Barack Obama - Eighth President-Elect Weekly Transition Address free essay sample

Corporate Social Responsibility and Carroll Pyramid Essays

Corporate Social Responsibility and Carroll Pyramid Essays Corporate Social Responsibility and Carroll Pyramid Essay Corporate Social Responsibility and Carroll Pyramid Essay The global financial meltdown uncovered many social norms previously unimagined. The number of people who lost their Jobs due to the financial situation is appalling. Interestingly, this does not mean that multi-national corporations are necessarily suffering. Most of the established companies with branches all over the world took the excuse of the financial breakdown to benefit. All of a sudden, it was okay to lay off people on the pretext of financial gloom. This means that a few people were benefiting from the woes of a thousand more. The issue of corporate social responsibility presents itself in this situation in that, the multi-corporations are run by a board of governors. The board of governors is usually composed ofa few individuals that call all the shots. It is common knowledge that these corporations employ a huge number of persons in many sectors of the economy. When the profits of these gigantic companies fail to reach a certain goal, the running costs of the business have to be checked. This is why, the few persons at the top, not wanting to lose, resort to firing some people. This is done so as to maintain the profits at a certain level. The problem is that when all of the multinational companies resort to firing a few employees, the net effect is that, a large number of persons end up losing their Jobs. Corporate social responsibility ensures that corporations the world over are engaged in other activities that give back to the community (Crowther and Rayman-Bacchu 172). Many activities that are considered helpful include; organizing activities that seek to involve the community in such events as fund raising for the eedy, events that seek to help out the disadvantage in society and other similar activities. In the financial and corporate world, corporate social responsibility a given with a positive impact on performance. There are, however, several factors that show the need for corporate social responsibility. The first factor is population. The expanding population in developing regions will create larger markets dominated by younger individuals with questionable access to the developed worlds standard of living. Statistics show that more than eighty five percent of the worlds population will ive in developing countries by 2025 (Crowther and Rayman-Bacchu 165). This presents a challenge to companies seeking to involve themselves in corporate social responsibility, since it is clear that a lot of financial support will be required for these populations. The second factor is wealth. Despite the fact that global wealth is rising, the income gap has grown wider, threatening civil society. Seventy eight percent of the world can be classified as poor, with eleven percent in the middle class, and only eleven percent can be classified as rich. Each and every company should strive to be nvolved in attempting to balance this distribution of wealth. The trend of the rich growing richer while the poor grow poorer should be eliminated, since it is unethical for some people to have so much, and others to have nothing at all. The third factor is nutrition. There are millions of people who are malnourished, amidst an abundance of food. Thousands die of hunger every year, while rich corporations blow millions on fancy holidays for their executives. It is crucial for each company to take time and retlect on the finances it spends on benefits tor its executives, as compared o that spent on helping the needy in society. While these benefits are vital for employee motivation, they should not be taken overboard at the expense of the suffering masses. Education is another critical factor that should be considered in the design of corporate social responsibility programs. Basic education is widespread, but opportunities for learning continue to elude many. Over one hundred million children are not in school, with ninety seven percent of these being in developing countries. One in every five adults globally is illiterate, which are taggering fgures given the widespread opportunities to learn available today. Corporate are faced with the challenge of promoting education by setting up schools, and funding educational development programs. Education can also be encouraged by taking in interns and trainees and giving them an opportunity to learn the tricks of the Job, which will enable them compete fairly in the corporate world (Crowther and Rayman-Bacchu 169). In conclusion, this paper has shown that corporate social responsibility is a vital element for nay business corporations. It has been shown that here are many different areas in which a company may choose to focus its corporate social responsibility. The first area of focus in corporate social responsibility is with regard to the environment. Other areas that should be considered in the development of corporate social responsibility programs are education, health, nutrition and employment. Social responsibility investment combines investors financial goals with their obligation and dedication to factors that ensure the well being of society such as environmental friendly practices, economic growth and ustice in society (Anderson 9). These elements are not only aspects of corporate social responsibility, but also a show of the ethical standards of a company. It is unethical for some individuals to own so much and earn so much, at the expense of other suffering members of society. It is also unethical for companies to engage in environmentally degrading practices that result in illnesses and loss of life. It can be concluded that Social corporate responsibility and the maintenance of high ethical standards is not an option but an obligation for all business. Anderson, Jerry. Corporate Social Responsibility: Guidelines for Top Management. Westport: Greenwood Press, 1989. Print. Banerjee, Subhabrata. Corporate Social Responsibility: The Good, the Bad and the Ugly. Northampton: Eward Elgar Publishing, 2007. Print. Crowther, David and Rayman-Bacchus, Lez. Perspectives on Corporate Social Responsibility. Burlington: Ashgate Publishing, 2004. Print. Werther, William and Chandler, David. Strategic Corporate Social Responsibility: Stakeholders in a Global Environment. Carlifonia: Sage Publications, 2006. Print.

