What Are the Major Problems with Regard to the Collection of Crime Statistics Essay Sample free essay sample

There are two chief beginnings for published offense statistics ; the British Crime Survey. a face to confront victimization study. covering experiences of offense in the old 12 months. and constabularies recorded offense which is supplied by 43 different territorial constabulary forces on a monthly footing ( Home Office. 2011 ) . Both beginnings have different strengths and failings such as constabularies discretion for entering certain offenses or the clip period covered in the British Crime Survey ( Walker et al 2006 ) . Besides. both beginnings cover different countries of offense in greater deepnesss. for illustration. constabulary recorded offense provides a more fuller image for the degrees of chargeable offenses such as homicides. The British Crime Survey can supply a more accurate image of drumhead offenses that may be live or unreported to the constabulary. Entirely. the beginnings fail to supply an accurate image for offense statistics. We will write a custom essay sample on What Are the Major Problems with Regard to the Collection of Crime Statistics? Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page but when used jointly. it is possible to derive a Fuller image for offense statistics. On a monthly footing. 43 national constabulary forces provide informations that make up the official constabulary recorded offense statistics. The information provided by the constabulary contain major booby traps and so can non be taken at face value to organize an accurate figure of offenses reported in the official statistics. There are three important factors which shape the statistics published ; formal recording regulations. the entering behavior of the constabulary and the describing behavior of the populace ( Maguire. 2006 ) . First. the recorded offense statistics do non include all offense classs. being to a great extent weighted by chargeable offenses such as homicide. which are triable in the Crown Court merely. This means that a huge bulk of drumhead offenses. such as child assaults which are tried in a Magistrates Court. are non reported in the official statistics published by the Home Office. Further to this. the recorded offense statistics do non include high degrees of revenue enhancement and benefit fraud. although internal records are kept of the latter offenses. By excepting many drumhead offenses and fraud instances. we can non garner a full and accurate image of offense statistics. However. to rectify this job. the Home Office has made alterations in 1998/9 to include more drumhead offen se classs such as common assault. torment and assault on a constable which added over 250. 000 excess offenses. This addition. although unreal. to an single unaware of the trifles. would propose an utmost addition in the degrees of violent offense. although this is non really the instance. A farther issue with the recording regulations of the constabulary is how offense is counted. Several offenses may be committed in a short infinite of clip and is accordingly regarded as one offense. for illustration a stealer may steal from a three people. this would be regarded as one sole offense. In 1967. following the recommendations of the Perks Committee. clearer numeration regulations were put in topographic point ( Maguire. 2006 ) . However. these regulations were farther revised in 1998 to take a more victim based attack to numbering offense. so utilizing the old illustration of a stealer stealing from three people. whereas antecedently. these offenses would be counted as one offense. following the new regulations. the stealer would be accountable for three separate offenses as there are three victims. Although the regulations have been revised. some offenses have non been effected by the alterations. this includes on-going domestic maltreatment. This is because. although there are many different occasions of assault. there is merely one victim. therefore merely one offense has been committed. With the inclusion of more offenses and the alterations in numeration regulations. it can be said that there has been an addition in the figure of offenses reported in the constabulary recorded statistics of around 14 % from 1997/8 to 1998/9 ( Home Office. 2001:28 ) Although the official recording regulations provide the rudimentss for entering offense. there is still room for Chloe Wraight. Level 4 Applied Criminology constabularies discretion. Police entering behavior plays a major function in the low degrees of drumhead offenses that appear in the published statistics. It has been found. by organic structures such as the Audit Commission that certain constabulary forces have been apt for under recording ( Audit Commission 2004 ) . In order to assist decide this issue. the National Crime Recording Standards ( NCRS ) was introduced in 2002. This aimed to better the honestness of constabulary recording and consistence between forces. The criterions were introduced in order to bring forth a closer consistence between offenses logged by the populace and those that went on to be recorded as offenses by the constabulary. making the premise that any incident reported by the populace to the constabulary should be recorded as a offense. This should merely so be removed from the offense records one time there is grounds to propose that the offense had non been com mitted. This would so supply a fuller image of offenses in the official statistics. However. it is non possible to command police