Why incentive plans cannot work Essay Example | Topics and Well Written Essays - 1000 words

Why incentive plans cannot work - Essay Example We will be summarizing the main points of the article below. The article by Kohn (1993) questions the assumption that rewards or incentives can do no good for the performance of employees. The article is not accepting the basic psychological assumption that underlines any incentive plan, and an explanation is given as to why incentive plans cannot work. The system of giving rewards to employees is criticized because of the ill founded assumptions. Implementation of incentive plans have been criticized previously but the philosophy behind rewards and incentives was not questioned. The empirical evidence against reward is seen as a problem with implementation rather than that of philosophy of incentive plans. The argument given forward by the article is that rewards and incentive plans only yield temporary compliance of employees. Incentives, according to the article, do not increase the productivity or working potential of a person for a longer period of time. Rather rewards only force employees to comply with the organizational needs on a temporary basis. This effect is not at all a long term thing, and the world seems to be oblivious of the fact because of the limited research work on incentives. Studies on incentives and rewards are many but they seem to put forward the basic psychological relationship between reward and work. For many decades now this assumption has not been challenged in studies. This is why people have failed to realize that reward and incentive plans only breed temporary compliance. Rewards and inventive plans are known for changing the attitudes of people towards something but the author contends that the effect of reward is not different than that of punishment. The effect of reward only temporary changes behavior and as soon as the effect of reward fades away, the behavior reverts back. This means that there is not intrinsic change in a person’s belief or attitude due

Commercial law-Sale of goods Case Study Example | Topics and Well Written Essays - 3000 words

Commercial law-Sale of goods - Case Study Example But the accepted offer by post instead of the agreed wagon driver. The wagon driver arrived before the letter of acceptance reached E. It was held that there was no contract. In Malik vs. Constance however, there was no particular mode agreed upon of accepting the offer and therefore, Malik had the liberty of to use any. The question however is, if by leaving his acceptance on Constance's' telephone answering machine there was a valid acceptance. 1 (b) For acceptance to be effective, it must be communicated to the offeror. However, there are exceptions when an acceptance would be effective through no communication has taken place. Some of these exceptions include when acceptance is by post. It contrasts with the general rule that a contract is complete only when acceptance is actually communicated to the offeror. However, communication by telephone is not captured in this exception to the rule of communication. The law says that where there is such a communication between the parties i.e. where the means of communication is telephone, telex etc, and the contract is only complete when acceptance is received by the offeror. This was held in the case of Entores Ltd Vs. Mles Far East Corporation. In this case, the plaintiffs in London made an offer by telex to the defendants through their agent in Holland. Acceptance of the offer was communicated and received by their plaintiff on their telex machine in London. The court had to determine whether the contract was made in London or in Holland. It was held that since communication by telex was instantaneous, the contract was concluded in London where the acceptance was received by the offeror. 2 In the case of Malik vs. Constance, Malik cannot claim that he had accepted Constance's offer to buy the suit unless contrast admits that he opened and listened to his phones answering machine the message Malik had left. Malik's action against Constance to recover the damage caused by vandals will not succeed because the damage would not be foreseeable by Constance by the time the contract was being made. On of the rules of consideration is that it must be real. The fact is that the suit had not been delivered to Constance and it would be illegal for Malik to recover money from him for nothing sold. Consequently, Constance cannot successfully sue Malik for breach of contract. Under the law of contract two parties are under an obligation to fulfil their requirements under the contract and also to be bound by its terms and regulations. In this case, the only term condition that was to be maintained in the contract was that of further modifications to the suit long of furniture. And Malik made the modifications as agreed. In fact Constance, knowing very well that he was away on business could've taken reasonable steps to check for any information in this telephone. Malik could not have foreseen the theft that occurred in this premises. Therefore Constance action will also fail. 3 Malik Vs Bedenhams Under the sale of goods act, there is an implied condition that the goods must correspond with the description. This was held in the case of Varley vs. Whip. In this case, the