Tourist Destinations Case Study Example | Topics and Well Written Essays - 2750 words

Tourist Destinations - Case Study Example Here, I will be discussing the appealing factors that attract tourists to Scotland and the type of tourists who visit Scotland. I will also be identifying the motivations of the tourists that cause the tourist flow to Scotland. One of the main appeal of Scotland as a tourist destination is its natural beauty and wilderness. A large proportion of visitors to Scotland have an interest in wildlife and nature (Mike Watson, 2002). It is promoted as an ecotourism destination. The welfare of wildlife and its natural habitat are given importance, and tourists are expected to leave the precious environment they have come to experience untouched. The highlands and islands of Scotland are hugely important to Scotland's international appeal as a tourist destination. Scotland is internationally renowned for its breathtaking scenery (Scottish Executive, 2004) The highlands of Scotland are renowned as one of the pristine areas of Europe. The glens, mountains, lochs, coasts and islands are home to a range of wildlife. Wildlife nature at its best can be enjoyed here. Amazonia, Scotland's largest indoor rainforest is a major appeal for tourists. It is a unique place where you can explore the flora and fauna of tropical rain forests. The fauna includes spiders, reptiles, monkeys, fish and amphibians. It also conserves various butterflies and birds that fly freely around the Amazonia housing. Another major appeal for ecotourists is Barons Haugh, a community nature reserve. It consists of 107.3 hectares of richly varied habitats for nature lovers. Other habitats include marshland, woodland, meadows, parkland, areas of scrub and a section of the river Clyde. It is the perfect place for walkers looking to explore the habitat. This is a natural site and it has been preserved as such. The Meikle Bin peak present in the forest in Lanarkshire, provide the tourists with a panoramic view over the valley and the whole of central Scotland. The possible motivations of tourists visiting Scotland The most important motivation is Scotland's image as a human, enduring landscape matches, increasing consumer desires for escapism, a stress free environment and tranquility. Continued

Morden dance final Assignment Example | Topics and Well Written Essays - 1500 words

Morden dance final - Assignment Example Alvin and his mother, Elizabeth, shifted to Navasota, Texas when he was only six years old. As for his education, he attended a school for the whites, where he felt so much discriminated and undermined, as there was so much of racism. He attended a church for the blacks named as Black Baptism Church. Here, only people of a specific race were accommodated. This also happened in theatres and anything that surrounded the place. In their childhood therefore, Ailey and his generation mates grew feeling singled out from the society. Ailey and his mother moved from Navasota to Los Angeles in the year 1942 (Gitenstein 12-14). The ensuing part of his childhood seemed better as his mother got a better job with an aircraft factory and Ailey joined high school as a result. In high school, Ailey decided to join football players in the school’s gymnastics team. This was due to his great passion for athletics in those times. Though Ailey never believed in himself when it came to dancing skills, he always admired the dancers as he watched them perfect their dancing skills at school. He also loved the music that he used to hear at the local dancehalls. His favorite dancers were Gene Kelly, who were in the industry for over fifty years, from 1912 to 1996, and Fred Astaire, from 1899 to 1987 (Gitenstein 16-19). He made up his mind to take part in the dancing lessons that were going on at a neighbor’s home. Ailey’s strong passion for dancing was created after visiting a modern dance school, which was operated by Lester Horton. He was persuaded to make the visit by his good friend called Carmen. There he realized that the dance company was the first and only institution to acknowledge members from any race. To him, it was much pleasing to be in a place where racism is not an issue of concern. Ailey decided to train there as a dancer for a whole month. What inspired him even more was the performa nce of Ballet Carlo and