discretion when constabulary discover crimes themselves whilst out on patrol as they can turn a blind oculus to certain behaviors. The describing behavior of the populace can hold a important impact on the figure of offenses that reach the published offense statistics as the majority of offense reported comes from the populace. So any alterations in describing behavior can hold great impacts on offense tendencies. There are many factors as to why persons may or may non describe offense to the constabulary including alterations in engineering. such as the debut of Mobile phones which has made the coverage offense easier and so could take to an addition in the figure of offenses recorded. Besides. the addition in insurance policies may hold an impact on the addition of recorded offenses as it would be necessary to hold grounds to back up an insurance claim. The most important ground as to why people do or make non describe offenses is the p osition of the constabulary and their response to offense. It can be said that certain offenses. such as drug usage may non be reported to the constabulary as some persons may experience that nil would be done about the offense and so would be blowing their ain and police clip. However. we can see an betterment in the positions of constabulary through the rise in recorded colza. due to the betterment in intervention of victims and the constabulary believing more histories of colza ( Blair 1984 ) . hence more victims of colza have come frontward. Finally. constabulary statistics do non incorporate of import information. viz. the context in which certain offenses have been committed. for illustration. robbery provides a diverse set of condemnable Acts of the Apostless. runing from organized robbery to snaping a bag therefore we can non to the full understand the badness of the offenses that are published in official statistics. In decision. with respect to patrol recorded statistics. it can be said that we can non supply any unequivocal replies about offense statistics with concern to tendencies. forms and contexts of offense due to the major ruins in how offense is recorded. reported and counted. The 2nd beginning of offense statistics is the British Crime Survey ( BCS ) which is an official option to patrol recorded statistics. The British Crime Survey is a face to confront study where the interviewee is asked about their experiences of offense in old 12 months and besides their attitudes towards the constabulary and the Criminal Justice System. The BCS purposes to bring forth a fuller image of offense compared to the offense statistics with respect to certain types of offense ( Mayhew and Hough. 1988 ) utilizing a representative sample of families in England and Wales of persons in the families over the age of 16. If the person has been a victim of offense in the clip period of the old 12 months. they will finish a victim signifier ( Maguire. 2006 ) Further to this. the person will finish self completion faculties. These respect certain subject countries which may be uncomfortable to speak about to an interviewer. The ego Chloe Wraight. Level 4 Applied Criminology completion faculties cover subjects such as illicit drug usage. sexual assault. domestic force and still hunt. These faculties are completed by the person on the interviewers laptop and one time answered. the replies are hidden ( Home Office. 2011 ) . This can supply positive effects on consequences of sensitive subjects as the person may experience more comfy replying inquiries in private. Besides. this could avoid issues. chiefly with domestic force. with the culprit being present whilst the interview is taking topographic point. Self study faculties allows the person to describe such offenses without fright of farther force from the culprit. A failing of the British Crime Survey is that it does non include many vulnerable groups of people who are more likely to be influenced by offense. including stateless people and those populating in establishments. This could hold a major impact on how representative the consequences gained really are of the whole population. The British Crime Survey. like recorded offense. does non supply a true image of offense as it does non include offenses that are victimless and offenses set uping those under 16. It besides fails to include new offenses. such as fictile card offenses. due to consistency with the inquiries asked in the study. In decision. it is apparent that when utilizing the two informations beginnings together. we can derive a Fuller apprehension of offense rates within England and Wales. unlike when used individually where it is merely possible to derive a partial image of offense rates. Where the British Crime Survey highlights the fact that there is really 75 % of offense that goes unrecorded by the constabulary. it increases offense statistics dramatically. but this chiefly includes fiddling offenses. The BCS besides shows more unusual offenses. but it is less successful in demoing offenses where the victim knows the wrongdoer such as sexual offenses. these are more dominant in constabulary re corded offenses. Crime statistics are merely grounds about societal and political alterations within a clip period that consequence condemnable behavior. it is non conclusive findings about how much offense rates have increased or decreased in a certain clip period. Statisticss are besides non immune to societal alteration over clip. As stated before. many offenses are brought to visible radiation through public coverage behavior. If a certain behavior. which is condemnable. has become more tolerated over clip due to societal alterations it is less likely to hold a high rate within the official statistics. unless targeted by the constabulary. Mentions: Chloe Wraight. Level 4 Applied Criminology Word Count: 1. 