Racism Today Essays (1201 words) - Racism, Discrimination

Racism Today RACISM TODAY ...Everybody jumped on him, beat the hell out of him... Everybody was hitting him or kicking him. One guy was kicking at his spine. Another guy hitting on the side of the face... He was unconscious. He was bleeding. Everybody had blood on their forearms. We ran back up the hill laughing... He should have died... He lost so much blood he turned white. He got what he deserved (Ridgeway 167.) The skinheads, who performed this random act of racial violence in 1990,had no reason to brutally beat their victim other than the fact that he was Mexican (Ridgeway 167). Racism is objectively defined as any practice of ethnic discrimination or segregation. Fortunately, racial violence is steadily declining as the turn of the century approaches. Now a new form of racism, covert racism, has recently sprung from the pressures of political correctness. This new form of racism, although slowly declining, still shows signs of strong support (Piazza 86). Covert racism assumes a form of civil disobedience against politically correct thought and speech. Essentially, covert racism is a hidden racism, or a racist not easily detected (Piazza 78). Racism is still strongly prevalent in today's society (Gudorf 3). The three different basic forms of racism open racism, violent racism, and covert racism all express forms of hatred towards distinct ethnic groups (Bender 47). These basic forms of racism, although different in form, all have the same main purpose, to promote racism. Open racism expresses freedom of racial thought and speech. Open racists promote their views through strictly persuasion tactics. This form of racism is allowed in our society because of the First Amendment. Open racism is currently almost nonexistent and steadily declining, because it is considered politically incorrect and socially unacceptable. Violent racism promotes racism through violence, fear, and persuasion tactics (Leone 49) this form of racism is not protected by the First Amendment because it promotes violence to express its ideas. Unfortunately many violent racial groups claim they do not promote violence, and therefore the First Amendment protects these groups because not enough sufficient evidence exists to prove their violent intent (Ridgeway 123). Covert racism expresses ideas of racism in disguised forms; sometimes the covert racist is not even aware of the fact that he is racist. Racism, it is asserted, is no longer blatant: people nowadays are reluctant to express openly their dislike of and contempt for minorities, indeed are not prepared to express publicly a sentiment that could be interpreted as racist. Racism, it is said, is subtle: it is disguised, kept out of sight (Enrlich 73) The suggestion that there is a new racism--a racism that has a new strength precisely because it doesn't appear to be racism?deserves serious consideration (Piazza 66). Avoiding minorities on the street and denial of a public benefit to a minority which would be awarded to a white are examples of covert racism. Since it is no longer politically correct to openly express one's racist views, people therefore favor disguised, indirect ways to express their bigotry (Piazza 68). Covert racism is the most abundant form of racism in our society today . What causes racism? Unfortunately, the answer is much longer and detailed than the question. The three main causes for racism are: racism has become part of our heritage, right-wing racial and political groups, and pride in one's own race. Practically since the dawn of man's existence man has undoubtedly noticed differences between races. Racism's presence throughout the formation of our culture is quite evident (Tucker 17). Frequently throughout history the ethnic group with the most power has assumed that its race and culture are superior to others. The same incident even occurred in America with the introduction of slaves. Throughout American history, racism has been strongly prevalent. Racism's roots lie deep within the foundation of our society (Tucker 19). These roots undoubtedly are the source for a great many of the racist groups and covert racism ideas found throughout our society. Extremist social and political groups, particularly those advocating right-wing policies of racial inequality, promote racism as well. These groups serve as the epitome of racial thought and speech (Ridgeway 10). The following represent various racist groups found throughout the United States: John Birch Society,

Free Essays on Swimming

"Swimming" In swimming there is no stroke harder to learn then the Butterfly stroke. This is the stroke where the swimmer swims kicking like a dolphin and pulling with his or her hands at the same time under the water and recovering for the next stroke above water with both arms at the same time in an almost circular motion. There are many steps in learning how to execute this stroke correctly. These steps are called drills, when you perform them in the pool. The first drill you should learn is the Kick drill. In this drill you learn to kick with your feet like a dolphin, making sure not to flutter kick with your feet, to move smoothly through the water with your head connected with your spine; this is the position your head is in when you stand with good posture, and make one smooth motion with your arms at your side thrusting only your hips, making a smooth relaxed shallow rolling motion through the water. Also, only one part of your body at a time should be slightly out of the water, starting from the back of your head, and continued down your back to your feet. The next drill to learn is the balance drill. This drill, to me, was extremely difficult to do. The balance drill is almost the same as the kick drill, only the swimmer puts his or her arms out in front of them with one hand on top of the other squeezing his or her head with their arms just behind the ears, remembering the kick drill to keep your head connected with your spine. Make the same smooth rolling motion only this time making sure your fingers are always pointing perpendicular to the wall of the pool, beginning with the back of your arms and head slightly out of the water. Continued down your back and to your feet. When trying this drill, I always moved my hands up and down as I did the rolling motion and it did nothing but make me dive deeper under the water then I wanted to, thus making me go slower. When you can ... Free Essays on Swimming Free Essays on Swimming "Swimming" In swimming there is no stroke harder to learn then the Butterfly stroke. This is the stroke where the swimmer swims kicking like a dolphin and pulling with his or her hands at the same time under the water and recovering for the next stroke above water with both arms at the same time in an almost circular motion. There are many steps in learning how to execute this stroke correctly. These steps are called drills, when you perform them in the pool. The first drill you should learn is the Kick drill. In this drill you learn to kick with your feet like a dolphin, making sure not to flutter kick with your feet, to move smoothly through the water with your head connected with your spine; this is the position your head is in when you stand with good posture, and make one smooth motion with your arms at your side thrusting only your hips, making a smooth relaxed shallow rolling motion through the water. Also, only one part of your body at a time should be slightly out of the water, starting from the back of your head, and continued down your back to your feet. The next drill to learn is the balance drill. This drill, to me, was extremely difficult to do. The balance drill is almost the same as the kick drill, only the swimmer puts his or her arms out in front of them with one hand on top of the other squeezing his or her head with their arms just behind the ears, remembering the kick drill to keep your head connected with your spine. Make the same smooth rolling motion only this time making sure your fingers are always pointing perpendicular to the wall of the pool, beginning with the back of your arms and head slightly out of the water. Continued down your back and to your feet. When trying this drill, I always moved my hands up and down as I did the rolling motion and it did nothing but make me dive deeper under the water then I wanted to, thus making me go slower. When you can ...

Freedom in Paradise Lost by Milton and Cain by Byron Essay

Freedom in Paradise Lost by Milton and Cain by Byron - Essay Example Both of them develop their argument on the basis of the well-known events from the Bible. Human creatures of God experience their devoted Christian faith, whereas their minds are looking for freedom. There is a common thread between Milton’s and Byron’s creative heritage. Both of these two authors are exploring freedom and constraint as fasteners of a human existence. It is impossible to live without longing for freedom. Lucifer in Byron’s Cain says that â€Å"‘Nothing can / Quench the mind†¦Ã¢â‚¬ 1. Freedom is interpreted as a feature of mind. To think freely means to live without any constraints. To be guided by reason and not by impulses means to be free. From another perspective, Adam and Eve were looking for freedom in their ability to think beyond moral and religious templates. Freedom of choice was their final goal. They were excluded from heaven, but they did not complain that their exclusion was the highest price for their freedom. Cain paid much for being free, but their longing for freedom were ever lasting and worth being strived for. Milton’s opposition: freedom of mind vs freedom of choice At first, Milton depicts Eve and Adam as devoted followers of God. They are driven by his constant power and they are driven into temptation to eat the forbidden fruit by Satan. It is rather paradoxical that such kind of behavior occurs between these two beloved and devoted Christians:   But of this Tree we may not taste nor touch; God so commanded, and left that Command Sole Daughter of his voice; the rest, we live Law to ourselves, our Reason is our Law2.    For Eve reason is not her law. A command of God is beyond reason of Eve and Adam. They blindly believe in God and follow his commandments. Milton questions the limits of God’s command; he tries to find out whether it is unreasonable or whether it is an act of his will only. Freedom of Eve and Adam can be found in their faith and not in their reason. Freed om is not only to accept the laws of God, but to follow those laws as well. There is a hint about the Christian Doctrine and the way the Christians consider God to be â€Å"a beneficent and omnipotent deity who is always to be obeyed and free to believe that he is an envious oppressor, obedience to whom results in  unhappiness and self-debasement.3† These beliefs of Adam and Eve are contrasting with the beliefs of the Christian doctrine. A failure of Adam and Eve can thus be found in their failure of reason. An act of faith and an act of freedom are contrasted in Eve’s considerations about her eating of the forbidden fruit. Her fall is the result of her spontaneous actions and escape from her faith. Moreover, not only Adam and Eve make their decisions tearing about freedom of faith and freedom of reason, but also all other human beings, who are driven into temptation by their seducers. An inner freedom should be exercised independently from reason. At the same time, freedom of mind is freedom of existence. First, free your mind and you will be free. In the book 9, where the fall of Adam and Eve is discussed, Milton claims that: "the crucial matter is what they think of God's words-that is, of how they conceive them-which is finally, of course, a question of how they conceive him"4. There is no doubt that Milton correlates the issue of freedom with the issue of God. These two concepts are inseparable in his epic poem. A free choice of faith is an ability to choose God you want to follow. These words can be read between