BI Research Paper Example | Topics and Well Written Essays - 1250 words

BI - Research Paper Example st organizations have created different technological architecture not only to make the process of decision making flexible and effective but also to enhance the speed at which the managers make these decisions while at the same time providing adequate security to the information. This has all been achieved through business intelligence (Gurjar & Rathore, 2013). Business intelligence has been defined and redefined by various scholars over the last ten years. According to Ranjan (2009), it refers to the process of generating information that can be valued in terms of its currency and relevance. Therefore any business intelligence involves logical and different types of technologies and applications involved in collection and analysis of data that is used by businesses to make logical decisions that enables the organizations come up with new opportunities ((Gurjar & Rathore, 2013). A closer look at the IBM demo will automatically tell you that IBM is a prominent producer of dashboards in the market. From the visuals used by the IBM dashboard to the analytical capabilities shown proves that IBM dashboards are made from complex Business Intelligence applications and architectures and are capable of generating powerful and reliable information that can be very useful to any given organization. Capabilities demonstrated in the demo further shows that the IBM dashboard is made as more of an enterprise dashboard. The information it produces is vital to the future of the entire business. This is the kind of information important to the general management of the company. On the other hand, in the Tableau demo, Tableau online looks a bit simpler, less complicated applications and at the first glance of it, one feels that it is simple and easy to operate. The visuals displayed are also easy to read and manipulate and not forgetting the fact that Tableau online looks mor e attractive. These are the exact characteristics ordinary users would search for in the market. It is a