Raising self esteem Essay Example for Free

Raising self esteem Essay Introduction This paper explains briefly the research proposal which specifically focuses on the programs proven to be effective in raising self-esteem in at-risk youth. This research proposal includes the background of the study, statement of the problem, statement of hypothesis, the significance of this study and scope and limitation of the study. Background of the Study The extent to which youth are labeled at-risk varies according to different authorities from psychology, education, sociology, and other fields (Astroh, 1993). Some authorities maintain that all youth are born at high risk (Glenn Nelsen, 1988). Others estimate that one-quarter of 10-17 year olds are at-risk Dryfoos, 1990). In more recent development, the number of youth in their high-risk years who commit offenses will increase: by 2010, 10- to 14-year-old juvenile offenders are projected to increase by about 6 percent, while ages 15 to 19 are expected to increase nearly 20 percent Brown Sevcik, 1999). Effective at-risk youth programs begin with determining who are going to be served. It is through them that programs determine the kinds of designs that are most appropriate for at-risk youth and the policies needed to support an effective high performance youth training system. According to Astroh (1993), broad generalizations about youth can detract from targeted efforts to address real-not perceived-problems in local communities. The loose definition of at-risk youth refers to those youth most likely to fail in school and the labor market. Furthermore, the Juvenile Justice and Delinquency Prevention Act adopted by Congress defines youth at risk as a youth at risk of educational failure or dropping out of school or involvement in delinquent activities (Brown Sevcik, 1999). More specifically, there are some methods in defining at-risk youth such as the Group Characteristics and the Skill Levels (Center for Human Resources, 1993). In the first method, at-risk population is defined in terms of demographic characteristics—having low income, being black or Hispanic, having dropped out of school, or receiving welfare. More recently, behavioral characteristics such as court-involvement, teen parenting and substance abuse have been identified as additional risk factors. At-risk youth, then, are frequently defined in terms of a list of characteristics, or combinations of characteristics (CHR, 1993). Many states depend exclusively on these kinds of demographic indicators to define the at-risk population, because of the strong research base (CHR, 1993). However, the major drawback to using only group characteristics is that when used in planning, they tend to mask the real skill issues that need to be addressed (CHR, 1993). The Skill Levels approach defines at-risk youth in terms of specific skill deficits or levels of employability; it focuses much more specifically on skills which can be matched up more directly with employer expectations (CHR, 1993). However, some practitioners argue that a purely skill-based definition fails to take into account important social and cultural barriers to Employment (CHR, 1993). To address this problem, CHR (1993) comes up with a hybrid definition. Here, one might define at-risk youth as those who are dropouts, or minorities, or teen parents and who lack specific educational and/or work skills. The purpose of a hybrid definition is to gain the advantages of the skill approach that is, targeting those with clearly specified employment skill needs while formally recognizing some of the social factors that exacerbate the risks of failure in the labor market (CHR, 1993). By including demographic and/or social characteristics, the hybrid approach may also make it easier for youth serving agencies to develop common definitions. To meet the needs of at-risk youth, the community needs to respond by developing intervention services for them that focus on building self-esteem, alternative leisure patterns, redirecting inappropriate lifestyles or behaviors, developing personal skills, assisting with pre-employment training, development of morals and values and enhancing the quality of life through positive recreation experiences (Brown Sevcik, 1999). According to the Association of African American Role Models (2003), one of most overlooked qualities missing in today’s at-risk youth is the building, maintaining, and utilizing self-esteem to achieve personal growth and success. Raising low self-esteem can be a difficult process but one that is surely successful with the intervention of an effective programempowering and counseling at-risk youth to visualize themselves as productive members of their communities (AAARM, 2003). Moreover, teaching self-esteem becomes a process that is continued by the at-risk youth themselves as their positive and productive attitudes permeate their interactions with those around them (AAARM, 2003). Brown and Sevcik (1999) state that recreational programs build self-esteem, self-discipline, commitment and teamwork. Moreover, Therapeutic recreation plays an important role in reaching