709 Reference List Audit Commission ( 2004 ) . Bettering the Quality of Crime Records in Police Authorities and Forces in England and Wales. London: Audit Commission Blair. I. ( 1984 ) . Investigating Rape: A New Approach for the Police. London: Croom Helm. Home Office. ( 2001 ) . Condemnable Statistics. England and Wales 2000. London: Home Office Home Office. ( 2011 ) . Users Guide to Home Office Crime Statistics. London: Home Office Maguire. M. . Morgan. R. . Reiner. R. ( 2006 ) Oxford Handbook of Criminology. 4th Edition. Chapter 10. Oxford: Oxford University Press Mayhew. P. and Hough. J. M. ( 1988 ) . ‘ The British Crime Survey: Beginnings and Impact’ . in M. Maguire and J. Indicating. Victims of Crime: A New Deal? . Milton Keynes: Open University Press. Walker. A. . Kershaw. C. . Nicholas. S. ( 2006 ) . Crime in England and Wales 2005/06. London: Home Office

Securing the blessing of liberty Essays

Securing the blessing of liberty Essays Securing the blessing of liberty Paper Securing the blessing of liberty Paper freedoms, and liberties of the people, from manipulation by the government. The framers took it upon themselves to come up with a constitution and a republican form of government (a government for the people by the people. These two aspects (constitution and the republican structure) ensured that the rights, freedoms, and liberties were protected (Dysart 95). This idea enabled the framers to understand more concerning the structure of the government. The idea was based on equality that manifested itself in form of rights, freedoms, and liberties. The idea also worked towards securing these liberties for the future generations. Having this in mind, the framers understood that the republican and the democratic government structureswere suitable at the moment. The framers understood that by implementing the republic structure, the people would voice their opinions through voting hence, giving them an opportunity to express themselves. The framers also understood that the republican structure would also represent the minority in that, the representatives would also be assigned in accordance to the population of the districts. Therefore, the framers enacted the republican and democratic structures (Christopher 97). American political culture and the basic tenets of American democracy The American political culture contains core ideal and values. These ideals and values include liberty, equality, democracy, individualism, unity, and diversity. The American political culture dwells on these values and ideals and on ways to achieve each of them. The American government relied on these values, and used them to ensure proper governance. After a long period of living under the British rule, the framers felt that there was need for change. This explained the cause of the American Revolution. After achieving independence (acquired through struggle and sacrifice), the framers established a republican and democratic government that contained the key values and ideal cores mentioned above, to prevent the reoccurrence of the dictatorial rule (as it had been under the British governance). The American democracy was made up of certain basic tenets. These tenets include, individual worth, equity, individual freedom, popular sovereignty, majority rule, minority rights, limited government, religious freedom, and compromise. These tenets acted as the foundation of democracy, they (the tenets) helped define democracy and show what it entailed. Democracy helped to preserve the rights, liberties, and freedoms of the people, with the help of these tenets. Through these tenets of democracy, the framers were able to â€Å"secure the blessing† for themselves and for future generations (Bimber 98). References Bimber, Bruce Allen. Information and American democracy: Technology in the evolution of political power. Cambridge University Press, 2003. Dysart, Christopher Ward. Securing the Blessings of Liberty. . Louis U. Pub. L. Rev.6 (1987): 341. Edwards Jr, James R. Securing the Blessings of Liberty. Center for Immigration Studies (2011). Sullivan, John L., James Piereson, and George E. Marcus. American democracy. University of Chicago Press, 1993.

Education and Schools in Texas

Education and Schools in Texas Every state adheres to a different set of rules and regulations regarding education.  State governments seemingly take varying approaches on almost every education and school related piece of legislation.  Hot issues such as standardized testing, charter schools, teacher certification, and school vouchers are handled differently in each state.  This profile focuses on education and schools in Texas. District/School Information Texas Commissioner of Education: Mike Morath Length of School Year: A minimum of 180 days is required by Texas state law. Number of Public School Districts: There are 1,031 public school districts in Texas. Number of Public Schools: There are 9,317 public schools in Texas.**** Number of Students Served in Public Schools: There are 5,000,470 public school students in Texas.**** Number of Teachers in Public Schools: There are 324,282 public school teachers in Texas.**** Number of Charter Schools: There are 618 charter schools in Texas. Per Pupil Spending: Texas spends $8,837 per pupil in public education. **** Average Class Size: The average class size In Texas is 15.4 students per 1 teacher.