Multi Disciplinary Approach Case Study

Multi Disciplinary Approach Case Study Based on the information provided, what needs, risks and strengths can you identify in relation to the individual or family in the case study? How would you plan the assessment, including consideration of theneed for a multi disciplinary approach? Case study E: James Downing is 16 years old, white andlives at home with his mother, Sarah, her same sexpartner, Teresa, and his younger sister Joanne, who is 13 years. Jameshas no contact with his birth father, who left Sarah when she was pregnant withJoanne, but he does have a close relationship with his paternal grandparents,who live nearby. James has been in trouble with the police since he was 13years old, and has numerous convictions for care theft, possession of cannabisand ecstasy and for house burglaries. Sarah has asked a social worker to visither, since she feels that she can no longer cope with the situation and feelsthat the whole family is in danger of `fallingapart. Joanne is beginning to stay out at friends all the time and clearlydoes not want to be at home, where there are frequent arguments. Teresa worksin a very demanding job, involving a lot of travelling, and Sarah feels she isspending less and less time at home because of Jamess behaviour. Research published in Child Protection:Messages from Research (Department of Health, 1995 cited in Horwath, 2001)states that families often feel they lack control and autonomy when dealingwith social services departments. This becomes particularly problematic whenassessments focus on family weaknesses and disadvantages. Hence a holisticapproach utilising strengths and identifying need is required. This approachforms the crux of the Framework for the Assessment of Children in Need andtheir Families. Sarah has identified the family difficultiesand has requested support this is encouraging, suggesting commitment to thewell being of the family, and to change. It is important to highlight thisstrength to the family and emphasise that together we will work to build uponthis. James has a close relationship with hispaternal grandparents, adding to the family resilience and acting as animportant resource during periods of difficultly. Hence grandparents should beengaged with the planning of the assessment. The familys economic status is not clear;however there is at least one family member in employment. Traditionally thisis interpreted as a familial resilience factor. Awareness of differingperspectives is essential the nature of Teresas work and the effect of theemployment on the family as a whole is currently unknown and hence couldequally be viewed as a risk factor by the family. James has established offending behaviourand has been involved with illegal drugs in some capacity. Family and professionals will generally view this as risky behaviour; however it must beconsidered that criminal activity could be viewed as a strength within somesocial groups, hence it is essential to ascertain all points of view, withoutprejudgement and then consider ways forward together. There maybe risk linked to the lessening orloss of James attachment to Teresa as she is spending less and less time athome. Equally, there could be risk attached to the potential loss ofattachment between Joanne and James, as Joanne is stay(ing) out withfriends.and clearly does not want to be at home. The family is under a greatdeal of strain, and it seems Joanne and Teresa are coping with this by shiftingaway from the household. This gives some insight as to how the family functionsunder stress; this will need to be explored further with Sarah and Teresa to identify the processes that will ensure the family achieve theirdesired outcomes when faced with difficulties. James has no contact with his father, raising concerns around paternal attachment and possible negative life events/experiences due to separation. The assessment will need to explore how James and his family view this separation; again each may hold conflictingviews and this must be sensitively addressed. One must consider that the immediate family unit, the extended family and professionals may all have differing perceptions of families with same-sex caregivers; some view this as strength whereas others will see membership of a minority group as a risk. Family members themselves may negatively discriminate on the basis of sexuality. Prior awareness of the possibility of conflicting opinions will enable the worker to react thoughtfully and mediate effectively. The social worker should critically evaluate their own practice continuously, checking for assumptions, stereotyping and cultural bias. Preparation for the assessment should begin with ensuring an appropriate social worker is allocated. The team manager should consider the field workers knowledge and understanding of the issues pertaining to this particular family (for example youth offending, discrimination/oppression based on sexuality/gender, attachment issues etc), as well as ensuring the worker is an appropriate match in terms of race and gender. Once a suitable worker is allocated thecase, he/she will need to refer to all information gathered previously. This will prevent the family repeating sensitive information again, and will enable the social worker to identify gaps in information that need to be filled during the assessment. Assessments and subsequent care plans are more effective if the child and family feel empowered and involved throughout the process (Department for Education and Skills, 2001). Indeed this is a duty of any professional working with children as outlined in Article 12 of the United Nations Convention on the Rights of the Child: the child who is capable of forming his or her own views (has) the right to express those viewsfreely in all matters affecting the child, the views of the child being givendue weight in accordance with the age and maturity of the child The social worker must engage with James and his family at the outset, establishing how and where theassessment will be carried out, exactly what help is requested and identifying desired outcomes. As outlined in the Framework for theAssessment of Children in Need and their Families, the social worker andfamily should identify the relevant agencies to be involved in the assessment and ensure it is clear to all professionals and the family the precise role andpurpose of each professional. Advice and information will be sought by identifying all key informants, recording their details and organising aschedule to collect information from these people or organisations. The following would be a minimum essential list of informants: FamilyGP and other relevant health professionals Youth Offending Team Jamesschool/college Paternal grandparents Joannes school Prior to any interviews taking place, a list of essential questions should be drawn up to give structure and purpose to the meetings. Following these initial discussions, further interviews may beneeded with Connexions, local police, wider family, or other community groups, in order to build a comprehensive picture of the family. In planning any assessment, there should be a clear statement of intent, outlining the purpose, limitations and timescales of the assessment. This must be shared with the child and their family. For all assessments this will include the main principles of the Children Act 1989. The particular focus for this assessment should only be decided upon after further consultation with the James and his family. In what ways does the information provided in the case study raiseissues of power, disadvantage and oppression? You are asked to carry out an assessment of need? How would you attempt to work in an anti-oppressive way? Case study C: Razia Akhtar is a 26-year-old single woman, of South Asian Muslim origin, (although born is Britain) who is currently in hospital, following a rapid deterioration in her physical health. She has now been given a diagnosis of Multiple Sclerosis. Razia lives alone in a small terraced house, and is very keen to return home as soon as possible. Her older brother and his wife, Mohammed Khan and Shanaz Begum, who live on the next street, have