€Å"sexual assault† or â€Å"victim† in the name, as being identified with such a group may make victims seem even more vulnerable to existing and potential perpetrators within the prison.Trust may be even more difficult to establish among group members, given the dangers of the environment and the need to look out for oneself. Below are some strategies that may help attract and retain victims of prison rape as well as enhance their experiences with the group. Pick an innocuous name. It may be difficult to attract members to a group with the words â€Å"rape,† â€Å"sexual assault,† or â€Å"victims† in the title. Unfortunately, social stigma surrounding rape and victimization is still potent enough to prevent victims from attending such a group.Being identified as a â€Å"victim† in the prison environment could be dangerous. Choose names that relate to health and wellness, safety, or prevention as opposed to ones that boldly announce they pertain to sexual assault. This may help recruit group members while still leaving room to address the purpose of the group: to address rape and sexual assault issues. Collaborate with prison staff to ensure inmates' access, protection, and privacy. Prison staff members can be pivotal in getting a support group off the ground.They can make the grou ps accessible to inmates by enabling inmates to attend such groups. Furthermore, prison staff members can protect group members' safety and privacy among the larger prison population by keeping their participation in such groups confidential. 14 Combine your resources with allies. When developing a new group, it can be helpful to build upon existing relationships and partnerships with allied professionals. Combining resources with others may help advocates reach a wider audience in a more holistic way, focusing on more than one topic or issue.Collaboration allows allied professionals to address the complex relationships between sexual violence and other social struggles, such as substance abuse, domestic violence, poverty, and other issues. Often, substance abuse and dependency is a form of self-medication or a way to cope with past sexual abuse. Even if the sessions do not directly deal with sexual assault issues, the topics still have potential to bring rape issues into the spotli ght if they are in a related area. Collaborating with allied professionals may help advocates get their programs into prisons.Partnering with other professionals also enables advocates to address multiple issues in the group setting, thereby meeting the needs of individual victims holistically. Screen participants. Advocates should screen each potential group member before he or she enters the group. Screening helps to ensure group membership includes voluntary victims who are ready to address their experiences in a group setting. The following questions may help advocates screen potential group members: 1. What experiences bring you to the group? 2.What do you hope to gain from this group? 3. What do you hope to offer other group members? 4. Would you have any concerns/difficulties in engaging in discussions about sexual violence victimization? 5. Are you prepared to protect confidentiality and the privacy of other group members? Determine if the group will be closed or open. A clo sed group is one in which new members are not allowed to join from week to week, or after the group has been officially established. An open group is one in which members are allowed to join and drop off from week to week.There are benefits and drawbacks associated with each group composition. A closed group may help establish and maintain a stronger sense of trust and group cohesion among members. In a closed group, the curriculum or content of each session can build upon the previous week in a linear way. An open group may reach more victims, 15 as it is available to new members from week to week. Whichever format, advocates should learn about group dynamics and be prepared to address the challenges and build upon strengths of any group.Obtain ongoing training in group facilitation and dynamics. Even the most seasoned advocates can benefit from ongoing group work training. Knowledge is continuously evolving, as are the needs of victims. Advocates new to the field of prison rape ma y benefit from trainings specific to the inmate population. Involve group in establishing ground rules and goals of group. Retaining membership in groups can be difficult, but there are a few things that can be done to increase retention. Involve group members in establishing the ground rules.This generates individual members' investment in the group and its progress. Such ground rules should cover basics such as punctuality, confidentiality, communication during group (one person speaks at a time), the need for breaks or individual support, showing respect for others, and expectations for behavior. Remember, the group can continue to add ground rules to the list as the group unfolds and as the need arises. Structure and rules can help create a safe and inviting atmosphere. Develop and safeguard trust. Allow appropriate time for group members to get to know each other.Inmates may be distrusting of other inmates and especially of staff and other outside authority figures. Give them t he opportunity to warm up before starting intensive work. Keep groups relatively small so that members can build a sense of rapport with facilitator(s) and other participants. Empower group members as active leaders. Listen to group members. Seek their input. People are more likely to keep attending a group if they are involved in decision making. Plan a topic or discussion, but be flexible and go with the flow.Allow group members to lead the discussion rather than pushing a preconceived agenda. Gently guide the group back onto topic if necessary. 