Chipotle

Sec. 002 Team 1| GB 214 Operations Analysis: Chipotle Mexican Grill | Assignment 3: Supply Chain| | 1. Major Components/Inputs of the Product & Suppliers Chipotle uses several suppliers when ordering and receiving their food products. Chipotle’s main objective is to provide food with organic and naturally grown backgrounds. Because of these values, Chipotle prides itself in using suppliers that follow their guidelines of â€Å"food with integrity† structure, by meeting the requirements and goals for food safety, animal welfare, sustainability, and social accountability. Chipotle’s customer service manager, Shannon Kyllo, stated in her email that the company continuously changes its suppliers to source the best ingredients and also provided a list of their vegetable and dairy product suppliers. Calavo growers, Index Fresh and Mission Avacados supply Avacados to Chipotle, and their Romaine lettuce and cilantro suppliers are Taylor farms and Church Brothers. Daisy a nd Smith Dairy supply Chipotle with Sour Cream and the company gets its supply of cheese from Meister Cheese, Petaluma Cheese and Glanbia. Coca-Cola is Chipotle’s supplier for beverages and has had this contract since McDonalds were Chipotle’s main investors. 3 Also, the Mcilhenny Company supplies Tobasco as a condiment for Chipotle. 4 The industry leaders in Fast-food restaurant kitchen appliances are Southbend, Globe, Frymaster, Blodgett, Food Service Warehouse and Insigner. These companies are the top players who supply kitchen appliances to the major fast-food Chains, like Chipotle. 5 2. Type of Supply Chain and ServicesChipotle’s supply chain is unique from other fast casual restaurants and service firms, and does not have a set traditional supply chain. Of the four main supply chains, Chipotle’s supply chain resembles the Assemble-To-Order (ATO) supply chain the closest. This is because the customer has complete freedom of what ingredients go into t heir burrito/bowl/salad/etc. , but only with the ingredients that are behind the counter. So in that case, there is not complete freedom in designing a meal, but the customer can choose and amount of ingredients to be included in their food item.However, this is not set in stone, for their supply chain also contains elements of other supply chain methods, such as the Build-To-Order (BTO) supply chain, for the customer has some opportunity in the customization of their product (meal), but are limited to the design parameters (set ingredients) set by the firm. The stages of Chipotle’s supply are fairly simple. It starts with the acquisition of the raw materials (ingredients) that are shipped to one of their 22 independently owned distribution centers. 6 These ingredients come from within a 350 mile radius of the distribution center.The ingredients are then shipped out to the restaurants, where all of the ingredients are prepared in-house with the exception of the barbacoa and t he beans. Once the ingredients arrive at the restaurant, they are prepared and placed out ready to be made into burritos/bowls/salads/etc. When a customer comes to a Chipotle, they simply wait in line, then once at the counter, go down the assembly line of ingredients and chose which specific ones they want to include in their meal. When they are finished constructing their item, they pay the cashier and either take their meal to-go or have a seat in the dining area in the restaurant. 3. Supply Diagram (See Attachment 1) 4. Supple Chain/ Operations Strategy Chipotle believes that their unrelenting effort to revolutionize fast food through their unique way of production and people cultures will help them to move forward in building a valuable company for their stakeholders. 6 Chipotle focuses on its product differentiation, market segmentation, operational excellence, and customer intimacy. 6 The product assembler to customer stage in chipotle’s supply chain directly aligns wi th its focus on operational excellence and customer intimacy in its operations strategy. Chipotle explains their goal of operational excellence with its statement, â€Å"The natural flow of our restaurant layout, including the floor plan and the design of our serving line, are designed to make the food ordering process intuitive and, we believe, more efficient. † The customers deal somewhat directly with the manufacturers of chipotle’s product in their stores with the assembly line. 6 Customers have limited choice in overall product but some choice in the specification (ingredients that go in their order) of the product. The assembly line allows customers to get their food fast and assemble then limitedly build their order. 6 All of this allows for a high degree of customer intimacy during the service. 6 The raw materials to distributor to product assembler stages reflect with chipotle’s focus on product differentiation and market segmentation. 6 Chipotleâ€℠¢s strategy is influenced by the fast and high quality food market. 6 Chipotle states, â€Å"Serving high quality food while still charging reasonable prices is critical to our vision to change the way people think about and eat fast food. 6 Chipotle serves â€Å"food with integrity† and part of the way they make this possible is with their supply chain. 6 The raw materials stage is the suppliers/outsourcers that provide the high quality ingredients that go into Chipotle’s product. 6 These go to distribution centers (distributor), which are all relatively close to the product assemblers (stores). 6 The food is then prepared by the product assemblers. 6 This allows Chipotle to have high quality, fresh food and makes them specialize in product differentiation. 6 5. Outsourced ActivitiesChipotle mentions that it currently sources most of its key ingredients like chicken, pork and beef from a limited number of suppliers. 6 But at the same time chipotle ventured into local outsourcing in 2008 when they launched a pilot program to outsource all its organic pork products for its Charlottesville, Va. , location from a local supplier, Polyface farms. 8 They felt that using local organizations to outsource would help them have fresh ingredients and ensure that the respective source follows their â€Å"food with integrity† motto. After the initial success of Chipotle, the executives realized that they had to improve one of their products — the shredded pork which they used in almost all their food items. 9 This is when Chipotle found an advertisement for the farmers of Niman Ranch, a pork supplying company. 9  Steve Ellis took interest in this supplier after he sampled some of its organically grown products. 9 Chipotle’s spokesman, Chris Arnold, stated after Ellis tried the pork: â€Å"What so impressed Ellis, in addition to the quality of Niman Ranch pork, was the way in which the Calif. based company raised its animals, from feedi ng practices to the land on which the hogs roamed. †9 The Niman Ranch experience completely changed the way Chipotle selected from their food suppliers, them having contracts with ranches in the Midwest for pork and livestock helped them cover a larger geographic region and facilitate the demand for Chipotle Mexican Grill. 9 Along with Niman Ranch, Canadian suppliers and duBreton Farms also supply pork to Chipotle. â€Å"Most of the chicken on the menu is supplied by Bell & Evans of Fredericksburg, Pa. , which also supplies to natural and organic retailers like Whole Foods.Chipotle gets its beef primarily from Loveland, Colo. -based Meyer Natural Angus and Golden, Colo. -based Coleman Natural Meats, in addition to smaller processors†. 9 6. Other Activities That Could Be Outsourced Chipotle produces several of their food products in house. After obtaining the necessary raw materials from outsourcing activities and suppliers, Chipotle then creates their signature salsa, g uacamole, crispy tacos, and tortilla chips. 10 These items are produced at least twice a day (Harris). Chipotle chooses not to use a supplier or outsourcing partner to make each of these products for specific and different reasons.For example, Chipotle's salsa is made internally to ensure a unique customization process (Harris). 11 Because Chipotle offers 4 different flavors and spiciness of salsa, Chipotle restaurants create their own salsa to offer customers a variety of choices that cannot be accurately duplicated by external outlets (Harris). 11 Guacamole is also prepared in house to provide Chipotles' customers with the best flavor possible. Chips and crispy tacos are internally created for the same reasons. 12 Chipotle takes pride in freshly preparing these signature items as well.As noted by customer service agent, Shannon Kyllo, Chipotle creates these in house items because of CEO Ellis's background within the culinary field and Chipotle's strive to produce fresh food the wa y they see fit, stating, â€Å"We're perfectionists. . . he [Ellis] is first and foremost a chef and he wants to maintain a high standard. . . They [Chipotle] have a saying that if you want to do something right, you have do it yourself so that is what we do† (Kyllo). 13 Because of Chipotle's internal processes, the restaurant chain believes it is producing the best and most unique experience at every location (Kyllo). 3 See Attachment 1 Work Cited 1. http://www. chipotle. com/en-US/talk_to_us/supplier/supplier. aspx 2. Shannon Kyllo. â€Å"Supplier list†. Email to Shrivats Agarwal. 22 Feb. 2012. 3. http://academic. mintel. com/display/294296/? highlight=true#hit1 4. http://www. rehobothfoodie. com/index. php/Rehoboth-Beach-Reviews/Mexican/chipotle-mexican-grill. html 5. http://www. foodservicewarehouse. com/equipment/c3040. aspx 6. http://www. sec. gov/Archives/edgar/data/1058090/000119312511039010/d10k. htm 7. http://www. triplepundit. com/2011/06/chipotle-moves-loca l-sourcing/ 8. ttp://grist. org/sustainable-farming/protein-we-only-serve-white-meat-here-excerpt/ 9. Petrak, Lynn. â€Å"Food With Integrity. † National Provisioner 221. 9 (2007): 22-26. Business Source Premier. Web. 17 Feb. 2013. 10. http://angelagarbes. com/2011/03/01/food-with-integrity-short-on-humanity/ 11. Ronnette, Harris. â€Å"Reply from Chipotle . † Message to Cam Amoroso. 20 Feburary 2013. E-mail. 12. http://www. chipotle. com/en-US/menu/fresh_cooking/fresh_cooking. aspx 13. Shannon, Kyllo. â€Å"Reply from Chipotle . † Message to Cam Amoroso. 21 Feburary 2013. E-mail.