at-risk youth (Brown Sevcik, 1999). Similarly, the 1992 Decima Report (1992) shows that through cultural alternatives, youth essential life skills including responsibility, self-esteem, cooperation, discipline and patience are built. Cultural activity builds self-discipline and perseverance in our youth; learning to play a musical instrument, rehearsing a play or executing a mosaic mural requires long hours of practice, focus and perseverance, all components of self-discipline, a trait that many at-risk youth are desperately lacking. (Americans for the Arts, 1997) In a more recent report by the Presidents Committee on the Arts and Humanities (1999), organized youth activities can deter risky behavior in adolescents; students who participate in band, orchestra, chorus or a school play are significantly less likely than non-participants to drop out of school, be arrested, use drugs or engage in binge drinking (SasCultre, 2003). Under this therapeutic recreational program, three methods of service are combined: Intervention, Diversion, and Prevention (Brown ; Sevcik, 1999). The program involves at-risk youth in a school-directed recreational program within the community, developing an awareness of and interest in opportunities available to them outside the school day; enables them to experience fun leisure activities; and to develop healthy friendships, good sportsmanship, mentoring with individuals within the community and healthy leisure interests (Brown ; Sevcik, 1999). With these premises, the researchers will conduct this study to find out and to ascertain the responses made by the Social Work Institutions towards the raising self-esteem in at risk youths. Statement of the Problem This researcher finds the necessity for a study that specifically tackles how successful programs are in raising at-risk youth’s self-esteem. This study intends to know why some programs fail. This proposed research study will try to answer the following queries: 1. What are the needs of at-risk youths in a program? 2. What are the factors that affect the success and effectiveness of a program in terms of raising self-esteem in at-risk youth? 3. What are the measures that should be done to improve a program? Hypothesis There is a significant difference in the raising of self-esteem of the at risk youths at ___________________ when grouped according to gender and age. Significance of the Study This study will be a significant endeavor in boosting self-esteem in at-risk youth. This study will be helpful to social workers this will serve as a guide for them when dealing with at-risk kids. By understanding the needs of these children, in terms of their self-esteem, and presenting the cause of failures of some programs, administrators will be able to design means in raising self-esteem. This could lead to the success of the program. Scope and Limitation This research study will only cover male and female at-risk youth who are currently under a program and whose ages range from 16 to 22. Thus, the programs that will be discussed in the entire study are from the Philippines, although, some programs from other countries might be briefly tackled. This study will only focus on the determination of what causes a program intended to raise self-esteem in at-risk youth, to succeed or to fail. Further, this study will operate based on its definition of at-risk youth. The outcome of this study will be limited only to the data gathered from sociology books and journals and from the primary data gathered from the result of the survey and interview that will be conducted by the researcher. The conclusion and recommendation will only apply to a program which specifically aims to boost self-esteem in at-risk youth. Its application to other sociological domain of helping at-risk youth will need further research. As stated above, this research will partially base its findings through quantitative research methods because this permits a flexible and iterative approach. During data gathering the choice and design of methods are constantly modified, based on ongoing analysis. This allows investigation of important new issues about raising self-esteem in at-risk youth within a Program and questions as they arise, and allows the investigator to drop unproductive areas of research from the original research plan. This study will also employ qualitative research method because it will attempt to find and build theories that will explain the relationship of one variable with another variable through qualitative elements in research. Through this method, qualitative elements that do not have standard measures such as behavior, attitudes, opinions, and beliefs within the restaurants will be analyzed. Furthermore qualitative research is multi-method in focus, involving an interpretative, naturalistic approach to its subject matter. This means that qualitative researchers study things in their natural settings, attempting to make sense of, or interpret phenomena in terms of the meanings people bring to them. The focus group discussion, on the other hand, will be conducted with the consent of the administrators. The secondary sources of data will come from published articles from Sociology journals, books and related studies