16 Lighten up! Balance challenging individual and group processes with fun activities when appropriate and possible. There are plenty of engaging activities that foster personal growth and strengthen bonds between members. Interspersing lighter content between heavier sessions can help the group's cohesion and collective mental health. If the group is not enjoyable from time to time, advocates may lose group members.These ideas are applica ble to working with any group. While it is important to identify and meet the unique needs of the prison population, victims of prison rape deserve and can benefit from many of the same approaches and efforts advocates use with non-incarcerated victims. Victims of prison rape may be even more reluctant to come to a group with â€Å"sexual assault† or â€Å"victim† in the name, as being identified with such a group may make victims seem even more vulnerable to existing and potential perpetrators within the prison. 17 STATE-LEVEL RESPONSES IN PENNSYLVANIASince January 2005, the Pennsylvania Coalition Against Rape (PCAR) has been working with the Pennsylvania Department of Corrections, the Pennsylvania Office of the Victim Advocate, and law enforcement officers to develop prison rape prevention curricula for inmates and corrections staff. It is their goal to increase awareness about sexual crimes that occur during terms of imprisonment, to encourage reporting of and respo nses to sexual assault and rape, and to support prison personnel and rape crisis advocates in meeting the needs of victims.This state-level collaboration has resulted in two sexual assault training curricula-one for inmates and one for prison staff. The inmate curriculum is now provided in all state facilities to inmates at orientation and at annual reviews with counselors. All state corrections staff members now complete a sexual assault training program-which includes an overview of sexual assault, prevention, reporting policies and protocol, the needs of victims, and services in Pennsylvania-by computer as part of their job requirements.The hope is that these two curricula will improve responses and services to victims of prison rape as well as prevent sexual violence from occurring within the prison environment. Additionally, statewide training and technical assistance will be available to both corrections staff and rape crisis advocates as a means to supporting their work with victims of prison rape at the local level. For more information, contact PCAR at 1800-692-7445 or visit pcar. org for more information. 18 CONCLUSION The Prison Rape Elimination Act marks an important shift in our society.Its passage helps place the needs of victims of prison rape on the radar of social service agencies and correctional institutions throughout the country. Victims of prison rape have gone largely unnoticed and worse, ignored for too long. Working with any â€Å"new† group or population can present challenges. Advocacy within the prison setting may pose unique barriers and rewards. While it is important to identify and address potential limitations and concerns, it is equally important to acknowledge and build upon strengths and resources in meeting the needs of victims of rison rape. Collaboration-with corrections staff, community allies, and others-is integral to this work and reaching victims. Victims of prison rape depend on rape crisis centers for support . It is likely that they will not receive help from any other source. RESOURCES ON PRISON RAPE Human Rights Watch (212) 290-4700; hrw. org National Sexual Assault Coalition Resource Sharing Project Newsletter on the Prison Rape Elimination Act, Issue #18, Spring 2006 (319) 339-0899; http://www. resourcesharingproject. org/newsletters. tml National Sexual Violence Resource Center 877-739-3895; nsvrc. org Pennsylvania Coalition Against Rape 1-800-692-7445; pcar. org Pennsylvania Department of Corrections (717) 975-4859; cor. state. pa. us Pennsylvania Office of the Victim Advocate 800. 563. 6399; http://www. pbpp. state. pa. us/ova/site/default. asp The Pennsylvania Prison Society 800-227-2307; prisonsociety. org Stop Prisoner Rape (213) 384-1400; spr. org 19 REFERENCES Hardesty, K. , & Sturges, J. (2005). A handbook for the families and friends of Pennsylvania department of corrections prison inmates.Retrieved February 21, 2006 from www. cor. state. pa. us/portal/lib/bis/Handbook_for _Families_and_Friends. pdf Mariner, J. (2001). No escape: Male rape in U. S. prisons. Retrieved March 1, 2006 from www. spr. org Stop Prisoner Rape. (200). The basics on rape behind bars. Retrieved February 22, 2006 from www. spr. org. US Department of Justice. (1999). Subgrantees’ training guide: Victims of Crime Act assistance grant program (NCJ 175717). Washington, DC: US Department of Justice. 20 This guide was funded in part by a National Institute of Corrections grant.