Organisational Behaviour Literature Review Example | Topics and Well Written Essays - 1250 words

Organisational Behaviour - Literature review Example In this situation, it is the duty of company to motivate them and make them work in the previous pace. They might think of themselves as victims who would work on whatever the organizations assign them to do as they consider it as the company’s grace. If the employees work in this state of mind then it would be very difficult for organization to achieve the objective of downsizing (Wagner, 1991). However, a smaller proportion of people take it as exciting and career expanding because they become optimistic about themselves, optimistic in a way that there must be some extraordinary quality in them; this did not let them go out of the organization. Nevertheless, one cannot deny that larger proportion of people is always in fear and organizations must take some impactful steps to bring them on the right track. Alcoa Inc. an aluminum producing company faces the same situation during many mergers and other developmental efforts. It is one of the largest creators of air pollution in united states proving to be harmful for many human lives therefore it became urgent and serious for it to take a step. Alcoa therefore invested $330 million in a plant to help reduce the emissions such as nitrogen dioxide and sulfur dioxide. As one can see that $330 million is not small amount of money, therefore they must have thought of implementing downsizing in the company making many of their employees leave the jobs. Moreover, in 2006 installed a new plant in its branch of Swansea again requiring a huge amount of money generated by reduction in administrative costs. A joint venture of Alcoa and Alumina Limited might have caused the need for downsizing too. All these instances left Alcoa’s remaining employees with a low morale and spirit to work and managers with a great worry and apprehension of low productivity. However, one should not lose hope keep striving to achieve the best. Firstly, knowing the reasons that make employees not feel easy after downsizing would be a great help in understanding their emotions and treat them in view of that. One of the reasons is that they do not have interest in learning new skills because they assume that this will increase their workload. Naturally, no one likes to work more than he was doing earlier with a good salary. However, organizations need to change this behavior of employees buy assuring them that new skills will work in their favor, making them more profitable for the company and provide them with more chances of personal growth in the industry. Additionally, they would get more compensation with higher profits ultimately building their self-esteem and self-security. In any case, employees should feel that they contribute in the growth and development of the company this would stimulate them to work more passionately and ardently. Another reason of breaking of trust and emotions of employees is that they have lost some of very close colleagues and friends. Some might feel guilty that some of their friend lost their jobs because they were give preferences over them. All these problems occur because different people react differently towards change. Some have difficulty in accepting the change; others will find great opportunities behind them. Change, which is demolishing for ones, might prove to be exciting for others. Some express their anger and frustration, while others fight with it silently. Some get release after complaining whereas others talk a lot but actually are encouraging the

Business research methods Essay Example | Topics and Well Written Essays - 1500 words - 1

Business research methods - Essay Example Times have changed. People want more. Factors such as job satisfaction, pay, and contributions to the overall business are all influential in employee productivity, but it is the managers, the mid-level managers, that have the biggest influence over employee productivity. Incentive programs may be one of the most common forms of monetary compensation for Productivity. The use of incentives may be viewed to have a positive influence on employee attitudes and behavior. A number of private sector companies use monetary compensation as a way to influence its employees to perform at a higher level. Bonuses can be given to those employees that perform at a consistently high level. Incentive programs structured with employee input work best. Long-term incentives are more powerful than short-term incentive and certainly can lead to high motivation level among employees and lead to production. "If you begin rewarding for specific behavior, the purpose of that behavior becomes the receipt of rewards rather than the personal benefits of behaving in that manner. Incentives should be used to engender employees to be safe. You want to encourage an overall philosophy of safe behavior." (Billsims.com) Although increased wages are important, the perceived value of money varies among employees. There are also many other factors that can influence whether monetary incentives will have the desired motivational effect. Incentive or gain-sharing programmes often fail to produce expected results when employees think the programme is unfair. Outside factors can influence employee production. Other issues such as family disputes or crisis, emotional instability (depression), media perception of an agency etc, all affect employee production. â€Å"While healthy competition is a benefit to the agency, there is no need to create a hostile work environment because of resentment and animosity. Tension in the workplace can definitely cause employees to be less