on at-risk youth and programs intended to raise self-esteem in at-risk youth. For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from social science journals; and make a content analysis of the collected documentary and verbal material. Afterwards, the researcher will summarize all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations on the dealing with organizational management. Definition of Terms For the clearer understanding Chapter 2 Review of related literature Several related literature and studies conducted locally and abroad gave great help to researchers. Some of these studies are similar to the present study in methodology but the researchers believed that because of differences in social setting by the study, the result would not be the same. Based on the data in â€Å"Improving the Self Esteem of At-risk Youth† (Levine, Majerovitz, Schnur, Robinson, and Soman, 2008), it describes and evaluate a program, RESOLVE, designed to increase self-esteem and encourage healthy lifestyle choices of at-risk youth. This federally-funded (U. S. Administration for Children and Families, CBAE) program combines an educational component teaching healthy lifestyles, goal setting, and refusal skills to avoid unhealthy behaviors with a vocational training and recreational component. The emphasis of this evaluation is to assess the impact of program participation on self-esteem and knowledge of healthy behaviors. Self-esteem was chosen as a target variable for intervention based on its central role in predicting mental health and well-being, as well as enhanced health and social behaviors (Mann, Hosman, Schaalma, and deVries, 2004). Strong family and community relationships are predictors of high self-esteem (Greene and Way, 2005). These relationships are disrupted for foster care youth, placing them at risk for low self-esteem. Low self-esteem and disruption in family and community relationships is associated with poor social and lifestyle choices. For example, lack of a father figure and low self-esteem are associated with higher risk of teen pregnancy among Jamaican youth (Keddie, 1992). Low self-esteem and disruption in family and community relationships is associated with poor social and lifestyle choices. For example, lack of a father figure and low self-esteem are associated with higher risk of teen pregnancy among Jamaican youth (Keddie, 1992). Adolescents who had lower self-esteem at baseline reported initiating sex earlier and having had risky partners (Ethier et al. , 2003). Peer group programs that increased self-esteem among youth with severe behavior problems from dysfunctional families helped to reduce problem behaviors (Frank, 1996). A number of programs designed to encourage healthy life choices among at-risk adolescents have been reported in the literature. The most successful programs combine traditionally-presented curriculum with opportunities for practical application outside the classroom. For example, the Teen Outreach Program (Allen, Philliber, and Hoggson, 1990) links volunteer work to classroom experience for at-risk youth. The program significantly reduced pregnancy and school drop-out rates among participants across a spectrum of ethnic groups. A similar program, the Quantum Opportunities Program (Hahn, Leavitt, and Aaron, 1994) offers education, mentoring, and volunteer service opportunities to disadvantaged youth. School drop-out rates and teen pregnancy decreased, while employment or further education increased. The Catalano and colleagues (2004) review on positive youth development (PYD) was commissioned by the US Department of Health ; Human Services, completed in 2002, and conducted by a team of researchers at the University of Washington (Catalano, et al. , 2004). The review ultimately included twenty-five program evaluations, and findings indicate promising results for strength-based programs serving youth and children. The review’s definition of PYD is very broad, including any intervention that meets at least one of fifteen constructs6; none of which stipulated involvement of young people in program decisions or design. The broad inclusion criteria for PYD programs coupled with a lack of predetermined outcomes largely explain why so many evaluations were included in the review. In contrast to the Catalano and colleagues review, the forthcoming review will focus on youth empowerment, reduce program heterogeneity, and minimize the chance of spurious conclusions due to a lack of predetermined outcomes. The Wallerstein (2006) review, conducted for the World Health Organization, was the only review identified by the authors that directly addressed empowerment strategies. The review explores empowerment broadly for all age groups and with an interest in health outcomes. Wallerstein gives a useful overview of various themes within the broader empowerment movement and gives a framework for empowerment that includes multiple levels of outcomes. The broad, international review of outcomes linked to empowerment offers valuable context for this protocol. The resulting framework includes a heavy emphasis on self-efficacy, community engagement, and social bonding, which reinforce their importance as outcomes of interest in the planned review.