suggested that she moves in with them, but she is very reluctant to do so. The hospital staff feel that Razia is being very unrealistic about her future, and that she needs to come to terms with the fact that she willbe dependent on others for the rest of her life. Her present condition is such that she will need quite a high level of personal  assistance, with someone to get her up in the morning and help her to bed at night. The hospital based social worker is asked to carry out an assessment to determine Razia needs once she is discharged from hospital. Power describes the capacity to influence or control people, events, processes or resources (Thompson,2003, pg 152). If utilized in a negative fashion, power can be a significant barrier to equality and lead to oppression and disadvantage. Imbalances of power can manifest in a variety of social work situations; in this case study there are potentially a multitude of disparities of power, which require critically reflective practice to ensure equality and empowerment are promoted. When debating issues of oppression and disadvantage, we must consider the process leading to it negative discrimination. Negative discrimination is defined by the identification of negative attributes with regard to a person or group of people (Thompson 2003). Generally negative discrimination relates to social and biological constructs and can be based upon sexual orientation, gender, class, race, disability, age and so on. Negative discrimination creates the circumstances that give rise to oppression, which is defined by Thompson (2001) as: inhuman or degrading treatment of individuals or groups; hardship and injustice brought about by one group or another; the negative and demeaning exercise of power (pg 34) In relation to Miss Akhtar, we should consider the power that is implied through hospital staff having superior medical knowledge, skills and expertise in relation to Miss Akhtar. From the case notes provided, it appears that current thought relating to Miss Akhtars long-term care is based upon the medical model; the impairment is seen as the problem and her dependence is emphasized (Adams et al, 2002). Thompson(2001) says social work should take a demedicalised stance and look past thepathology, utilizing the social model of disability as described by Adams et al (2002). The social model suggests Miss Akhtars needs should be considered in a much wider context, ensuring her social and mental health are given equal consideration to her medical needs. Viewing societal constraints as the problem and not the individual creates the frame of mind to consider how to remove barriers to mainstream social, political and economic life. The social worker should liaise with Miss Akhtar and look t owards an solution-focused (not impairment-focused) care plan where by within the assessment, barriers are identified and solutions sought collaboratively, utilizing Miss Akhtars strengths. Miss Akhtar has an autoimmune degenerative disease and again, it is well documented that individuals with physical disabilities are more likely to be subjected to oppressive practices. Dehumanizing and medicalised language can result in a loss of esteem and a sense of disempowerment for the physically impaired service user. This can be prevented by avoiding jargon and providing lots of opportunities for questions and open discussion when working through the assessment with Miss Akhtar. Professionals should continually check themselves for use of infantilizing language andensure they engage in mature, adult discourse with Miss Akhtar. Miss Akhtars religious and cultural needs should be explored and understood as central part of the assessment. These needs must be identified as quickly as possible, to ensure the worker can besensitive to Miss Akhtars Islamic or other customs, without making cultural assumptions. Karmi (1996) examines the Islamic emphasis on modesty; hence the worker should consider with Miss Akhtar the extent to which her modesty should be preserved throughout the assessment. It should be explored if Miss Akhtar would prefer female medical staff and social care professionals only to be involved in the assessment and clear guidelines should be established around preservation of modesty and the practice of physical examinations. It is accepted in many Muslim communities that the most senior male of the family will take responsibility for a female relatives care. Hence it is possible there may be an imbalance of power between Miss Akhtar and Mr. Begum, dependent on their personal beliefs and how far these correlate with each others religious and cultural ideals. If there is a difference in these ideals, the social worker should strive to empower Miss Akhtar by discussing choices and involving a culturally matched advocate if Miss Akhtar desires, in order to mediate within the family. This must be managed sensitively, as Miss Akhtar, Mr. Begum and the social worker may all hold very different views regarding patriarchal hierarchies. The diversity of these views should be acknowledged and respected within the assessment. It is important to be aware of ethnocentrism, as described by Thompson (2003), whereby situations are viewed from the norms of a majority culture and those values projected onto the minority. T his can be countered by critically reflective practice, which will promote consciousness of power and oppression, leading to a decreased likelihood of the worker making inaccurate ideological inferences. Discrimination and oppression can arise through an imbalance in the distribution of financial or other material resources. This is a concern in this case study as Miss Akhtars economic status prior to her illness is not clear. Miss Akhtar may experience barriers in accessing the same level of financial resources as previously. Hence the social worker and potentially Mr. Begum could be in positions of power as they are likely to have control over the allocation of resources. This should be countered by being very open with Miss Akhtar and avoiding closed decision-making and mystery. Again, this promotes equality as it avoids welfarism, whereby it is assumed the Miss Akhtar requires welfare services dueto her disability (Thompson, 2003). Due thought must be given to use of language and culturally biased humour throughout the assessment. Miss Akhtaris an ethnic minority in the UK; as such Thompson (2003) states discriminationcan occur at personal and cultural levels. It is the role of the social workerto critically reflect on their personal prejudices, which could lead to discriminatory stereotyping. Personal discrimination is enveloped by inequity at a cultural level, whereby ethnic minorities, and hence Miss Akhtar, maybe subjected to a general felling of not belonging and polarization, by the use of culturally-specific language and humour. A central theme throughout these case studies is the need to put the service user at the heart of all planning, decision-making and reviews. Care packages imposed upon users will be ineffective; users must be enabled to help themselves, whilst the social workertakes every opportunity to stand in the users shoes and see life from thetheir perspective. References Adams, Robert et al (eds) 2002 CriticalPractice in Social Work. Basingstoke, Palgrave. Great Britain (1989) Children Act 1989(C41). London, Stationery Office Department for Education and Skills (2001) Learningto Listen: Core principles for involvement of Children and Young People. Availablefrom: www.dfee.gov.uk/cypu Department of Health (2000) Frameworkfor the assessment of children in need and their families London, TheStationary Office. Horwath, Jan (eds) 2001 The ChildsWorld: Assessing Children in Need. London, Jessica Kingsley Publishers. Karmi, Ghada (1996) The EthicalHandbook: A Factfile for Health Care Professionals. Oxford, BlackwellScience LTD Thompson, Neil (2001) Anti-discriminatoryPractice 3rd Ed. Basingstoke, Palgrave. Thompson, Neil (2003) PromotingEquality: Challenging Discrimination and Oppression 2nd Ed. NewYork, Palgrave United Nations (1991) United NationsConvention on the Rights of the Child (online). Available from:http://www.unicef.org/crc/fulltext.htm