Applying Criminological Theories to Cyber Crime

Applying Criminological Theories to Cyber Crime Cybercrime The internet is perhaps today’s most influential technological invention and continues to change daily life for virtually everyone on Earth. Millions of people are plugged into cyberspace, and thousands more enter the online world every day. Not only has the Internet revolutionized the way we interact with others and learn, it has forever changed the way we live. As internet and computer technologies continue to thrive; criminals have found ways to use these technologies as a tool for their deviant acts. Cybercrimes are a new breed of crime that are perpetrated using computers, or are otherwise related to them. Cyber crime is different and more heinous than conventional crime in that the crime is committed through an electronic medium which makes it difficult to track and identify the criminal. The most common types of cybercrime include cyber fraud, defamation, hacking, bullying, and phishing. Within the field of criminology, a number of theories exist that attempt to explain why some people engage in deviant behavior, while others abstain from it. Although, these theories were originally meant to explain crimes committed in the ‘real world’, they can still be applied to cybercrime. These theories include social learning theory, low self-control theory, general strain theory, frustration aggression hypothesis, routine activity theory, and situational crime prevention theory. This paper will analyze aspects of the above theories, for the purpose of seeing which best explains the cause of cybercrime. Akers’ social learning theory is a general theory of crime and has been used to explain a diverse array of criminal behaviours. This work embodies within it four fundamental premises that include differential association, definitions, differential reinforcement and imitation (Burruss et al., 2012). Social learning theory is based on the idea that individuals develop motivations and skills to commit crime through the association with or exposure to others who are involved in crime (i.e., associating with deviant peers). Akers’s proposed that this exposure to deviant behavior provided individuals with definitions that are seen as either approving of or neutralizing the behaviour. These definitions become rationalizations for criminals when committing a crime. Differential reinforcement refers to the rewards that are associated with a particular criminal behavior. This criminal behavior is originally learned through the process of imitation, which occurs when individuals l earn actions and behavior by watching and listening to others. So, when an individual commits a crime, he or she is mimicking the actions that they have seen others engage in (Burruss et al., 2012). In regards to cybercrime, research has found that social learning theory can explain the development and ongoing issue of software piracy. In their study of software piracy, Burruss et al, found that individuals who associate with software piracy peers learn and subsequently accept the deviant conduct. Software piracy requires a certain degree of skills and knowledge to access and deviant peers to originally learn these skills from. Furthermore, the deviant individuals rationalize their criminal behavior and help in the fostering of a network that connects and teaches other individuals these rationalizations and behavior. The study also suggested that individuals are more likely to engage in software piracy when they see others experiences positive reinforcement for their participation ( Burruss et al., 2012). Not only does social control theory explain for software piracy, elements of this theory can be attributed in other cybercrimes. For example in any crime, the rationalizations and skills must be learned and behavior is reinforced through the association and observation of others. Thus, the main idea behind social learning theory is that we become who we are based on our surroundings and this explanation can be used to explain cybercrime. While social learning theory emphasizes the importance of external factors that influence criminal involvement, low self-control theory posits that low self-control is a key factor underlying criminality. This theory was originally developed by criminologists Michael Gottfredson and Travis Hirschi. They proposed that their self-control theory can explain all types of crimes, all the time (Burruss et al., 2012). Individuals with low self-control were characterized with being risk taking, short-sighted, impulsive and prefer simple and easy tasks. These characteristics inhibit an individuals ability to accurately calculate the consequences of deviance. According to this theory, crime is seen as a means of obtaining immediate gratification, and the ability to delay such short-term desires is linked to self-control. As such, those with a propensity for criminal involvement are thought to lack sufficient self-control. Also, people with low self-control act impulsively- without much thought and based on what they are feeling at the moment. This makes them risk takers as they do not consider the consequences of their actions. Finally, low self-control people are focused on themselves and lack empathy towards others (Burruss et al., 2012). According to Gottfredson and Hirschi, low self-control originates in early socialization when parents are ineffective in their parenting. Therefore, neglecting and uncaring parents are likely to fail to socialize their child to properly delay gratification, care about the feelings of others, and restrain their impulses. As a result, children with low levels of self-control end up being more prone to crime, and their criminal propensity continues into later life. The characteristics of low self-control can be applied to some simple forms of cybercrime, including software piracy. In their study, Burruss et al , stated that levels of low self-control are directly related to the act of software piracy. For instance, an individual is likel y to perform software piracy because they are impulsive and unable to wait to purchase a copy of the software. These individuals are not likely to be empathetic to the copyright holder and neglect any responsibility. Further, these individuals are likely to be attracted to the thrill and ease of engaging in software piracy. The study also found that low self-control does have an effect on software piracy and that social learning theory measures (i.e., associating with deviant peers and positive attitudes toward software piracy) condition this effect. Thus, from the characteristics of low self-control, those with low levels of self-control are likely to participate in deviant behavior both on and offline because of their desire of immediate gratification. Robert Agnew’s general strain theory proposes that strain leads to negative emotions, which may lead to a number of outcomes, including delinquency. The specific strains discussed in the theory include the failure to achieve positively valued goals (e.g., money), the removal of positively valued stimuli (e.g., loss of a valued possession), and the presentation of negatively valued stimuli (e.g., physical abuse) (Patchin Hinduja, 2011). The first strain looks at the gap between the expectations of the individual and what they actually achieve, which leads to disappointment and resentment. The second type of strain is caused when a positively valued stimulus is removed and the result is delinquency. This criminal behavior may present itself as an attempt to ease or replace the stimuli. The final type of strain occurs when confronted with negative stimuli. This may cause delinquency as a means to terminate or avoid the negative stimuli (Patchin Hinduja, 2011). According to Agne w, strain does not directly cause crime but rather promotes negative emotions like aggression and frustration. This is directly in conjunction with the frustration-aggression hypothesis by Yale university psychologists. They believed that anger comes before frustration, and frustration can manifest into both aggressive and non-aggressive behavior (Runions, 2013). In turn, these negative emotions necessitate coping responses as a way to relieve internal pressure. Coping via illegal behaviour and violence may be especially true for adolescents because of their limited resources and inability to escape frustrating environments. In their article, Patchin Hinduja, concluded that general strain theory can be used to explain illegal behavior such as cyber bullying among youth. Cyber bullying is a serious and growing problem that occurs when youth use electronics to harass or intimidate their peers in a deliberate attempt to inflict direct or indirect harm. There are some unique elements in the digital setting that are not present offline, such as: anonymity, constant connectivity, and permanence. This new technology allows victims to be attacked at anytime and the anonymity of cyber bullies makes it difficult to identify them. Agnew argues that strain makes people feel angry, frustrated, depressed, and essentially creates pressure for corrective action on the part of the victim. In response to this pressure, victims react by wanting to take a corrective action as a means to alleviate the bad feelings. Consequently for some victims, cyber bullying is one corrective action that adolescents might take to mitigate the bad feelings (Patchin Hinduja, 2011). Together, general strain theory and frustration aggression hypothesis, provide an understanding of how pe ople, especially youth, respond and deal with negative strain, whether it may be to bully others or do deviant acts to alleviate the strain. Routine Activity Theory was developed by Cohen and Felson to originally fill the shortcomings in existing models that failed to adequately address crime rate trends since the end of World War II. They suggested that the behavior of most victims is repetitive and predictable and that the likelihood of victimization is dependent on three elements: motivated offenders, suitable targets, and the absence of capable guardians (Reyns, 2013). The motivated offender is someone willing to commit a crime if an opportunity presents itself. A suitable target is one that the motivated offender values (e.g., credit card information). In addition to these, a capable guardian includes anything that obstructs the offender’s ability to acquire the target (e.g., antivirus, encryption). With the increasing use of the internet, criminals have found new opportunities to victimize their targets on a whole new platform. Researchers have found some support for applying the tenets of routine activity th eory to the study of cybercrime (Van Wilsem, 2011). People whose regular activities place them in situations where they have the possibility of interacting with offenders are at an increased risk of being victimized. Research has found that the amount of time spent online, more use of internet banking and online purchases, and risky online behavior make people more suitable to offenders. Individuals with these actions are more likely to be targeted for identity theft. Furthermore, the lack of antivirus and network security (capable guardians) is associated with more victimization (Reyns, 2013). So, routine activity theory can be used, to an extent, to explain certain types of cybercrime. Situational crime prevention is a crime prevention strategy that addresses specific crimes by manipulating the environment in a way that increases the risk to the offender, while reducing the potential reward for committing the crime (Hinduja Kooi, 2013). It is rooted in rational choice theory, routine activities theory, and crime pattern theory. Like other prevention measures, situational prevention focuses on reducing crime opportunities rather than the criminals. This theory differs from other criminological theories in that they do not look at why the offender did the crime, but rather how to prevent crime from altering the physical surroundings where the crime takes place. Essentially, it seeks to make the criminal act more difficult to commit in the first place. Like other primary crime prevention measures, situational prevention tends to focus on reducing crime opportunities rather than on the characteristics of criminals or potential criminals. In regards to cybercrime, ther e are ways in which space can be designed to prevent crime through: target hardening, access control, deflecting offenders, and controlling facilitators (Hinduja Kooi, 2013). Target hardening is the actual physical (or digital) barriers that reduce chances of crime, such as encrypting sensitive information. Access control involves strategies to prevent potential offenders from areas that a crime can occur. This includes photo ID cards, passwords, and check-in booths. Deflecting offenders is concerned with initiatives to move potential offenders away from their crime targets. For example, storing valuable data off-site would deter potential offenders from searching for it. Controlling facilitators involves checking elements that may cause a crime, such as doing background checks on employees or restricting unauthorized installations on computers (Hinduja Kooi, 2013). Research has found that situational crime prevention strategies can be used to reduce cyber stalking and other onlin e victimization crimes. Also, prevention strategies can be applied InfoSec to effectively protect the assets of organizations from being exploited online (Hinduja Kooi, 2013). Theoretically, if used effectively, the principles of situational crime prevention seem to be able to prevent most types of cyber crime. Computers and the internet have become common place in today’s society. This new technology has resulted in the development of a new form of crime, cybercrime. I think that criminal behavior cannot be explained entirely by one theory; it requires the combination of various theories. Different aspects of each theory can be used in conjunction to compensate for what each individual theory failed to explain. For example, social learning theory believes that crime is learned through association with deviant peers and research has already shown that there is a relationship between the number of deviant peers an individual has and his or her participation in software piracy (Burruss et al., 2012). But, researchers have not examined whether social learning theory applies to all types of cybercrimes or just certain cybercrimes. On the other hand, low self control theory asserts that low self control is the cause of crime all the time. This may be true for some criminals, but many crim inals, like those involved in white collar crimes, do not adhere to the principles of low self control. However, while self-control theory is useful in explaining why individuals may act in a certain way, it does not explain the situations that must be met for a crime to occur. Routine activity theory describes the situational factors that must be present for a crime to occur. It is more difficult to apply this theory to cybercrime because the offender and victim do not necessarily have to meet for the crime to occur. Similar to low self control theory, strain theory maintains that when an individual cannot achieve his or her goals, he or she experiences strain and as a result they may turn to crime (Patchin Hinduja, 2011). But, researchers could further study whether an individual’s strain in the ‘real world’ affects their deviant behavior in the virtual world. So, an individual’s low self-control and negative strain combined with his or her deviant asso ciations and regular activities can increase an individual’s risk of being victimized online. Future studies of cybercrime victimization may draw benefit from using a combination of these theories to explore the problem. Cybercrime research will be important to our understanding of crime as our society becomes more and more dependent on technology. References Burruss, George W., Bossler, Adam M. And Holt, Thomas J. (2012). Assessing the mediation of a fuller social learning model on low self-control’s influence on software piracy. Crime and Delinquency, 59(5), 1157-1184 Hinduja, Sameer and Kooi, Brandon. (2013). Curtailing cyber and information security vulnerabilities through situational crime prevention. Security Journal, 26(4), 383-402 Patchin, Justin W. and Hinduja, Sameer. (2011). Traditional and non-traditional bullying among youth: A test of general strain theory. Youth Society, 43(2), 727-751. Reyns, Bradford W. (2013). Online routines and identity theft victimization: Further explaining routine activity theory beyond direct-control offenses. Journal of Research in Crime and Delinquency, 50(2), 216-238 Runions, Kevin C. (2013). Toward a conceptual model of motive and self-control in cyber-aggression: Rage, reward and recreation. Journal of Youth and Adolescence, 42(5), 751-771. Van Wilsem, Johan. (2011). Worlds tied together? Online and non-domestic routine activities and their impact on digital and traditional threat victimization. European Journal of Criminology, 8(2), 115-127

