Transportation And Retail Shops Essay Example for Free

Transportation And Retail Shops Essay Though retail and transportation industries in Detroit are still posting significant growth, Goss-Foster (2006) points that the disparities that exist between the status of the mentioned industries between suburbs and inner city districts. Though neither transportation nor retail industries has been related directly to the incidence of violent crimes, it has deterred the stability and security of establishments (Goodman, 2004). Armstrong (2005) notes that retailing per capita in the city is higher than national averages but also admits that development has been limited to new real estate development areas, suburbs such as Bloomfield Hills and Gross Pointe and by industrial scale retailing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The scenario follows the skew of income in the city which has further highlighted social disparities. At the same time, it has limited the growth potential of markets and development, leaving inner city areas still wanting of the economic development needed to bring it at par with the more affluent areas of Detroit (Goss-Foster, 2006). Another perspective to consider is that the situation is driving companies’ security and insurance costs to prohibitive levels, scenarios that also deter long-term prognosis of companies. For example, transportation industries, both private and public, require significant investments in property plant and equipment and considering that crime against property in Detroit is well above U.S. averages, the cost of maintaining or protecting them is a particular concern (Detroit Crime Report, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like any business concern, crime is a major issue that companies have to deal with. In the case of transportation and retail which are both dependent on volume or at the very lease regular customer traffic, security both of the clients and the businesses themselves is a critical concern. Therefore there is a need to control not only crimes that directly affect these industries but also any other criminal activities that may impact access or the condition of products and services.    References Armstrong, Melissa (2005). Regional Detroit Economic Pulse. Detroit: Detroit Regional Chamber Detroit Crime Report (2007). Crime Statistics. Retrieved December 5, 2007, from http://www.cityrating.com/citycrime.asp?city=Detroitstate=MI Goodman, Allen C. (2004). Detroit housing rebound needs safe streets, good schools. The Detroit News, March 10. Retrieved December 5, 2007, from http://www.econ.wayne.edu/agoodman/RESEARCH/PUBS/a09-87052.htm Goss-Foster, Anika (2006). Commercial Corridor Redevelopment as a Social Equity Strategy.   Detroit: National Planning Commission and Government Conference and Detroit LISC