Introduction To The Criminal Justice System

Introduction To The Criminal Justice System What do we mean by the Criminal Justice System (CJS)? This essay aims to answer the question What do we mean by the Criminal Justice System? In order to do this, we will start by looking at an introduction to the criminal justice system and briefing talking through the different agencies it is comprised of. We will then go on to look at the three main government departments and map out their responsibilities. This essay then intends to question whether or not the CJS is actually a system and to discuss conflict that may arise between the different agencies. In order to understand the system, it must be broken down into three stages. These stages include the police, the courts and the prisons. These can be evaluated to determine whether or not the CJS is effective. The Criminal Justice System is one of the main public services in the UK. It is made up of specific agencies that respond to the commission of offences. These work together and share similar aims and objectives. These agencies include the Police Service, the Crown Prosecution Service, Her Majestys Court Service, The National Offender Management Service and the Youth Justice Board (cjsonline.gov.uk march 2010). All of these agencies are directed by three main government departments. These are the Home Office, the Ministry of Justice and the Office of Attorney General. These departments work together and each of these is responsible for different services within the system. The Home Office was set up in the 18th century and although many changes have been made since this time, its key objective is to protect the public therefore it is responsible for areas such as policing and security. This makes it responsible for all 43 police forces within England and Wales. It is run by the Home Secretary who sets agendas and has management boards in order to make sure its aims and objectives are carried out and their services are being delivered to the public. The Ministry of Justice was established in 2007 and took over some of the responsibilities of the Home Office. It is in charge of the justice system with areas such as criminal law and sentencing. One of its departmental strategic objectives is to ensure a more effective, transparent and responsive criminal justice system for victims and the public (http://www.justice.gov.uk/publications/docs/justice-annual-report-08-09ii.pdf p48). It is now headed by the Lord Chancellor which can also be known as the Secret ary of State for Justice and like the Home Office, it also has a management board. The Ministry of Justice now also carries out the duties for the Department for Constitutional Affairs which manages the Legal Services Commission and certain courts. The Office of the Attorney General was established to provide advice to law officials. One of its main responsibilities is to guard the rule of the law and of public interest (http://www.attorneygeneral.gov.uk/AboutUs/Pages/default.aspx). It is accountable for the law offenders department which is made up of agencies like the Crown Prosecution Service and the National Fraud Authority. In order to certify that these three departments work together, Local Criminal Justice Boards were set up. There are 42 of these boards and ensure that all of the aims of the three boards are carried out in their local area. Ashworth (2010) claims that the CJS is not a system. It quotes that To refer to it as a system is merely a convenience and an aspiration (p71) although Newburn (2007) believes that there is evidence to show that they work in partnership and share similar goals (p549). Despite these similar goals overall, each stage of the CJS sometimes has different objectives which may result in conflict between the different agencies. For example, the courts may sentence a person to prison to be punished, while probation officers would attempt to rehabilitate them. With these differing objectives, the Office for Criminal Justice Reform (OCJR) was set up to ensure these agencies collaborated effectively and delivered the aims of the CJS. These aims are to prevent and detect more crime, to give victims and witnesses more support and to punish and rehabilitate more offenders http://www.cjsonline.gov.uk/the_cjs/how_it_works/. These aims must be carried out in order for the criminal justice system to be effective. Each of these aims can be applied to the different stages within the CJS. These stages consist of the police, the courts and also the prisons. Each has a different role within the system with different objectives. The police are there to prevent and detect more crime; this can be done through arrests while the courts