**** Percentage of Title I Schools: 79.7% of schools in Texas are Title I Schools.**** Percentage With Individualized Education Programs (IEP): 8.7% of students in Texas are on IEPs.**** Percentage in Limited-English Proficiency Programs: 14.9% of students in Texas are in limited-English Proficient Programs.**** Percentage of Student Eligible for Free/Reduced Lunches: 51.0% of students in Texas schools are eligible for free/reduced lunches.**** Ethnic/Racial Student Breakdown:**** White: 30.5% Black: 12.8% Hispanic: 50.8% Asian: 3.5% Pacific Islander: 0.1% American Indian/Alaskan Native: 0.4% School Assessment Data Graduation Rate: 78.9% of all students entering high school in Texas graduate.** Average ACT/SAT score: Average ACT Composite Score: 20.9*** Average Combined SAT Score: 1432***** 8th grade NAEP assessment scores:**** Math: 284 is the scaled score for 8th grade students in Texas. The U.S. average was 281. Reading: 261 is the scaled score for 8th grade students in Texas. The U.S. average was 264. Percentage of Students Who Attend College After High School: 56.2% of students in Texas go on to attend some level of college.*** Private Schools Number of Private Schools: There are 1,297 private schools in Texas.* Number of Students Served in Private Schools: There are 246,030 private school students in Texas.* Homeschooling Number of Students Served Through Homeschooling: There are an estimated 146,309 students that were homeschooled in Texas in 2015.# Teacher Pay The average teacher pay for the state of Texas was $48,110 in 2013.## The state of Texas has a teacher’s minimum salary schedule. However, some districts may negotiate salaries with their teachers.    *Data courtesy of Education Bug **Data courtesy of ED.gov ***Data courtesy of ACT ****Data courtesy of the National Center for Education Statistics ******Data courtesy of The Commonwealth Foundation #Data courtesy of A2ZHomeschooling.com ##Average salary courtesy of National Center of Education Statistics ###Disclaimer:  The information provided on this page changes frequently.  It will be updated regularly as new information and data becomes available.

INTRODUCTION TO PROPERTY LAW Essay Example | Topics and Well Written Essays - 1000 words

INTRODUCTION TO PROPERTY LAW - Essay Example Kumar does not possess the right to claim any right to be given the first preference. In fact, the sale is a three stage process starting from contract, transfer of conveyance and finally registration of title (Lecture Note- formal acquisition of title). In Mr. Kumar’s case, even the contract was not done according to legally valid terms (Lecture note- must be in writing) and hence his claims hold no ground. At this juncture it is necessary to check the formal way to be adopted in developing a contract. At the pre-contract stage, or before signing a contract, the buyer and the seller can negotiate and agree on the sale leading to a ‘subject to contract’. However, as far as a contract is not signed and exchanged in the usual way, the contracts are not legally binding (Lecture notes). As Goo (69) illustrates, similar was the case of Spottiswoode, Ballantyne & Co Ltd. V. Doreen Appliances Ltd. [1942] 2 KB 32 at 35; Keppel v. Wheeler [1927] 1 KB 577 at 584. In fact, a ccording to 1975 Law Commission directive (Law Commission 65, January 1975, Para 4), before a formally signed contract, there is no legal validity for the ‘subject to contract’. ... Then, the buyer can ask the seller to make necessary changes in the draft and can ask for explanations. Thereafter, both the parties sign the contracts and exchange them. At this stage, the purchaser is normally required to make a deposit of 10% of the purchasing price. If the buyer fails to do the transactions in time, he loses the money. In this context, it is apt to note another example that Goo (73) describes i.e. Union Eagle v. Golden Achievement [1997] 2 WLR 341, PC) as in Sourcebook on the law. The above information proves the weak position of the claims made by Mr. Kumar. All the communication he had with Thorpe Trustees were in the pre-contract stage and one can say, they have agreed on the ‘subject to contract’. However, as evident from Spottiswoode, Ballantyne & Co Ltd. V. Doreen Appliances Ltd, ([1942] 2 KB 32 at 35) this will not have any legal validity. In addition, the payment Mr. Kumar made was another mistake. Such a payment, not according to the normal procedures of contract, will not give him any ground, especially as it was made under cover of a Compliments Slip. In addition, the long time that has elapsed, that is from 8th September to 11th November, will further weaken Mr. Kumar’s stance as even in his letter, he has promised to act quickly. Making his situation even pathetic, Law of Property (Miscellaneous Provisions) Act 1989, Section 2 states that the agreement must be in writing (Lecture Note-the agreement must be in writing). The conversation Mr. Kumar had on telephone with Thorpe Trustees on 9th September will not have any legal value. Thus, in total, it is evident that Mr. Kumar will not be able to claim any legal right to be solely considered for

Basel 1 2 and 3 Essay Example | Topics and Well Written Essays - 3000 words