the street racer :: essays research papers

THE STREET RACER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Today is Chad's first day of college and he wants to become a mechanic. He also hopes to eventually become an owner of a shop. He has always enjoyed working on cars including his own. He likes the look of street racing cars and has always wanted to go see a race or be in one but has never had the chance. For the last few years he had been working hard and saving money and adding performance parts to his car. His mom has been very sick lately but nothing has been too serious so he isn’t too worried but he still thinks about her a lot. He is a very average student sometimes having problems when his mom gets sick but now that he’s in college he wants to do well and succeed. Later in the year he gets a phone call.  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Hello.† â€Å"Good evening is this Chad?† â€Å"Yes who is this?† â€Å"This is Dr. Jones I am your mother’s doctor.† â€Å"Is there something wrong?† â€Å"I’m very sorry I have to tell you this but your mom is very sick and we are not sure if she’s going to make much longer.† â€Å"Oh my god is there anything that I can do?† â€Å"The only thing that you can do right now is to come visit her and try to make her fell better and distract her from some of the pain.† Chad stays silent he doesn’t know what to say. â€Å"Are you still there?† â€Å"Yes I need to go.† â€Å"I am sorry sir good bye.† â€Å"Bye†   Ã‚  Ã‚  Ã‚  Ã‚  He doesn’t know what to do he wants to good in school so bad and get a good job, but he needs to go see his mom. The next day in school he dose nothing when he’s in class he cant pay attention to anything the teacher is saying all he can think about is his mom. â€Å"Yo Chad.† Says his good friend Jeff. â€Å"Chad.† â€Å"Chad!† â€Å"Oh sorry didn’t hear you what’s up.† â€Å"What’s wrong with you man you’ve been acting really strange today?† â€Å"Nothing.† â€Å"Tell me I know something is wrong† â€Å"No! I don’t want to talk about this right now.† â€Å"Alright whatever I got to go to class ill talk to you later.† â€Å"Hey Chad I'm going to class now!† â€Å"Sorry see you later.† The two of them walk away and Chad goes back to his dorm room to think about what he’s going do. He decides no matter how important school is to him his mom is much more important. He drives for hours to get to the hospital hi mom is at.

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.