are there to sentence offenders and the prisons to punish. The police are the primary stage in the prevention of crime (Joyce p84). In most cases the agencies never respond at all as the CJS starts with the arrest of a suspect or with the reporting of a crime. The police have the authority to refer a person to the next stage of the CJS. This is done as they have to enforce the law with the intention to keep the peace. The courts have the power to sentence an offender and a custodial sentence is the toughest punishment the courts can impose while the prisons function is to punish an offender. From this it would appear that the CJS is based upon punishment, however this is not the case. Only specific agencies focus solely on the penal system. Once an offender is sentenced by the court, the offender enters the penal system (Cavadino p1). The penal system is a system that exists to punish and otherwise deal with those who have been convicted of criminal offences (Cavadino p408). The CJS in the UK is not only about punishment but also about the rehabilitation of offenders. Therefore, it protects the public in both the long and short term http://www.cjsonline.gov.uk/downloads/application/pdf/CJS_Review.pdf. Rehabilitation believes that punishment can reduce the incidence of crime by taking a form which will improve the individual offenders character or behaviour and make him or her less likely to reoffend in future (Cavadino p41) The three stages mentioned earlier collaborate well as all three have the objective to protect the public. In order to find out whether or not each of these stages are effective, they can be measured by a number of different means. BCS Police statistics Clear up rates Sentencing has increased in recent years. This can be proved by the increase in prisoners. Since 1980 the prison population increased from 42,000 to 85,000 in 2009 (REF). Despite this increase, it cannot be proved that there is an increase in crime as it may be due to stricter and harsher sentences being imposed by the courts. Regardless of this, respondents to the BCS were asked whether they thought sentences were too tough, about right or too lenient, with over three quarters (76%) feeling that sentences were too lenient (Home Office Policing and criminal justice p12). Due to this increase in the prison population, it has been claimed that the conditions prisoners live in has made it difficult to rehabilitate offenders (Joyce p365) and that it is possible that the prisons may be violating Article three of the Convention (Ashworth p316). One of the problems that an increase in prison population has caused is overcrowding. This can lead to inmates being contained to their cells for l ong periods of time (Ashworth p316) and the denial to rehabilitative programmes (Joyce p377). These overcrowded prisons can lead to aggression and can damage a persons health and wellbeing. Other issues that are concerned with prison conditions include an increase in drug use, security problems and also the financing of the prisons. These conditions may also affect reoffending rates due to not being able to rehabilitate a person. Victimisation surveys is a survey which interviews a sample of the public and provide a relatively accurate measure of crime rates (Newburn p62) as they include crimes that have not been reported to or recorded by the police. Despite this, they still cannot be 100% accurate and reliable due to the fact that they exclude victimless crimes such as Punishment completions Self report surveys Issues influencing the CJSs ability to be effective Confidence levels/ satisfaction Reliability of stats The media can influence a persons perception of the CJS. GOOD The media presents information to the public of crimes. This can be done through new reporting and also television programmes such as Crimewatch which give the public accounts of events through real life footage and reconstructions (Newburn p104). BAD

Aquatic Invertebrates :: essays research papers

Outline for a report Aquatic Invertebrates Used to Classify Stream Health Ecosystem All things contained in an environment Water (input and output) Climate Daylight Plant life Clear Cutting Clear Cutting seriously effects all aspects of an ecosystem Maine is, per capita, the most heavily logged state in the continental U.S. Why Clear Cutting is Used Simple Creates a uniform forest to harvest in 40 years or so Easy to replant Cheap to Maintain (pesticides) Clear Cutting Impacts on Streams Clear Cutting seriously effects stream ecosystems The effects of clear cutting can be felt on stream ecosystems for up to 60 years The First Five Years After a Clear Cut This time period is actually beneficial in most aspects of