Psychological Analysis Essay -- essays research papers

Patient Analysis Arleen has been a police officer for ten years. Currently she is on paid medical leave for three months and has three weeks left before she is due back at work. Arleen’s parents have been divorced for sixteen years. She still keeps in touch with her mother, and talks to her on a regular basis. Her father is an alcoholic with a history of physical and mental abuse towards his children. Arleen has two brothers, one that she keeps in contact with and one that she does not. She stated that her aspirations to become a police officer originate from her not being able to protect her family from her father when she was a child. On her first visit, Arlene seemed very tense and said that she had been feeling very stressed since leaving the force following her incident. Her and her husband have also not been getting along due to her nervousness. She has not been able to sleep, does not want to go back to work and dreads visiting any of her fellow colleagues. Arleen also stated that she has been having dreams and flashbacks about the incident causing her leave. This incident occurred during a routine traffic stop while Arleen was on duty. The suspect in the car was a known drug dealer, after being asked to get out of the car the suspect brandished a firearm, then fired a single shot ricocheting off Arleen’s arm. The bullet then went into oncoming traffic striking the passenger side door of a passing car, causing that car to crash, in turn killing a five year old boy that was inside. Arleen has feelings of guilt and responsibility for the boys’ death. Even though there was nothing she could have do ne. She still feels she could have done more to prevent what happen. She has daydreams and nightmares of seeing herself killing the boy. These feelings of guilt have plagued Arleen since the incident happen, over two months ago. Diagnosis It is because of these behaviors and duration of time that I diagnosis Arleen McCoy with Posttraumatic Stress Disorder (PTSD). PTSD is an Axis I Disorder found in the DSM. The characteristics of PTSD as described by the DSM are: response to an extreme traumatic event elicits fear, helplessness, or horror (CCU 1). Characteristic symptoms include: dreams, recurrent feelings of event, psychological distress and physiological reactivity. &nbs... ...ith PTSD. The MAOI’s are not as widely used as the other classes of drugs due to their many, many food restrictions. They also cannot be combined with other prescription and over the counter drugs. Of course drugs are not always the answer, they might be a quick fix, but nothing long term. I have always agreed that a therapy along with some drugs can have the best and most lasting effects. The best ways for patients with PTSD to get through such a traumatic experience in my professional opinion is to commit to treatment and try to establish a therapeutic alliance with their psychologist. The next step would be to acknowledge and accept the trauma and its effects on the survivors and their relationships. From there both patient and counselor can breakdown any barriers that may arise in the future. References Cross Country University. Posttraumatic Stress Disorder: Effective Diagnostic and Treatment Options. Course Materials Dr. Martha Rosenthal. Study guide packet for test two "Emotions" Gerald C. Davison, John M. Neale, Ann M. Kring. Abnormal Psychology (9th edition) Neil Carson, Allyn and Bacon. Foundations of Physiological Psychology (5th edition) Psychological Analysis Essay -- essays research papers Patient Analysis Arleen has been a police officer for ten years. Currently she is on paid medical leave for three months and has three weeks left before she is due back at work. Arleen’s parents have been divorced for sixteen years. She still keeps in touch with her mother, and talks to her on a regular basis. Her father is an alcoholic with a history of physical and mental abuse towards his children. Arleen has two brothers, one that she keeps in contact with and one that she does not. She stated that her aspirations to become a police officer originate from her not being able to protect her family from her father when she was a child. On her first visit, Arlene seemed very tense and said that she had been feeling very stressed since leaving the force following her incident. Her and her husband have also not been getting along due to her nervousness. She has not been able to sleep, does not want to go back to work and dreads visiting any of her fellow colleagues. Arleen also stated that she has been having dreams and flashbacks about the incident causing her leave. This incident occurred during a routine traffic stop while Arleen was on duty. The suspect in the car was a known drug dealer, after being asked to get out of the car the suspect brandished a firearm, then fired a single shot ricocheting off Arleen’s arm. The bullet then went into oncoming traffic striking the passenger side door of a passing car, causing that car to crash, in turn killing a five year old boy that was inside. Arleen has feelings of guilt and responsibility for the boys’ death. Even though there was nothing she could have do ne. She still feels she could have done more to prevent what happen. She has daydreams and nightmares of seeing herself killing the boy. These feelings of guilt have plagued Arleen since the incident happen, over two months ago. Diagnosis It is because of these behaviors and duration of time that I diagnosis Arleen McCoy with Posttraumatic Stress Disorder (PTSD). PTSD is an Axis I Disorder found in the DSM. The characteristics of PTSD as described by the DSM are: response to an extreme traumatic event elicits fear, helplessness, or horror (CCU 1). Characteristic symptoms include: dreams, recurrent feelings of event, psychological distress and physiological reactivity. &nbs... ...ith PTSD. The MAOI’s are not as widely used as the other classes of drugs due to their many, many food restrictions. They also cannot be combined with other prescription and over the counter drugs. Of course drugs are not always the answer, they might be a quick fix, but nothing long term. I have always agreed that a therapy along with some drugs can have the best and most lasting effects. The best ways for patients with PTSD to get through such a traumatic experience in my professional opinion is to commit to treatment and try to establish a therapeutic alliance with their psychologist. The next step would be to acknowledge and accept the trauma and its effects on the survivors and their relationships. From there both patient and counselor can breakdown any barriers that may arise in the future. References Cross Country University. Posttraumatic Stress Disorder: Effective Diagnostic and Treatment Options. Course Materials Dr. Martha Rosenthal. Study guide packet for test two "Emotions" Gerald C. Davison, John M. Neale, Ann M. Kring. Abnormal Psychology (9th edition) Neil Carson, Allyn and Bacon. Foundations of Physiological Psychology (5th edition)