Basel 1 2 and 3 - Essay Example Basel I, II, and III agreements have given birth to a new era of international banking cooperation. Through technical, qualitative and quantitative analysis, these agreements have assisted in harmonization of banking supervision, capital adequacy standards and regulation across the eleven member states of the Basel Group and the emerging economies. Contrary to this, the strength of these agreements-their technical and qualitative benchmarks limit the comprehension of these accords within policy circles causing confusion among people while interpreting them and wrongly applied to majority of the world’s political economies. However, even in situations where the Basel system has been rightly applied, neither accord has secured long-term stability within nations banking system or sector. Therefore, a full comprehension of the intentions, rules, and shortcomings of the three Basel accords is significant in assessing their impact on international banking and financial system. With the recent collapse or major investment banks, such as Bears Sterns, Lehman Brothers, AIG and others regulation has become increasingly important in today’s economy. The lack of regulation allowed these banks to borrow massive amount of capital and invest in high-risk securities. The Basel Committee attempted to force these banks to hold cash reserves in order to prevent a total banking collapse; sadly, the international banking system thwarted any attempt to do this thus making the collapse inevitable. The Basel I accord was a set of global or international banking regulation installed by the Basel committee to enhance bank supervision, which laid down the minimum capital requirement of banks and other financial institutions with the aim of minimizing credit risk. Banks that operated globally are required to maintain minimum amount of capital based upon a percentage of risk-weighted assets. After the Basel committee in Switzerland, the G-10 members started to discuss

Motivation and Broadbent’s Filter Model of Attention

Motivation and Broadbent’s Filter Model of Attention Foundations in Sport Psychology XingChi Shen Term Paper for the Course Foundations in Sport Psychology Abstract: in this paper, two most impressive topics, the motivation and Broadbent’s filter model of attention respectively, are chosen from various interesting topics as the focus of this essay. First their concepts are analyzed and then their applications in the cheerleading phenomenon are discussed. Cheerleaders can raise spirits, strengthen confidence, and set up the players a motivation and strengthen psychological pressure on the rivals and achieve deterrent effects on the rivals. But on the other hand, cheerleaders can generate some negativeeffects. Therefore, in practice people should appropriately design and organize the activities of the cheerleaders to let the cheerleaders affect the audiences, and strengthen the athletes confidence, and enhance the audiences passions. At last, my personal reflection for this course is addressed. 1. Topics Chosen During the process of studying the course of Foundations in Sport Psychology, we learned many principles of sport psychology, including the concepts of collaboration and competition, the process of the cognitive psychology, the concepts of social loafing, and the motivation of sport (Martin, Carlson, and Buskist, 2000; Weinberg Gould 2011). We also knew the experimental method and biological fundaments of psychology. Although the course emphasizes psychological factors in sport, but the course provides us many general theories of psychology. This course has opened our minds and shown us a colorful world in our inside world, which we never noted before. However, among various interesting topics, two are most impressive for us: the motivation and Broadbent’s filter model for peoples cognitive process. In this paper we will choose these two topics as the focus of this essay and discuss their applications in the sport. 2. Theoretical and Conceptual Principles of Sport Psychology In the first place, motivation is one of the most important concepts in sport psychology because people participating any sport have various motivations. For example, some people play tennis with friends because they mainly want to improve skills and have fun with friends, while other may want to develop fitness by playing tennis. For some professional athletes, their motivation is to achieve a success in their sport career. From this class we learn the interactional view of motivation: motivated behavior is primarily determined by situational factors, but motivated behavior results from the interaction of participant personal factors and situational factors (Martin, Carlson, and Buskist, 2000; Weinberg Gould 2011). Shown in Fig.1, personal factors contain athletes personalities, needs, interests, and goals, while situational factors includes lead-coach style, team win loss record, and facilities attractiveness, etc (Martin, Carlson, and Buskist, 2000; Weinberg Gould 2011). Here si tuational factors also include audience response in the competition. Athletes apparently can be affected by audience response, while cheerleading is a very important method to stimulate the audiences response in matches. Fig.1 interaction of participant personal factors and situational factors In the second place, psychological research shows when people engage in certain activities, their psychological status will be affected by the environment. Consequently, their actions and actions results will be further affected by these factors accordingly. In the field of sports, a lot of practices have shown that athlete’s cheerleaders will impose certain psychological effects, thereby affecting the athletes sport results or performance. Even the American diver Michelle Davison says, â€Å"Everyone