stream animal (vertebrate and invertebrate) health The increase in CWD creates resources for life Nutrients good for aquatic species increase Nitrogen levels increase 40 times Potassium levels increase 11 times After Five Years The negative effects of clear cutting begin to be felt Increase in fast growing vegetation catches nutrients Increased solar radiation leads to increased water temperatures With no protection, water temperatures drop drastically at night After Five Years (continued) Packed soil and new vegetation lead to increased water input Leading to higher peak flows and washing out CWD and boulders (habitats) The stream widens and becomes shallower Overall homogenization of the stream occurs Second Growth After 30-40 years, second growth forests develop The stream ecosystem stabilizes Stream Invertebrates Stream invertebrates have adapted to the harsh stream environment Mayflies are flattened from top to bottom, allowing them to swim fast in low current areas Blackflies produce a substance to attach themselves to rocks when the current is strong Many aquatic insects have tarsal claws used to attach themselves to rocks to avoid the current Identifying Stream Quality with Stream Invertebrates These adaptations have led to species that easily survive in polluted streams and those that don’t Streams can be classified by the types of insects in them There are 3 different categories of aquatic invertebrates when referring to stream health Invertebrate Body Parts Healthy Stream Invertebrates Invertebrates that live in a healthy stream are classified as Group One Taxa Healthy streams contain high biodiversity Some examples are... Stonefly 1/2 to 1.5 inches long 2 tails 6 legs with hooked tips Caddisfly Up to 1 inch â€Å"Shell† made of mud sticks or small rocks 6 hooked legs Different Caddisfly â€Å"Shells† Riffle Beetle 1/4 inch long 6 legs Oval body covered with tiny hairs Mayfly 1/4 to 1 inch long 2 or 3 tails 6 large hooked legs Often confused with the Stonefly Moderately Healthy Stream Invertebrate Invertebrates that live in moderately healthy streams are classified as Group Two Taxa Moderately healthy streams support a lower number and diversity of species Some examples are... Crayfish Up to 6 inches long 8 legs, 2 claws Dragonfly Aquatic Invertebrates :: essays research papers Outline for a report Aquatic Invertebrates Used to Classify Stream Health Ecosystem All things contained in an environment Water (input and output) Climate Daylight Plant life Clear Cutting Clear Cutting seriously effects all aspects of an ecosystem Maine is, per capita, the most heavily logged state in the continental U.S. Why Clear Cutting is Used Simple Creates a uniform forest to harvest in 40 years or so Easy to replant Cheap to Maintain (pesticides) Clear Cutting Impacts on Streams Clear Cutting seriously effects stream ecosystems The effects of clear cutting can be felt on stream ecosystems for up to 60 years The First Five Years After a Clear Cut This time period is actually beneficial in most aspects of stream animal (vertebrate and invertebrate) health The increase in CWD creates resources for life Nutrients good for aquatic species increase Nitrogen levels increase 40 times Potassium levels increase 11 times After Five Years The negative effects of clear cutting begin to be felt Increase in fast growing vegetation catches nutrients Increased solar radiation leads to increased water temperatures With no protection, water temperatures drop drastically at night After Five Years (continued) Packed soil and new vegetation lead to increased water input Leading to higher peak flows and washing out CWD and boulders (habitats) The stream widens and becomes shallower Overall homogenization of the stream occurs Second Growth After 30-40 years, second growth forests develop The stream ecosystem stabilizes Stream Invertebrates Stream invertebrates have adapted to the harsh stream environment Mayflies are flattened from top to bottom, allowing them to swim fast in low current areas Blackflies produce a substance to attach themselves to rocks when the current is strong Many aquatic insects have tarsal claws used to attach themselves to rocks to avoid the current Identifying Stream Quality with Stream Invertebrates These adaptations have led to species that easily survive in polluted streams and those that don’t Streams can be classified by the types of insects in them There are 3 different categories of aquatic invertebrates when referring to stream health Invertebrate Body Parts Healthy Stream Invertebrates Invertebrates that live in a healthy stream are classified as Group One Taxa Healthy streams contain high biodiversity Some examples are... Stonefly 1/2 to 1.5 inches long 2 tails 6 legs with hooked tips Caddisfly Up to 1 inch â€Å"Shell† made of mud sticks or small rocks 6 hooked legs Different Caddisfly â€Å"Shells† Riffle Beetle 1/4 inch long 6 legs Oval body covered with tiny hairs Mayfly 1/4 to 1 inch long 2 or 3 tails 6 large hooked legs Often confused with the Stonefly Moderately Healthy Stream Invertebrate Invertebrates that live in moderately healthy streams are classified as Group Two Taxa Moderately healthy streams support a lower number and diversity of species Some examples are... Crayfish Up to 6 inches long 8 legs, 2 claws Dragonfly