Effective Broadcasting of Channel One

There is a large debate erupting within our nation†s education system. Corporate America is invading our classrooms and campuses at an alarming rate. Corporate conglomerates such as Coca-Cola, Pepsi, Nike, and US West are making their presence felt in the hallways, gyms and classrooms from grade schools to colleges. Should these companies be allowed to buy their way into the classroom? The answer is no. Corporate restructuring of our educational systems is not the way to solve our schools† funding problems. Big companies want to get into the classrooms as soon as possible. Next year, 53 million American children will make up approximately $250 billion dollars worth of immediate spending (Long, 2000:1). If the children are properly marketed, this figure would rise exponentially in later years, leading to a lifetime of brand recognition. These children are beginning to associate certain products with the brand names that they see and use at school every day. This will then likely cause these children to continue to buy the same products later in life as well. This lifetime of purchasing power could lead to incalculable profits in future years. Channel One is a daily newscast that is offered to students around the country. Nearly 40 percent of American schools tune into Channel One everyday (Manning, 1999:1). A controversial entrepreneur, Chris Whittle, founded this company in 1989. These students are supposedly tuning into this program every day in order to keep up on current events and issues around the world. However, Channel One is now known as the most profitable in-school marketing campaign in the nation. The company gives the schools, which will allot time for students to watch the program, free satellites and television sets. What it also gives them is two minutes of paid advertising (Stark, 2000;1). Nearly all of the 86,000 schools across the country use some sort of program where the schools receive money or equipment in exchange for proof-of-purchase coupons or receipts (McQueen, 2000:2). Is our public education system nothing more than an incentive based purchasing program, or are we trying to teach independent thought and creative thinking? Third grade math is being taught by using â€Å"Tootsie Rolls. † Classroom business courses are being taught by touring students through McDonald†s facilities. Coca-Cola and Pepsi are feuding over multi-million dollar contracts that would ensure student consumption of their products first (Manning, 1999:1). Nike offers free apparel and equipment for sports programs, only if the athletes will become walking billboards, wearing large logos on their jerseys and clothing. US West builds team scoreboards only for schools that will agree to exclusive vending deals. However, there is something else to be said about the commercialism of our nation†s public education system. In standardized testing, our nation†s education system is falling behind the rest of the world. The government has been lagging on education reform, and fewer dollars are being pumped into most areas of public education. Some would say that commercialism is a great opportunity to put money back into the schools. South Fork Highschool In Marlin County, Florida gave Pepsi the exclusive right to to market and sell its beverages to their students in exchange for $155,000 (Stark, 2000:3). A school that was in dire need of funding received compensation and Pepsi, in turn, gets to be the sole distributor of beverages to the school. This is the business exchange. These companies will provide money and services for schools that are lacking proper funding in exchange for what is turning out to be rudimentary corporate brainwashing. This may not be necessarily bad for the students, but it does pose a threat to true consumerism. Another great example of this is The Wal-Mart Corporation. More than 1,800 Teacher of the Year awards are given by Wal-Mart, each teacher receiving $500 that can be turned around and spend at Wal-Mart to purchase goods and supplies for the class (Long, 2000:2). This is where Wal-Mart†s investment begins to pay off. When the students see that Wal-Mart has recognized a teacher of theirs, and has in turn given money for the school, than the students will begin to see Wal-Mart as a good company. This may, in-turn, cause sub-conscious purchase intent in the future for these students. While this may seem like a fair trade, money in exchange for consideration, but there is a deeper issue at bay. Should this potential corporate brainwashing be allowed to occur when our children†s susceptible minds are at risk? If this is allowed to happen, then our entire society could be interpreted as being one large marketplace, where commercialism dominates over everything, even basic public education. There are some people who are fighting back against the onslaught of corporate propaganda, and it can make a difference. A group in Seattle, known as the Citizen†s Campaign for Commercial-free schools (CCC), has been organizing meetings and â€Å"commercialism walk-throughs† in order to raise public awareness of the situation (Manning, 1999:3). In these walk-throughs, groups from the CCC will go and collect as much marketing material in the schools as they can, and send copies of their reports to the appropriate school boards. One schoolboard, with pressure from the CCC and other supporters, issued a resolution stating â€Å"We are opposed to exposing schoolchildren to corporate values in an educational environment where they assume that whatever is presented to them carries the approval of the educational establishment (Manning, 1999:3). After this resolution was issued, members of the CCC were put on a school-community task force responsible for studying the issue and making policy recommendations. Four states have also begun to limit certain types of advertising and other commercial activity from their public schools: California, Florida, New York, Maine, and Illinois (McQueen, 2000:1). According to the Center for Commercial-Free Public Education in Oakland, the Madison School Board in Wisconsin was the first ever to reject renewal of an existing corporate contract when they cancelled their contract with Coca-Cola after months of public debate (McQueen, 2000:2). In closing, it is imperative that this corporate desecration of our education system be stopped now. If this problem is not remedied, then businesses could quite feasibly end up running our public education. People are making a stand, but the results are too far and in-between for any real difference to be seen. Consumerism will eventually take the place of learning as the goal of our schools, and we will fall further behind in terms of international education standards.