Chipotle

Sec. 002 Team 1| GB 214 Operations Analysis: Chipotle Mexican Grill | Assignment 3: Supply Chain| | 1. Major Components/Inputs of the Product & Suppliers Chipotle uses several suppliers when ordering and receiving their food products. Chipotle’s main objective is to provide food with organic and naturally grown backgrounds. Because of these values, Chipotle prides itself in using suppliers that follow their guidelines of â€Å"food with integrity† structure, by meeting the requirements and goals for food safety, animal welfare, sustainability, and social accountability. Chipotle’s customer service manager, Shannon Kyllo, stated in her email that the company continuously changes its suppliers to source the best ingredients and also provided a list of their vegetable and dairy product suppliers. Calavo growers, Index Fresh and Mission Avacados supply Avacados to Chipotle, and their Romaine lettuce and cilantro suppliers are Taylor farms and Church Brothers. Daisy a nd Smith Dairy supply Chipotle with Sour Cream and the company gets its supply of cheese from Meister Cheese, Petaluma Cheese and Glanbia. Coca-Cola is Chipotle’s supplier for beverages and has had this contract since McDonalds were Chipotle’s main investors. 3 Also, the Mcilhenny Company supplies Tobasco as a condiment for Chipotle. 4 The industry leaders in Fast-food restaurant kitchen appliances are Southbend, Globe, Frymaster, Blodgett, Food Service Warehouse and Insigner. These companies are the top players who supply kitchen appliances to the major fast-food Chains, like Chipotle. 5 2. Type of Supply Chain and ServicesChipotle’s supply chain is unique from other fast casual restaurants and service firms, and does not have a set traditional supply chain. Of the four main supply chains, Chipotle’s supply chain resembles the Assemble-To-Order (ATO) supply chain the closest. This is because the customer has complete freedom of what ingredients go into t heir burrito/bowl/salad/etc. , but only with the ingredients that are behind the counter. So in that case, there is not complete freedom in designing a meal, but the customer can choose and amount of ingredients to be included in their food item.However, this is not set in stone, for their supply chain also contains elements of other supply chain methods, such as the Build-To-Order (BTO) supply chain, for the customer has some opportunity in the customization of their product (meal), but are limited to the design parameters (set ingredients) set by the firm. The stages of Chipotle’s supply are fairly simple. It starts with the acquisition of the raw materials (ingredients) that are shipped to one of their 22 independently owned distribution centers. 6 These ingredients come from within a 350 mile radius of the distribution center.The ingredients are then shipped out to the restaurants, where all of the ingredients are prepared in-house with the exception of the barbacoa and t he beans. Once the ingredients arrive at the restaurant, they are prepared and placed out ready to be made into burritos/bowls/salads/etc. When a customer comes to a Chipotle, they simply wait in line, then once at the counter, go down the assembly line of ingredients and chose which specific ones they want to include in their meal. When they are finished constructing their item, they pay the cashier and either take their meal to-go or have a seat in the dining area in the restaurant. 3. Supply Diagram (See Attachment 1) 4. Supple Chain/ Operations Strategy Chipotle believes that their unrelenting effort to revolutionize fast food through their unique way of production and people cultures will help them to move forward in building a valuable company for their stakeholders. 6 Chipotle focuses on its product differentiation, market segmentation, operational excellence, and customer intimacy. 6 The product assembler to customer stage in chipotle’s supply chain directly aligns wi th its focus on operational excellence and customer intimacy in its operations strategy. Chipotle explains their goal of operational excellence with its statement, â€Å"The natural flow of our restaurant layout, including the floor plan and the design of our serving line, are designed to make the food ordering process intuitive and, we believe, more efficient. † The customers deal somewhat directly with the manufacturers of chipotle’s product in their stores with the assembly line. 6 Customers have limited choice in overall product but some choice in the specification (ingredients that go in their order) of the product. The assembly line allows customers to get their food fast and assemble then limitedly build their order. 6 All of this allows for a high degree of customer intimacy during the service. 6 The raw materials to distributor to product assembler stages reflect with chipotle’s focus on product differentiation and market segmentation. 6 Chipotleâ€℠¢s strategy is influenced by the fast and high quality food market. 6 Chipotle states, â€Å"Serving high quality food while still charging reasonable prices is critical to our vision to change the way people think about and eat fast food. 6 Chipotle serves â€Å"food with integrity† and part of the way they make this possible is with their supply chain. 6 The raw materials stage is the suppliers/outsourcers that provide the high quality ingredients that go into Chipotle’s product. 6 These go to distribution centers (distributor), which are all relatively close to the product assemblers (stores). 6 The food is then prepared by the product assemblers. 6 This allows Chipotle to have high quality, fresh food and makes them specialize in product differentiation. 6 5. Outsourced ActivitiesChipotle mentions that it currently sources most of its key ingredients like chicken, pork and beef from a limited number of suppliers. 6 But at the same time chipotle ventured into local outsourcing in 2008 when they launched a pilot program to outsource all its organic pork products for its Charlottesville, Va. , location from a local supplier, Polyface farms. 8 They felt that using local organizations to outsource would help them have fresh ingredients and ensure that the respective source follows their â€Å"food with integrity† motto. After the initial success of Chipotle, the executives realized that they had to improve one of their products — the shredded pork which they used in almost all their food items. 9 This is when Chipotle found an advertisement for the farmers of Niman Ranch, a pork supplying company. 9  Steve Ellis took interest in this supplier after he sampled some of its organically grown products. 9 Chipotle’s spokesman, Chris Arnold, stated after Ellis tried the pork: â€Å"What so impressed Ellis, in addition to the quality of Niman Ranch pork, was the way in which the Calif. based company raised its animals, from feedi ng practices to the land on which the hogs roamed. †9 The Niman Ranch experience completely changed the way Chipotle selected from their food suppliers, them having contracts with ranches in the Midwest for pork and livestock helped them cover a larger geographic region and facilitate the demand for Chipotle Mexican Grill. 9 Along with Niman Ranch, Canadian suppliers and duBreton Farms also supply pork to Chipotle. â€Å"Most of the chicken on the menu is supplied by Bell & Evans of Fredericksburg, Pa. , which also supplies to natural and organic retailers like Whole Foods.Chipotle gets its beef primarily from Loveland, Colo. -based Meyer Natural Angus and Golden, Colo. -based Coleman Natural Meats, in addition to smaller processors†. 9 6. Other Activities That Could Be Outsourced Chipotle produces several of their food products in house. After obtaining the necessary raw materials from outsourcing activities and suppliers, Chipotle then creates their signature salsa, g uacamole, crispy tacos, and tortilla chips. 10 These items are produced at least twice a day (Harris). Chipotle chooses not to use a supplier or outsourcing partner to make each of these products for specific and different reasons.For example, Chipotle's salsa is made internally to ensure a unique customization process (Harris). 11 Because Chipotle offers 4 different flavors and spiciness of salsa, Chipotle restaurants create their own salsa to offer customers a variety of choices that cannot be accurately duplicated by external outlets (Harris). 11 Guacamole is also prepared in house to provide Chipotles' customers with the best flavor possible. Chips and crispy tacos are internally created for the same reasons. 12 Chipotle takes pride in freshly preparing these signature items as well.As noted by customer service agent, Shannon Kyllo, Chipotle creates these in house items because of CEO Ellis's background within the culinary field and Chipotle's strive to produce fresh food the wa y they see fit, stating, â€Å"We're perfectionists. . . he [Ellis] is first and foremost a chef and he wants to maintain a high standard. . . They [Chipotle] have a saying that if you want to do something right, you have do it yourself so that is what we do† (Kyllo). 13 Because of Chipotle's internal processes, the restaurant chain believes it is producing the best and most unique experience at every location (Kyllo). 3 See Attachment 1 Work Cited 1. http://www. chipotle. com/en-US/talk_to_us/supplier/supplier. aspx 2. Shannon Kyllo. â€Å"Supplier list†. Email to Shrivats Agarwal. 22 Feb. 2012. 3. http://academic. mintel. com/display/294296/? highlight=true#hit1 4. http://www. rehobothfoodie. com/index. php/Rehoboth-Beach-Reviews/Mexican/chipotle-mexican-grill. html 5. http://www. foodservicewarehouse. com/equipment/c3040. aspx 6. http://www. sec. gov/Archives/edgar/data/1058090/000119312511039010/d10k. htm 7. http://www. triplepundit. com/2011/06/chipotle-moves-loca l-sourcing/ 8. ttp://grist. org/sustainable-farming/protein-we-only-serve-white-meat-here-excerpt/ 9. Petrak, Lynn. â€Å"Food With Integrity. † National Provisioner 221. 9 (2007): 22-26. Business Source Premier. Web. 17 Feb. 2013. 10. http://angelagarbes. com/2011/03/01/food-with-integrity-short-on-humanity/ 11. Ronnette, Harris. â€Å"Reply from Chipotle . † Message to Cam Amoroso. 20 Feburary 2013. E-mail. 12. http://www. chipotle. com/en-US/menu/fresh_cooking/fresh_cooking. aspx 13. Shannon, Kyllo. â€Å"Reply from Chipotle . † Message to Cam Amoroso. 21 Feburary 2013. E-mail.

Examination of Clinical Psychology

Examination of Clinical Psychology Kristina England PSY/480 Tara Thompson University of Phoenix Clinical psychology focuses on the â€Å"assessment, treatment, and understanding of psychological and behavioral problems and disorders; in fact, clinical psychology focuses its efforts on the ways in which the human psyche interacts with physical, emotional, and social aspects of health and dysfunction† (Plante, 2011, P. 5). This paper will examine the field of clinical psychology.This paper will provide a brief overview of the history and evolving nature of clinical psychology, explain the role of research and statistics in clinical psychology, and last discuss the differences between clinical psychology and other mental health professions, including social work, psychiatry, and social psychology. Throughout the course of history, there have been many events that have laid the foundation for the development of clinical psychology; each era holding a different view and providing n ew perspective and insight as explanation.The ancient Greeks believed the Gods â€Å"were the cause of both health and illness and that the mind and body were closely interconnected† (Plante, 2011, P. 46). Moving into the Middle Ages followed the same concept of the relationship between health, illness, body, and mind; however, it was spiritual beings such as demons, sin, and witches that caused disease and insanity. The Renaissance brought new discoveries, beliefs, and insight to the table; decreasing the beliefs that the cause of disease and insanity were the result of supernatural beings or religious views.Discoveries in medicine provided information in biomedical reductionism. It was suggested that â€Å"disease and mental illness could be understood through scientific observation and experimentation rather than beliefs about the mind and soul† (Plante, 2011, P. 46). Moving forward to Freud’s time, Sigmund Freud along with his colleagues brought the notion o f the connection between the mind and body to resurface; as Freud demonstrated the â€Å"connection between unconscious conflicts and emotional influences capable of bringing forth disease† (Brown, 1940).Freud’s views of the connection between the mind and body gave an opening for the beliefs of the Greeks to reemerge; allowing a more holistic view of health to be considered as an acceptable answer regarding emotional life, and one’s health, illness, and behavior. Psychology was first established when Wilhelm Wundt developed the first psychology laboratory at the University of Leipzig, Germany in 1879 and published the first classic psychology text in 1890 titled Principles of Psychology. The American Psychological Association (APA) was established in 1892 with G.Stanley Hall as its president and led into the creation of clinical psychology. Clinical psychology was formed not as a result of agreement of the APA, but rather in spite of it as many clinicians felt lack of support and concern for the clinical aspect of psychology. As a result more focus began to take place in clinical psychology and in 1896 the first psychological clinic was opened at the University of Pennsylvania by Lightner Witmer and a future for the need and purpose of clinical psychology.The evolving nature of clinical psychology holds much in store as advancements in technology and communication fields continue to rise. There are many events that have contributed to the ever-changing and evolving nature of clinical psychology; one event in particular that significantly impacted clinical psychology is the changes made by the APA. The changes made in the publications and the revisions of the DSM, particularly regarding the ethical standards (Plante, 2011). The field of clinical psychology will continue to change with new methods and cost efficient ways reaching to expand and redefine quality mental health care.Research and statistics are a fundamental part of clinical psy chology and are, in essence, the very foundation of which it is built. Research is used to help answer questions regarding diagnosis, treatment, and human behavior as well as when investigating research questions; particularly in cases involving new, rare, or unusual phenomenon. Generally, the primary goal of research in clinical psychology is to â€Å"acquire knowledge about human behavior and use this knowledge to help improve the lives of others. Clinical psychologists use the scientific method in conducting their research activities† (Plante, 2011, P. 06); the scientific method is a way to ask and answer questions through making observations and performing experiments. The steps to the scientific method include asking a question, doing background research, constructing a hypothesis, perform an experiment to test hypothesis, analyze data, and draw a conclusion, and finally communicate the results (â€Å"Science Buddies,†Ã‚  2002). Statistics in clinical psychology a re applied to research and is used to determine whether the findings are valid and reliable so that they can be modified to accommodate, or remain the same.The differences between clinical psychology and other mental health professions can include length of education and training, point of focus, and location, or setting, of the work environment. Social workers typically hold a bachelor’s degree in social science, such as psychology or sociology, and subsequently enter a two-year graduate program to attain a master’s degree in social work; followed by two years supervised clinical experience to become licensed as a Clinical Social Worker (Plante, 2011, P. 25). Unlike with psychology, social work holds less emphasis on training in research.Psychiatrists are â€Å"physicians who earn a medical degree (MD) and complete residency training in psychiatry† (Plante, 2011, P. 24). Generally, psychiatrists receive a bachelor’s degree in premedical related fields su ch as biology or chemistry; followed by four years of medical school to obtain a MD degree. Prior to residency, a one year clinical internship is completed; however, unlike a clinical psychology internship, medical internships focus on medical training, and the residency is more so aimed to psychotherapy.Social psychology is â€Å"the scientific study of how people think about, influence, and relate to one another; studying how individuals are affected by social interactions with groups and relationships† (Kinderman, 2009). Unlike clinical psychologists, social psychologists do not treat individuals suffering from mental or emotional issues; but rather observe how individuals influence one another’s behavior and attitude both individually and in group settings. According to the APA, clinical psychology â€Å"attempts to use the principles of sychology to better understand, predict, and alleviate intellectual, emotional, biological, psychological, social, and behaviora l aspects of human functioning† (APA, 2009a, as cited in, Plante, 2011, P. 5). This paper has examined the field of clinical psychology. This paper has discussed the history and evolving nature of clinical psychology, explained the role of research and statistics in clinical psychology, and last discussed the differences between clinical psychology and other mental health professions, including social work, psychiatry, and social psychology.References Brown, J. F. (1940). Freud’s contribution to psychology, American Journal of Orthopsychiatry, 10(4), 866-868. Doi: 10. 1111/j. 1939-0025. 1940. tb05757. x Kinderman, P. (2009). The future of psychology: a view from outside. Counseling Psychology Review, 24(1), 16-21. Plante, T. G. (2011). Contemporary clinical psychology. Hoboken, NJ: John Wiley & Sons. Science Buddies. (2002). Retrieved from http://www. sciencebuddies. org/science-fair-projects/project_scientific_method. shtml