the real world Essay -- essays research papers

The Real World? "This is the true story of seven strangers picked to live in a loft and have their lives taped. Find out what happens when people stop being polite and start getting real†, so starts every episode of a popular TV show on MTV called The Real World. This show is based on the idea of having no script or actors, and to just see what happens when strangers live together and interact with each other for three months. This show has been on for over a decade now and is still a popular show even though throughout the last ten years the show has changed in many ways. It has changed in the people, places, and activities that make up the Real World. Through the show’s history The Real World has become less of a reality show and more of a circus show. In the early 1990’s was the first time that The Real World aired on MTV. This show was different than any other show that had ever appeared on national television. What made this show so different was the lack of a script or actors. This genre of television was named reality television. When developing the idea of The Real World executives at MTV wanted to make a primetime soap opera but where having difficulties coming up with the funding to hire actors and writers, so their solution was to eliminate these aspects of a show. There idea was then to have seven strangers ages eighteen to twenty five live together and see if the American public could catch on to ...

Foreign and Drug Policy Essay -- American Government Politics Essays

Foreign and Drug Policy In examining the transitions in US government policy related to drug abuse and trafficking, historians are consistently confronted with the difficult task of analyzing the different motivations for variations in strategy from the Nixon administration to the present. In this specific case, our investigation centers upon the interplay of United States foreign policy in Latin America in the 1980’s (pursued mostly by the CIA) and the broad campaign against drugs both at home and abroad. At first glance, one might suppose that a moral ideology such as the war on drugs would be a multi-faceted operation with little available room for compromise. After all, an analogous crusade against terrorism has emerged as the overriding logic and driving force behind current foreign policy, so why shouldn’t narcoterrorism have a similar place in initiatives abroad? It would make sense that since we are now committed to eliminating any support for states that sponsor terrorism, nations like Colombia, Panama, Nicaragua, and Honduras should be dealt with in a similar manner for their complicity in drug trafficking. As we now know, this was not the case, thus further scrutiny is required. The framework for this analysis will be an in depth reading of multiple sources with differing viewpoints chronicling the events in the expansion of the Latin American narcotics trade. Our analysis begins with Oliver North, the military coordinator ultimately empowered by the National Security Council to conduct and oversee covert operations supporting Nicaraguan rebels, the Contras, in their resistance campaign. As part of Reagan’s fierce stance against communism, Latin America had become a battleground between American CIA ... ...ionale and a new direction for combating the widespread narcotics abuse in America, namely increased investment in treatment of addiction. Works Cited: Kerry, John et al. Senate Committee Report on Drugs, Law Enforcement, and Foreign Policy. Available online http://www.whatreallyhappened.com/RANCHO/POLITICS/ARCHIVE/KERRY.html. Access date 5/25/04. Korsmeyer, Pamela and David Musto. The Quest for Drug Control. Yale University Press: New Haven, 2002. Marshall, Jonathan and Peter Dale Scott. Cocaine Politics: Drugs, Armies, and the CIA in Central America. University of California Press: Los Angeles, 1991. Massing, Michael. The Fix. University of California Press: Los Angeles, 1999. PBS Frontline. Interview with Oliver North. Available online http://www.pbs.org/wgbh/pages/frontline/shows/drugs/special/north.html. Access date 5/23/04.