Life Of Harriet Tubman - Free Essay Example

Sample details Pages: 3 Words: 893 Downloads: 9 Date added: 2019/06/10 Category History Essay Level High school Tags: Harriet Tubman Essay Did you like this example? Harriet Tubman was a civil rights activist that led hundreds of enslaved people on a quest towards freedom. She was an exemplary leader for slaves across the U.S. She continued her leadership career in the Underground Railroad and for the Union Army during the Civil War. Don’t waste time! Our writers will create an original "Life Of Harriet Tubman" essay for you Create order Her mission was bringing people to freedom. She had many admiral leadership characteristics that helped her achieve her mission. Harriet was born in 1820, she died in March of 1913. She was born into a life of slavery, along with her family members. Physical violence was a big aspect of Harrietrs life as a child. One injury caused her to suffer from seizures, severe headaches and narcoleptic episodes for the rest of her life (biography.com, 2018). In 1844, Harriet married a free black man, his name was John Tubman. John chose to stay in Maryland, rather than make the voyage on the Underground Railroad with Harriet. In 1869, Harriet married again, a Civil War veteran named Nelson Davis. In 1874, the couple adopted a girl named Gertie. Throughout Harriet Tubmanrs life she is most known for leading the Underground Railroad. Harriet is most famous for being the conductor of the underground railroad. She risked her life to free others from slavery. In 1849, Harriet decided to escape slavery in Maryland for Philadelphia after the death of her owner. Her two brothers joined her, however, the brothers returned home because of second thoughts. Harriet set off alone for freedom. Making use of the network known as the Underground Railroad, Tubman traveled nearly 90 miles to Philadelphia. She crossed into the free state of Pennsylvania with a feeling of relief and awe and recalled later: When I found I had crossed that line, I looked at my hands to see if I was the same person. There was such a glory over everything; the sun came like gold through the trees, and over the fields, and I felt like I was in Heaven (biography.com, 2018). Instead of staying in her life of newfound freedom, Harriet made it her mission to rescue her family and others living in slavery. After many trips, she was able to get family and ab out sixty others to freedom. Harriet earned the nickname Moses for her leadership. Harriet also worked as a spy for the Union Army during the Civil War. After the Underground Railroad Harriet participated during the Civil War. She was working for the Union Army as a cook, a nurse and soon after an armed spy. Harriet was the first woman to lead an armed expedition in the war. Her expedition liberated more than seven hundred slaves in South Carolina(biography.com, 2018). Another one of Harrietrs accomplishments was when she established a home for elderly Black Americans. As she became older, she also resided in the home at the end of her days. Harrietrs leadership style was strong and worked throughout her life. Harriet Tubman was a fearless and courageous leader. Harriet understood the importance of being a source of inspiration to the slaves she was guiding. She would tell stories to make them laugh or to remind them of their past difficulties as a slave to keep them focused on finding freedom (Thompson, 2015). She knew the importance of giving the people hope. This aided in reminding them of their self-value and individual humanity. Even when something didnt seem right or when she was navigating through unknown territory, Harriet always made an effort to hide her fear or concern (Thompson, 2015). She undoubtedly led with confidence. Harrietrs risk of harm to herself did not deter from an unending battle of freedom for slaves. Whether risking her own life for a single slave or hundreds at a time, Harriet did whatever she could to liberate others how had been oppressed. Freedom for herself only seemed to motivate her further in the struggle against slavery (Lichtenalner, 2018). There is no question regarding how Harriet Tubman had risked her life to free others from the horrendous life associated with slavery. She never gave up or got scared from her mission. Harriet could have decided to stay in the free state but instead she was determined and put others ahead of herself. Harriet Tubman possessed and displayed many prime leadership characteristics throughout her life. This is truly the whole-hearted reason why she was such a noble figure. As stated in the Marine Corps Manual, the sum of those qualities of intellect, human understanding, and moral character that enables a person to inspire and control a group of people successfully. Harriet Tubman is a prime example of a successful leader, based on the Marine Corps definition. Some other leadership traits Harriet embodied were initiative, courage, enthusiasm, and decisiveness. She had initiative because when something needed to be done, she got it done. She had courage because even though she safely made it to freedom she was brave enough to go back to assist others. She was enthusiastic because throughout her mission she made sure to be an inspiration to the people and give them hope. Lastly, she was decisive because even in the toughest of moments she had the ability to make sound decisions for herself and others. In my eyes, Harriet Tubman was a truly successful leader. She is someone that I hope to learn leadership qualities from. Without leaders like Harriet Tubman, the course of history and society would have been forever altered.