Maritime Students Perception on School Related activities Essay Essay Example

Maritime Students Perception on School Related activities Essay Essay Example Maritime Students Perception on School Related activities Essay Paper Maritime Students Perception on School Related activities Essay Paper School activities are really of import for the pupils and for the school. For the pupils. because they gain new accomplishments and motive. It’s a existent opportunity for them to bask school and take to make something they are truly interested and passionate about. and therefore their motive for larning and their motive for their instructors and the school addition. It makes them associate academic cognition to the practical experience. which leads to a better apprehension of their ain abilities. endowments. and calling ends and for the school because as surveies shows that such engagement provides fringy pupils an chance to make a positive and voluntary connexion to their school besides. Engagement in extracurricular activities may back up the at-risk pupil by keeping. heightening. and beef uping the student-school connexion therefore lessenings dropout School activities at St. Therese MTC – Colleges are frequently held when there is a jubilation it’s either a school jubilation ( like foundation twenty-four hours ) . national or international. These were held most particularly for the enjoyment of the pupils and for them to carry through their potencies. But these activities frequently cancels categories. We can non conceal the fact some pupils are non take parting in the school activities therefore. they take the cancellation of categories as an chance for them to travel out and make whatever they want that normally consequences into bad things like imbibing intoxicants. taking drugs and other frailties. While some considers it as a load for it adds to there payment. Some consider it chiefly as a break of categories and a hold to their acquisition. While some consider it really of import and take the chance to show and detect themselves. bask and hike their potencies. Every individual have changing perceptual experience on things particularly on things that they truly do non cognize about. And everytime there is an activity pupils make a different perceptual experience about it. Either good or bad. These perceptual experiences are really of import in the portion of the organisers and to the facilitators for it makes them cognize if the activity was successful or non and what will they make to do it more successful so that they could use it the following clip they conduct the same activity. Maritime Courses here in the Philippines are at high cost. Though many are still taking it because of high demand in the market and higher salary rate particularly on international ocean trips where one earns dollar. many of the maritime pupils are coming from households holding low Socio Economic Status ( SES ) . Still they prosecute even though they get through loans and depts trusting that when their kids alumnus and acquire onboard ships they can easy pay all their depts and raise their life’s state of affairs. Every centavo and Peso is of import. It is a merchandise of blood and perspiration of those who earned it. That’s why in every centavo and a peso addition in the histories of the pupil adds to the load of their household. Rumors were heard every clip there is an activity and everytime the statement of history were released. Some say that another payment is added to the school fee. While some say that the payment was deserving it. For these grounds that triggered the research workers to carry on this survey to foster happen out and discourse the existent perceptual experience of nautical pupils on school related activities and make a guidelines on what and how to carry on the activities the maritime pupils want. Statement of the Problem This research aims to happen out what are the perceptual experiences of nautical pupils towards school related activities.Consequently. this research survey seeks replies to the undermentioned inquiries:1. What are the school related activities of ST-MTCC engaged by Maritime pupils when classified as to class and twelvemonth degree?2. What are the perceptual experiences of Maritime pupils on school related activities when classified as to class and twelvemonth degree?3. How to carry on the activities that the pupils want?4. Is there a important difference on the perceptual experience of the maritime pupils to school related activities when classified as to class and twelvemonth degree?Aims of the surveyThis research chief aims is to find and discourse the chief perceptual experience of Maritime pupils about the school related activities. Furthermore it aims to: 1. Determine the school related activities of ST-MTCC pupils when classified as to class and twelvemonth degree. 2. Determin e the perceptual experience of Maritime pupils on school related activities when classified as to class and twelvemonth degree. 3. Determine how to carry on the activities that the pupils want. 3. Find out the important difference of the pupils on school related activities when classifies as to class and twelvemonth degree. HypothesissBased on the foregoing statements. the hypotheses are advanced: H0There is no important difference on the perceptual experience of the Maritime pupils on school related activities when classifies as to class and twelvemonthdegree. H1There is a important difference the perceptual experience of the Maritime pupils on school related activities when classifies as to class and twelvemonth degree. Definition of FootingsActivities – things being done for leisure. merriment or acquisition ( Meriam Websters Dictionary )In this survey activities refers to the school related activities participated by the ST-MTCC Maritime pupils.BSMar E – ( Bachelor of Science in Marine Engineering ) In this survey BSMar E refers to the Maritime class that focuses on analyzing the plants and duties of the Engine Department onboard ship. BSMT – ( Bachelor of Science in Marine Transportation ) In this survey BSMT refers to the Maritime class that focuses on analyzing the plants and duties of the Deck Department onboard ship. Maritime Students– in this survey nautical pupils refers to pupils taking up Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of Science in Marine Engineering ( BSMar E ) courses. Perception – the act or module of comprehending. or groking by agencies or of the head ; apprehension. In this survey perceptual experience refers to the apprehension of the pupils about the school related activities. School – an establishment for the instruction of kids ( Meriam Websters Dictionary ) In this survey school refers to St. Therese MTC- Colleges ( ST-MTCC ) . Tigbauan Site. Year degree – in this survey. twelvemonth degree refers to the degree achieved in school by which the respondents are enrolled in. Significance of the surveyThe behavior and consequence of this survey will convey benefits to the followers:School Administration – the important consequence Made from this survey will function as usher to the Student Affairs Office. Office of the Students Services. Student Executive Council. and other activity implementing sections and organic structures of the school. Students – The important consequence of this survey would assist the pupils enjoy the activities and fulfill their outlooks as the consequence of thisresearch were applied.Future Researches – this survey was extremely recommended to hold a farther survey on the same subject. Scope and Restrictions of the StudyThe descriptive survey will be conducted to happen out the perceptual experience of the nautical pupils on school related activities.This survey will affect 310 pupils who are taking Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of Science Marine Engineering ( BSMarE ) SY 2012-2013. The participants will be selected indiscriminately and will be classified harmonizing to class and twelvemonth degree. The information to be used in this survey will be gathered by the research workers. The Antecedent Variable will be the respondents’ class and twelvemonth degree and the School Related activities classified into in and out campus activitiesThe dependant variable to be treated in this survey will be the perceptual experience of the nautical pupils on school related activities.This survey will be conducted at St. Therese MTC-Colleges in Tigbauan. Iloilo on June-October 2013. The descriptive statistics to be used in this survey will be the mean and intend standard divergence. The illative statistics to be used will be the Mann Whitney U trial for independent samples. Kruskal Wallis H Test. and Spearman Rho to find the perceptual experience of the pupils in school related activities. All degrees of significance will be set at 0. 05 alpha. The Statistical Package for the Social Sciences Software ( SPSS ) version 16. 0 will be used to treat the information. Chapter II Review of Related Literature Key Concepts on Benefits of Co-curricular ActivitiesActivities Support the Academic Mission of SchoolsSchool Activities are non a recreation but instead an extension of a good educational plan. Students who participate in activity plans tend to hold higher grade-point norms. better attending records. lower dropout rates and fewer subject jobs than pupils by and large. Activities are inherently Educational Activity plans provide valuable lessons for practical state of affairss –teamwork. sportsmanship. winning and losing. and difficult work. Through engagement in activity plans. pupils learn self-discipline. construct assurance and develop accomplishments to manage competitory state of affairss. These are qualities the public expects schools to bring forth in pupils so that they become responsible grownups and productive citizens. Activities Are Privileges. Attendance Is Required School territories typically define extracurricular activities as privileges ; pupils earn the right to take part by following with school regulations and ordinances. These typically include regulations on school and category attending. Annandale High School in Virginia. for illustration. has an extracurricular activities engagement policy that requires pupils to go to all scheduled categories on the twenty-four hours of a competition or activity to be eligible to take part in extracurricular activities on that twenty-four hours Outreach Activities Outreach activities are designed to beef up the relationship between a school system and the environing town groups or concerns. Outreach activities invite pupils to go more active members of their community every bit good as encourage community members to go portion of the school community. Activities Foster Success in Later Life Engagement in school activities is frequently a forecaster of ulterior success – in a calling and going a conducive member of society. Students who spend no clip in extracurricular activities are 49 % more likely to utilize drugs and 37 % more likely to go adolescent parents than those who spend one to four hours per hebdomad in extracurricular activities. Extracurricular school activities are frequently of import to adolescent pupils. and they have many benefits. Students learn how to take through