is pretty much at the same level physically, [The difference comes down to] who can hold it together mentally. (Using Psychology to Improve Sports Performance 2014). Moreover, Dr. Magulubur published a paper in Olympic scientific congress in 1984 that the impact of psychological factors for the athletes in low, mid-level skills is 20%, bio-mechanical factors account for 80%. For elite athletes these numbers are just the opposite. i.e., psychological factors may account for 80% a nd biological mechanical actors are 20% (Using Psychology to Improve Sports Performance 2014). American track and file athlete Carl Lewis has said 90% of preparation is the pre-match psychological. So the psychological factors play a decisive role in the match. Moreover, many researchers have investigated the influence of the mental factors for the performance of the athletes and injure of athletes in details. For example, they investigated the psychological factors such as the competitive anxiety and coach may lead to injure of the athletes in matches (Junge 2000). Among many explanations about the connection between psychological status and the performance of athletes, we just concern the psychological theory of attention, since in the competition of athletes. The problem of attention is very important for an athlete to achieve success. In basis of Broadbent filters model shown as Fig.2, people have a process to use a message they receive (Broadbent, 1958). First, all messages from outside are input into the sensor store of human, but selectively transferred into our brains, in basis of their physical properties such as color, pitch, and loudness. After going through a bottleneck, the information is transmitted into high level processing and finally into short term memory and then into long term memory. This theory emphasizes that the world comprises of many more sensations than we can handle by the perceptual and cognitive capabilities of humans. To cope with the information, we have to selectively keep to some information. Attention, therefo re, is the result of a limited-capacity information-processing system. Fig.2 Broadbent’s filter model of attention We noted that the cheerleading becomes a very common activities in the match, especially in the NFL (National Football League) and NBA (National Basketball Association) basket ball companions. And even the cheerleading becomes one necessary part of match in the US. We see often them from the TV and newspaper. Therefore, we are interested in what the functions of the cheerleading in the match, and how the applications of the aforementioned principles of sport psychology into the cheerleaders phenomenon. We will explain these details in the next section. 3.Application to Cheerleaders Phenomenon 3.1 The introduction of cheerleader Even though currently most cheerleads team consists of females, the cheerleading began as all-male activity. The first cheerleader team dates back to in 1987, when cheerleaders yelled at the stadium of the Princeton University for their baseball and football athletes. After that, many universities and high schools have established such of cheerleaders and they often play performances in the NFL and NBA matches. Table 1. Top 10 cheerleading organizations in the US (Campo-Flores 2007 ) However, until 1980 in the United States, cheerleading has developed into the athletics competition, gradually developed into International All Star Cheerleading Association (the IASCA) competition (Smith 2007). In 1998, International Cheerleading Union (International Cheerleading Federation), a world cheerleading organization supported by the United States was established as an important turning point in the history of cheerleading. The International Cheerleading Union successfully hosted the first Cheerleading World Championship in 2001. Eight countries (Finland, Germany, Japan, Norway, Slovenia, Sweden, the United Kingdom and China Taiwan) around the world participated, and the Japanese team won the championship (Campo-Flores 2007). Newsday, cheerleading itself has developed into an independent sport. Today it is estimated that over 1.5 million participants are active in the all star cheerleading in the US. In addition, about 1000,000 cheerleaders are scattered around the world, including Canada, China, German, Japan, and United Kingdom. To date, more than 60 countries around the world to carry out this campaign (Campo-Flores 2007). Fig.3 the Cheerleader of NFL and NBA Boston Celtics (Cheerleaders of NFL and NBA Boston Celtics 2014) Today modern cheerleaders movement blends many elements of hand gymnastics, dancing, gymnastics, sports skills, coupled with a strong sense of rhythm music. They demonstrate the athletes spirit and collective spirit of solidarity in the competition. In addition to athletes, referees, and spectators, cheerleaders are active in sports venues of the fourth character. At least cheerleading has a function of spectators. But unlike simple spectators, cheerleading has more obvious and deliberate purpose on the athletes. With respect to the athletes themselves, cheerleading is an external factor capable of acting on the inner psychological athletes. In this section we will apply the theory of the motivation and the cognitive psychology in analyzing the cheerleading phenomenon. 