The Difference Between Control Group and Experimental Group

The Difference Between Control Group and Experimental Group In an experiment, data from an experimental group is compared with data from a control group. These two groups should be identical in every respect except one: The difference between a control group and an experimental group is that the independent variable is changed for the experimental group, but is held constant in the control group. Key Takeaways: Control vs. Experimental Group The control group and experimental group are compared against each other in an experiment. The only difference between the two groups is that the independent variable is changed in the experimental group. The independent variable is controlled or held constant in the control group.A single experiment may include multiple experimental groups, which may all be compared against the control group.The purpose of having a control is to rule out other factors which may influence the results of an experiment. Not all experiments include a control group, but those that do are called controlled experiments.A placebo may also be used in an experiment. A placebo isnt a substitute for a control group because subjects exposed to a placebo may experience effects from the belief they are being tested. What Are Groups in Experiment Design? An experimental group is the group that receives an experimental procedure or a test sample. This group is exposed to changes in the independent variable being tested. The values of the independent variable and the result on the dependent variable are recorded. An experiment may include multiple experimental groups at one time. A control group is a group separated from the rest of the experiment such that the independent variable being tested cannot influence the results. This isolates the independent variables effects on the experiment and can help rule out alternative explanations of the experimental results. While all experiments have an experimental group, not all experiments require a control group. Controls are extremely useful where the experimental conditions are complex and difficult to isolate. Experiments that use control groups are called controlled experiments. A Simple Example of a Controlled Experiment A simple example of a controlled experiment may be used to determine whether or not plants need to be watered to live. The control group would be plants that are not watered. The experimental group would consist of plants that receive water. A clever scientist would wonder whether too much watering might kill the plants and would set up several experimental groups, each receiving a different amount of water. Sometimes setting up a controlled experiment can be confusing. For example, a scientist may wonder whether or not a species of bacteria needs oxygen in order to live. To test this, cultures of bacteria may be left in the air, while other cultures are placed in a sealed container of nitrogen (the most common component of air) or deoxygenated air (which likely contained extra carbon dioxide). Which container is the control? Which is the experimental group? Control Groups and Placebos The most common type of control group is one held at ordinary conditions so it doesnt experience a changing variable. For example, If you want to explore the effect of salt on plant growth, the control group would be a set of plants not exposed to salt, while the experimental group would receive the salt treatment. If you want to test whether the duration of light exposure affects fish reproduction, the control group would be exposed to a normal number of hours of light, while the duration would change for the experimental group. Experiments involving human subjects can be much more complex. If youre testing whether a drug is effective or not, for example, members of a control group may expect they will not unaffected. To prevent skewing the results, a placebo may be used. A placebo is a substance that doesnt contain an active therapeutic agent. If a control group takes a placebo, participants dont know whether they are being treated or not, so they have the same expectations as members of the experimental group. However, there is also the placebo effect to consider. Here, the recipient of the placebo experiences an effect or improvement because she believes there should be an effect. Another concern with a placebo is that its not always easy to formulate one that truly free of active ingredients. For example, if a sugar pill is given as a placebo, theres a chance the sugar will affect the outcome of the experiment. Positive and Negative Controls Positive and negative controls are two other types of control groups: Positive control groups are control groups in which the conditions guarantee a positive result. Positive control groups are effective to show the experiment is functioning as planned.Negative control groups are control groups in which conditions produce a negative outcome. Negative control groups help identify outside influences which may be present that were not unaccounted for, such as contaminants. Sources Bailey, R. A. (2008). Design of Comparative Experiments. Cambridge University Press. ISBN 978-0-521-68357-9.Chaplin, S. (2006). The placebo response: an important part of treatment. Prescriber: 16–22. doi:10.1002/psb.344Hinkelmann, Klaus; Kempthorne, Oscar (2008). Design and Analysis of Experiments, Volume I: Introduction to Experimental Design (2nd ed.). Wiley. ISBN 978-0-471-72756-9.

Movie review of Yentl

Movie review of Yentl MOVIE REVIEW: YENTLEveryone at one time or another has felt out of place. Feeling unsure of one's place in society is an experience that every young adult faces but deals with differently. Some rebel while others comply with whatever has been set out for them by society or their parents, or both. The role of the woman in society is forever changing. Where women were once obligated to stay in the home and dote on their husbands, they are now working in the same types of jobs as their husbands. What was typically the male role has been blurred and practically obliterated. Religious roles have followed society's lead in their evolution. For example, since its creation over five thousand years ago, the Jewish religion has evolved in some movements to involve women and men equally in ceremonies. The orthodox movement has always remained traditional in its belief that women have their place in the home, cooking and raising children, and serving their husbands.Barbra StreisandEducation rema ins the man's duty. The movie Yentl starring Barbara Streisand, shows this traditional belief through its plot, characterization, music, lights, camera angles, and symbolism.Set in Eastern Europe in 1904, Yentl captures the essence of the Jewish woman's eternal struggle. It is the story of a young girl, in love with learning but forbidden to do so by Jewish tradition. Upon her father's death, Yentl disguises herself as a boy to attend a yeshiva (religious school) and continue her studies. She befriends Avigdor, a male scholar at the yeshiva, and falls in love with him. Driven by her love for him, Yentl will do all that she can to ensure that he is near her and that her secret is not revealed. Yentl struggles with her secret until the day she can no longer...