student authorities or how to play a musical instrument. or take on the duty of teamwork in athleticss. while keeping their faculty members. The challenge of equilibrating these viing duties is an chance for pupils to turn and maturate. Educators have studied the relationship between category attending and extracurricular activities. and many schools set policy in these countries. Foreign Studies A 2010 survey of a western Nebraska school territory found a correlativity between a student’s extracurricular activities and her attending record. The survey concluded that pupils who participated in extracurricular activities had a higher rate of school attending than pupils who did non take part. It used informations from 2007-08 and 2008-09 pertaining to 275 of the district’s high school alumnuss. A University of Massachusetts pedagogue studied in-between and high school pupils and how certain school-related factors - including extracurricular activities and school attending - affected their eventual completion of a college grade. The survey concluded that a student’s good attending - non jumping categories or school - had a positive correlativity to college degree completion. Additionally. the survey concluded that the more a pupil participated in school-sponsored extracurricular activities. the more likely he was to finish a bachelor’s grade. The survey besides tested these consequences across racial lines and found that attending was every bit of import to future completion of the bachelor’s degree regardless of the student’s race or ethnicity. A Harvard Educational Review article in 2002 found that engagement in extracurricular activities in high school appears to be one of the few intercessions that benefit low-status. deprived pupils – those less good served by traditional educational plans – every bit much or more than their more advantaged equals. In telephone interviews of a national sample of teens in 2001. more than half ( 54 % ) said they wouldn’t watch so much Television or play video games if they had other things to make after school. The same study found that more than half of teens wish there were more community or neighborhood-based plans available after school. and two- tierces of those surveyed said they would take part in such plans if they were available. Bonnie Barber and her co-workers. subscribers to the 2005 book. Organized Activities as Developmental Contexts for Children and Adolescents. concluded that doing diverse nines and activities available to a broad scope of pupils is of import. The chance to implant one’s individuality in multiple extracurricular contexts and to see multiple competences facilitates attachment to school and accommodation. Activity engagement is besides linked to association with equals who are academically focused. Adolescents can profit from this interactive system when they have chances to take part in diverse activities. A Minnesota State High School League study of 300 Minnesota high schools showed that the mean GPA of a student-athlete was 2. 84. compared with 2. 68 for the mean pupil. and that student-athletes missed an norm of merely 7. 4 yearss of school each twelvemonth. compared with 8. 8 for the mean pupil. ( Trevor Born. High Standard for GPA. in Minneapolis Star Tribune. May 14. 2007. ) Engagement in extra-curricular activities provides all pupils – including pupils from disadvantaged backgrounds. minorities and those with otherwise less than distinguished academic accomplishments in high school – a mensurable and meaningful addition in their college admittances trial scores harmonizing to research workers Howard T. Everson and Roger E. Millsap. composing for the College Entrance Examination Board in 2005. In a 2006 research undertaking published by the Center for Information A ; Research on Civic Learning A ; Engagement ( CIRCLE ) . it was found that 18-25 old ages old who participate in athleticss activities while in high school were more likely than nonparticipants to be engaged in volunteering. regular volunteering. registering to vote. vote in the 2000 election. experiencing comfy speech production in a public scene. and watching intelligence ( particularly sport intelligence ) more closely than non-participants. An extended survey commissioned by the Alberta Schools’ Athletic Association found. in that Canadian state in 2006. an norm of 78. 3 % of Alberta’s top corporate CEOs and Members of the Legislative Assembly had participated in interscholastic athleticss. About 80 % indicated that being involved in school athleticss significantly. extensively or reasonably complemented their calling development and/or academic 5 chases. This same survey pointed out that normal engagement rate of pupils in high school athleticss is about 30 to 35 % . The corporate and political leaders surveyed in Alberta ( see above ) cited the following benefits associated with their engagement in high school sports: teamwork. subject. end puting. leading. independency. ego assurance. emphasis alleviation. character development and personal growing. just drama. and credence of others. From a cost point of view. activity plans are an exceeding deal when matched against the overall school district’s instruction budget. Researcher Richard Learner. composing in Promoting Positive Youth Development through Community After-School Programs. found that informal educational and developmentally supportive experiences offered to immature people in the context of after-school or community-based plans are a powerful beginning of resources increasing the chance of positive development among young person. In 2003. the Journal of Adolescent Research reported that extracurricular activity engagement is linked to lower rates of dropping out of school. greater civic engagement and higher degrees of academic accomplishment. Furthermore. research tracking engagement from 8th through 12th classs and analyzing results in the postsecondary old ages concluded that consistent engagement has positive effects that last over a moderate length of clip. Extracurricular activities stand out from other facets of adolescents’ lives at school because. harmonizing to the Winter 2005 issue of the Journal of Leisure Research. they provide chances to develop inaugural and allow young person to larn emotional competences and develop new societal accomplishments. A survey conducted by Boston University. and published in Adolescence. Winter 2001. reported on a study of 1. 115 Massachusetts high school pupils. Survey consequences indicated that jocks were significantly less likely to utilize cocaine and psychedelics. and less likely to smoke coffin nails. Research workers composing in 2004 in the American Journal of Health Behavior conducted an scrutiny of cross-sectional informations from a nationally representative sample of high school pupils enrolled in public high schools in the U. S. They showed that pupils take parting in organized athleticss were 25 per centum less likely to be current coffin nail tobacco users Stephanie Gerstenblith and her fellow research workers. composing in the 2005 book. Organized Activities as Developmental Contexts for Children and Adolescents province. â€Å"Just as schools with efficient processs and construction have been found to hold positive results. our findings indicate that participants in after school plans with these qualities experience decreases in rebellious behaviour and additions in purposes non to utilize drugs. † In 1985. the NFHS sponsored a national study of high school principals and about 7. 000 high school pupils in all 50 provinces. The study. funded by a grant from the Lilly Endowment in Indianapolis. was conducted by Indiana University in cooperation with the National Association of Secondary School Principals. Following are the consequences of that study. 10 95 per centum believed that engagement in activities Teachs valuable lessons to pupils that can non be learned in a regular category modus operandi. 99 per centum agreed that engagement in activities promotes citizenship 95 per centum agreed that activity plans contribute to the development of â€Å"school spirit† among the pupil organic structure. 76 per centum said they believe the demand made on students’ clip by activities is non inordinate. 72 per centum said there is strong support for school activity plans from parents and the community at big. Students who compete in high school activity plans make higher classs and have better attending.A survey of about 22. 000 pupils conducted by a University of Colorado professor for the Colorado High School Activities Association which was released in the autumn of 1999 indicates pupils who participate in some signifier of interschool activities have â€Å"significantly higher† grade-point norms than pupils who do non. Datas obtained from the spring 1997 survey by Dr. Kevin J. McCarthy revealed pupil participants in Jefferson County high schools had an overall grade-point norm of 3. 093 on a 4. 0 graduated table. while the GPA for non-participants was 2. 444. Jefferson County School District. the state’s largest school territory. has matched the academic success of its pupils with success on the playing field. The 16 territory schools have won a combined 39 province titles in the 1990s in athleticss. while its music plans systematically bring place â€Å"superior† evaluations. Nancy Darling. et Al. . composing in the 2005 Journal of Leisure Research notes that extracurricular activities allow youth to organize new connexions with equals and get societal capital. They are one of the few contexts. outside of the schoolroom. where striplings on a regular basis come in contact with grownups to whom they are non related. Students who spend no clip in extracurricular activities are 49 % more likely to utilize drugs and 37 % more likely to go adolescent parents than those who spend one to four hours per hebdomad in extracurricular activities ( United States Department of Education. No Child Left Behind: The facts about 21st Century Learning. Washington. DC: 2002. ) On June 23. 2000. so President Bill Clinton issued an Executive Memorandum directing the Secretary of Health and Human Services and the Secretary of Education to work together to place and describe within 90 yearss on â€Å"strategies to advance better wellness for our nation’s young person through physical activity and fittingness. † The ensuing study entitled â€Å"Promoting Better Health for Young People through Physical Activity and Sports was released in November 2000 and stated that â€Å"enhancing 7 attempts to advance engagementin physical activity and athleticss among immature people is a critical national precedence. † Of the 60 pupils listed in the May 14. 1998. USA Today’s All-USA High School Academic First. Second and Third Teams and the 51 who earned honest reference. 75 per centum were involved in athleticss. address. music or argument. The 29th one-year Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools of September 1997 reflects an addition in perceptual experiences about the value of co curricular activities. In 1978. 