3.2 Format of cheerleader According to its organization format, cheerleading can mainly be divided into the following two categories: (1) Simple cheerleaders: They are also known as yelling cheerleaders. They mainly consist of the athletes families, friends and fans. They just yell, clap, or shake hands at the stadium in order to encourage athletes. It is a common way of cheering athletes. For individual athletes or entire team, the cheerleaders can raise spirits, strengthen confidence, and set up the players a motivation that it is not only a win for themselves, they win for more. It allows individuals competitive spirit more adequate and help them access to get out of the ego. Meanwhile, it can strengthen psychological pressure on the rivals and achieve deterrent effects on the rivals. A good cheerleader can even produce artificial home field advantage. Athletes are not in home field, but if the cheerleaders can control the visiting fields audiences, so players can feel they are at home field, thereby enhancing their confidence and strengthen the winning mentality. In fact, friends group and fans group of athlete stars also can organize cheerleaders to support one athlete or group, and generate the psychological offensive for the rivals. (2) Show cheerleader: This cheerleading includes 1-3 minutes long aerobics performance show at opening, midfield transition, or closing. Athletes groups (individual members or groups of members compete with each other) create and improve the environment and atmosphere of the competition. The athletes groups and audience can be affected which let them have feelings of joy and excitement. Often these cheerleaders will show many movements of gymnastics and dances. From a business standpoint, these cheerleaders market has become the mainstream in the current competition matches. Through purposeful selection members, after careful preparation, show cheerleaders can design their movement and adjust the competitive atmosphere of the scene, and inspire athletes to fight attracted the audiences attention. Many cheerleaders we saw from the TV and newspaper belong to this type. However, on the other hand, cheerleading may generate some negativeeffects. In a sport context an attention is a vital aspect of athletic performance. As we mentioned from the Broadbent model, to cope with the messages, we have to selectively attend to some information. However, in the competition, inappropriate cheerleading activities can use loudly yelling, or some special color to distribute the athletes attention and dampen their enthusiasm. Recently, many experts concluded that cheerleaders may hinder the game In games such as gymnastics, aerobics, fraught with difficult moves, such as juggling, tumbling, athletes need to concentrate their attentions, otherwise they will be extremely vulnerable to generate adverse consequences. But sometimes the cheerleaders are hard to realize this point and may generate some negative effects. Therefore, in practice people should appropriately design and organize the activities of the cheerleaders to let the cheerleaders affect the audiences, and strengthen the athletes confidence, and enhance the audiences passions, not to interrupt the athletes concentration. In details, based on the schedule of the match, the type of the competition, and the audiences, cheerleading should choose the music, performance actions, and location of performance. On the other hand, the athletes should strength the psychological training to avoid the interference by the cheerleading and audiences. 4. Personal Reflection In this semester, we first learned many psychological concepts from this course. We took many tests and assignments in the classes. However, only by through writing this essay, we have an opportunity to further understand the concepts that we learned in this course. In the first place, this course gives me many new ideals about the psychology and widens my horizons. I feel the psychological concepts are useful in our life. For example, people have different personality and mood, which can be determined by their inner world, but can be adjusted by the environment. However, when I write this reflection paper, I reviewed many concepts and chose the most important points which I learned in this paper. To write this paper, I search all kinds of knowledge of the sport psychology. For example, I find some topics as the research of the experiment of sport psychology. Even though the result is very interested, it is not fitful for this paper. When we saw the pictures of cheerleaders from internet, we think it is a good topics to connect the sport psychology to our life, since everyone know what is cheerleader and cheerleading has some psychological principles. We thought this topic and finally choose motivation and cognitive psychology in this paper and consider their applications in sport. In the second place, from this course we know how important of psychology in the sport. For instance, I am also a player of badminton and I have my personal experience. I understand how important of the mental status in playing badminton. Moreover, understanding some psychological principles can help me improve our performance in the match. Especially when we continuously lose several points in the competition, we should not blame our partner. On the country, we encourage each other with my team players and make ourselves relaxed. In addition, we can ask for my friends to organize one cheerleader for us and encourage us in the match. That is very useful in practice. Thirdly, I read many papers talking about the connection between the sport injure and the mental issue of athletes. Even this course concentrates on the sport psychology; the principles are still useful for any person. For example, I was very nervous before