Efficiency of Clustering Algorithms in Mining Biological databases Research Paper

Efficiency of Clustering Algorithms in Mining Biological databases - Research Paper Example For example Hierarchical algorithms often work by either splitting or merging the groups being analyzed in order to develop a hierarchy of clusters that is based on the similarity of the sequences. On the other hand, partitioning algorithms work by partitioning the data sets being analyzed based on distance between them (Fayyad , 2003, 346). The selection of any type of clustering algorithm should however be primarily based on the nature of the sequences or clusters to be analyzed, the acceptable error expected as the availability of computational resources. This is particularly with regard to the fact that each of the categories of clustering algorithms has its own strengths and limitations and therefore suited for different tasks. Biological databases such as those involving the mining of protein or gene sequences are best analyzed using clustering algorithms because it provides detailed exploratory analysis of the sequences. This paper critically analyzes the efficiency of cluster ing algorithms in the mining of biological databases such as gene sequences. Applications of clustering algorithms in analyzing gene sequences During the statistical analysis of biological databases, the choice of clustering, the choice of clustering algorithm often depends on the nature of data sets as well as the intended application of the results. In biological data mining most of the sequences that are increasingly being analyzed using clustering algorithms include genomic as well as protein sequences. According to Werner (2008, 52), recent advances in bioinformatics have resulted in the increasing use of clustering algorithms in the analysis of both protein and gene sequences In the study of gene expressions, clustering is one of the major exploratory techniques used in the analysis of microarray slides containing hundreds of thousands of genes2. In such cases, clustering is employed to help group together similar genes and consequently enable the biologists to identify the re lationship between the particular genes as well as reduce the amount of information that is needed to be analyzed. Genes clustered together are usually co-regulated or sharing similar functions. Additionally when time series clustering methods are used, genes which exhibit similar characteristics at given times may be grouped together to indicate a possibility of co-regulation. Clustering algorithms can also be efficiently used analyze gene samples on the basis of similar expression patterns. Although expression patterns usually involve complex phenotypes, clustering analysis is one of the most effective techniques that can be used to identify arrays with similar or different phenotype characteristics. This application of clustering algorithms is particularly important in medical researches where the approach allows medical scientists to identify different pathologies on the basis of the gene expression patterns as opposed to the common histological methods. In unsupervised cluster analysis of gene expression arrays, the major assumption is usually that genes of the same biological process should be clustered together whether in condition dependent or in time series. Another important area in the mining of genetic databases in which clustering algorithms is significantly used is the analysis of gene profiles. In this regard clustering algorithm is potentially important in the analysis of sub classes of diseases as well as in the detection of genes

Marketing Planning and Strategy (Marketing Yourself)2 Assignment

Marketing Planning and Strategy (Marketing Yourself)2 - Assignment Example According to Parrish (2014), marketers always strive to create ‘needs’ for their customers because this strategy can assist marketers to make their products/services absolutely necessary to the targeted market segment. In contrast, consumers try to distinguish between their ‘needs and wants’ so as to make effective utilization of money. I do not think that marketers overlook the target market. Generally marketers develop specific policies and practices to market their products/services to the target market. Hence marketers cannot meet their goals once they fail to focus on the target market. I strongly believe that an exercise was carried out to identify the target market for this course because candidates are required to express their knowledge in marketing profession. I do believe that I will be more marketable on completing this course because it is comprehensive enough to provide me with an in-depth knowledge regarding the marketing profession. Parrish, J. (2014). Creating A Sense Of Urgency: Why Marketing Must Behave Like Sales. Forbes, Sep 1. Retrieved from