taking the exam. By from this course, we know that the self-confidence is very important for achieving better performance not only for athletes, but also for students. So this course helps me tread correctly the anxiety and pressure at exams. It helps me understand the mechanism of the anxiety, and teach me how to resolve the anxiety. Therefore, as for this aspect, the course is very useful in practice. In the near future, we would like to apply these principles we learned in this course into practice. References Broadbent, D (1958). Perception and Communication. London: Pergamon Press. Campo-Flores, Arian (2007). A World of Cheer!. Newsweek. Retrieved from http://www.newsweek.com/cheerleading-gains-popularity-worldwide-101645. Cheerleaders of NFL and NBA Boston Celtics (2014), Pics from http://www.spox.com/de/sport/diashows/cheearleader-nba-nfl/cheerleader-nfl-nba,seite=23.html Junge, Astrid (2000), The Influence of Psychological Factors on Sports Injuries, Review of the Literature. Am J Sports Med.2000;28(5 Suppl):S10-5. Martin, G.N. Carlson, N.R. and Buskist, W. (2010) Psychology. Pearson Educational Press: Harlow, Essex. Smith, Jennifer Renà ¨e (February 2007). The All-Star Chronicles, American Cheerleader13(1): 40–42. Schmidt, R. A. and Wrisberg, C.A. (2008). Motor learning and performance: A Situation-Based Learning Approach. Champaign, IL: Human Kinetics. Using Psychology to Improve Sports Performance (2014). Retrieved from www.spicewoodgroup.com/sports_psych.asp. Weinberg, R. S., Gould, D. (2011). Foundations of sport and exercise psychology. (5th Ed.) Word count 2524

Joint Commission Accreditation Audit Preparation

Joint Commission Accreditation Audit Preparation Compliance Status for â€Å"Communication† Priority Focus Area Executive Summary In preparation for the next Joint Commission Accreditation Audit, Nightingale Community Hospital is assessing the compliance status of each of the Joint Commission’s Priority Focus Areas (PFAs). This Assessment covers the â€Å"Communication† Joint Commission PFA. For the previous Joint Commission audit, there were no findings associated with this standard. Since The Hospital has recently undergone a great deal of staff turnover in the Standards and Communication Department, several of the Hospital Directors felt that this may be an area that has slipped in relation to compliance with this PFA. The Communication PFA is comprised of three general standards: †¢UP. 01. 01. 01 Conduct a pre-procedure verification process. †¢UP. 01. 02. 01 Mark the procedure site. †¢UP. 01. 03. 01 A time-out is performed before the procedure. Each of these standards has elements of performance that Nightingale Community Hospital should be implementing through policies, protocols and checklists. Compliance with the performance elements s summarized in a compliance matrix. The matrix identifies the standard, the performance elements of the standard, and how the performance element is implemented. This matrix is an effective tool to assess where compliance gaps exist and it forms the basis for developing corrective action plans. The compliance matrix for the Communication standard in included at the end of this summary. Nightingale Community Hospital is implementing most of the performance standards. There is no documented implementation for the following performance elements. †¢Labeled diagnostic and radiology test results (for example, radiology images and scans, or pathology and biopsy reports) that are properly displayed (UP. 01. 01. 01) †¢When two or more procedures are being performed on the same patient, and the person performing the procedure changes, perform a time-out before each procedure is initiated. (UP. 01. 03. 01) The Hospital is out of compliance with element of performance 3 under standard UP. 01. 02. 01. This performance element should be implemented in the Site Identification and Verification Protocol. The protocol does not identify who is responsible for marking. Additionally, the protocol specifically states that marking is not required for bedside procedures if provider is present the entire time. This flexibility is not allowed in the standard. In addition to these deficiencies, two opportunities for improvement were identified. The Handoff procedure checklist is a useful tool, but there is no mention of this checklist in the Site Identification and Verification Protocol. Also, the Protocol does not address premature infants and the allowance to not perform marking when the mark may cause a permanent tattoo A corrective action plan will be focused on ensuring that the identified noncompliances are corrected and evaluating opportunities for improvement. Specific elements of the corrective action plan are: 1)Revise the Site Identification and Verification Protocol to remove the incorrect information on bedside procedures. Target completion Date: 2/1/2012. Actionee: Standards and Communication Director. 2)Revise the Handoff Checklist to include â€Å"labeled diagnostic and radiology test results (e. . , radiology images and scans, or pathology and biopsy reports)†. Target completion Date: 4/1/2012. Actionee: Standards and Communication Director. 3)Revise the Site Identification and Verification Protocol to include reference to the Handoff Checklist. Target completion Date: 4/1/2012. Actionee: Standards and Communication Director. The results of th is corrective action plan will be examined approximately six months prior to the Joint Commission audit. That will give adequate time to develop and implement further corrective actions, if necessary.