45 per centum of the populace. judged extracurricular activities to be really of import. That figure fell to 31 per centum in 1984. In 1985. the figure was 39 per centum and jumped to 63 per centum in the 1997 canvass. The 1997 canvass besides asked about the accent placed on such athleticss as football and hoops. Fifty-three per centum of the respondents believed the current accent was approximately right. In a study of 4. 800 high school pupils in March 1995. the Minnesota State High School League found that 91 per centum of them said pupils who participate in school activities tend to be school leaders and function theoretical accounts ; 92 per centum said that engagement in school activities provides an chance non found in a regular schoolroom puting to develop self-discipline. Adolescent Time Use. Risky Behavior. and Outcomes: An Analysis of National Data. issued in September 1995. by the Department of Health and Human Services found that pupils who spend no clip in extracurricular activities are 57 per centum more likely to hold dropped out of school by the clip they would hold been seniors ; 49 per centum more likely to hold used drugs ; 37 per centum more likely to hold become adolescent parents ; 35 per centum more likely to hold smoked coffin nails ; and 27 per centum more likely to hold been arrested than those who spend one to four hours per hebdomad in extracurricular activities. A survey by Search Institute in 1995 indicates that carbon monoxide curricular activities play a cardinal function in students’ healthy development. Yet excessively many schools are happening it necessary to cut these plans for budgetary grounds. With plus edifice as a focal point. these plans are non peripheral to the school’s mission. but of import constituents of a comprehensive scheme. In the March 1997 issue of School Counselor. 123 pupils involved in interschool association football are analyzed. Consequences indicate that activity engagement does non harm and may heighten academic public presentation. Male athletes showed in-season betterments in academic public presentation. Ralph McNeal ( 1995 ) showed that different sorts of activities have changing abilities to command school dropout rates. He concluded that pupils who participate in sports. fine-arts activities. and academic organisations were an estimated 1. 7. 1. 2. and 1. 15 times. severally. less likely to drop out than those who did non take part. Athletic engagement reduces the chance of school dropouts by about 40 per centum. For illustration. the chance that the typical individual in the sample would drop out of school is. 0487. but if this same individual participated in sports. the estimated chance would be. 0299. The impact of fine-arts engagement for the typical person’s estimated chance is reduced from. 0487 to. 0415. or 15 per centum. Silliker and Quirk ( 1997 ) investigated the academic betterment of pupils who participated in extracurricular activities. In this instance. they looked at male and female high school pupils who participated in interschool association football and who did non prosecute in another athletics or major activity at the decision of the association football season. They discovered that female participants in season maintained a GPA of 87. 7 mean ( M ) with a 5. 6 standard divergence ( SD ) . Out of season these statistics dropped to 87. 5 M with a 6. 4 SD. The male participants in season maintained a GPA of 84. 7 M with a 7. 5 SD. and out of season their GPAs dropped to 83. 8 M with an 8. 7 SD. These informations show that participants had significantly higher GPAs in season than out of season. The misss earned higher GPAs than did the male child. but the boys’ GPAs rose significantly in season versus out of season. The survey supports the belief that engagement in sports for high school pupils does non jeopardize. and may heighten. academic public presentation. Susan Gerber ( 1996 ) besides found that extracurricular engagement is non damaging to student public presentation and that engagement in these types of activities promotes greater academic accomplishment. In add-on. she discovered that engagement in school-related activities was more strongly associated with accomplishment than was engagement in activities outside of school. Herbert Marsh ( 1992 ) compared predicted results for pupils who did non take part in extracurricular activities with those of pupils who were reasonably active. He found that this difference in engagement degree is associated with outcome differences of. 582 SD in societal self-concept and. 390 SD in academic self-concept. He concluded that the effects of engagement on societal and academic self-concepts are important. Obviously. engagement in extracurricular activities. even those non evidently associated with academic accomplishment. leads to increased committedness to school and school values. which leads indirectly to increased academic success. William Camp ( 1990 ) studied the effects of engagement in activities on overall pupil success in school. as measured by classs. while commanding for the effects of other variables that could moderately impact those classs. He used the symbol b* to stand for standardised arrested development coefficients calculated in his structural analysis. He found that students’ activity degrees produced a positive. important consequence on academic accomplishment ( b* = . 122 ) . Particularly interesting in his survey was the fact that this consequence was more than twice every bit great as that of survey wonts ( b* = . 055 ) . which are by and large regarded as an of import causal variable of academic accomplishment. John Mahoney and Robert Cairns ( 1997 ) indicated that battle in school extracurricular activities is linked to diminishing rates of early school dropouts in both male childs and misss. They discovered that such engagement provides fringy pupils an chance to make a positive and voluntary connexion to their school. Conversely. other schemes typically used to turn to the demands of at-risk pupils. such as school dropout bar plans and remedial instruction. concentrate on the shortages of pupils and serve as a accelerator in the formation of aberrant groups. The research workers strongly believe that engagement in extracurricular activities may back up the at-risk pupil by keeping. heightening. and beef uping the student-school connexion. Theoretical Model This survey is anchored to the Theory of Involvement that has been proposed by Astin ( 1984 ) . Harmonizing to the theory. pupils learn more the more they are involved in both the academic and societal facets of the collegiate experience. An involved pupil is one who devotes considerable energy to faculty members. spends much clip on campus. participates actively in pupil organisations and activities. and interacts frequently with module. Based on the 1984 study. Involvement in Learning. pupil engagement takes the signifier of engagement in academically related activities. out of category activities. and interactions with module. staff. and equals. Activities related to faculty members could include: go toing category prepared for treatment and the day’s lesson ; take parting in survey groups ; and/or rank in academic award plans or societies. career-related organisations. and public presentation groups in the humanistic disciplines. Engagement in outside-of-class. or co-curricular activities. could include campus based pupil organisations. college athletic or intramural athleticss. employment on-campus. and unpaid service experiences. Engagement with equals and faculty/staff include those relationships where larning takes topographic point beyond schoolroom scenes: helping as a instruction or research helper. speaking with module during office hours. helping in a research lab or a all right humanistic disciplines production. Different from the function of the pupil in Astin’s before â€Å"input-process-output† theoretical account ( Pascarella. 1991. P. 50 ) . where the pupil is passively developed by the module and by university plans. this theory posits that the pupil plays an built-in function in finding his or her ain grade of engagement in college categories. extracurricular activities and societal activities. Of class. the more choice resources available. the more likely those pupils who are involved will turn or develop. Therefore. module interaction both inside and outside the schoolroom and high quality university plans and constabularies reflective of institutional committedness to pupil larning are necessary for pupil growing. Astin states that the quality and measure of the student’s engagement will act upon the sum of pupil acquisition and development ( Astin. 1984. p. 297 ) . True engagement requires the investing of energy in academic. relationships and activities related to the campus and the sum of energy invested will change greatly depending on the student’s involvements and ends. every bit good as the student’s other committednesss. The most of import institutional resource. therefore. is student clip: the extent to which pupils can be involved in the educational development is tempered by how involved they are with household friends. occupations. and other outside activities ( p. 301 ) . There are several practical applications ensuing from this theory. but Astin states that the most of import to learning is that teachers are encouraged to take the focal point off the class content and their ain technique and put it on their pupils. Astin states that the intended terminal of institutional and pedagogical patterns is to accomplish maximal pupil engagement and acquisition ; to make that teachers can non concentrate entirely on technique but must besides be cognizant of how motivated pupils are and how much clip and energy they are giving to the acquisition procedure ( p. 305 ) . Harmonizing to Astin. his theory of engagement has an advantage over traditional pedagogical attacks because it focuses on the motive and behaviour of the pupil. Therefore all institutional policies and patterns can be judged by the grade of engagement they foster in pupil. Besides. all module. from teachers to counsellors. can work with the same end in head. uniting their energies into doing the pupils more involved in the college environment and hence better scholars ( p. 307 ) . Astin besides discusses the benefits to pupils of remaining connected to the campus environment by populating in campus-related lodging. go toing college full-time instead than part-time. analyzing with other pupils on campus. and working at occupations on campus. Based on the declared theories. the survey is conducted and has the undermentioned variables as shown in Figure 1. ( The research paradigm ) The research paradigm of the survey is presented in Figure 1. Figure 1. Research Paradigm. The paradigm shows the relationships of the ancestor variable. Course and twelvemonth degree and the in and out campus activities to the dependant variable. Percept of the nautical pupils on school related activities. Chapter 3Research Design and Methodology Research DesignThis survey will utilize descriptive method of research consisting of qualitative research as it seeks to find the perceptual experience of the nautical pupils on school related activities Respondents/Sample This survey will affect 310 pupils who are taking up Bachelor of Science in Marine Transportation ( BSMT ) and Bachelor of Science in Marine Engineering ( BSMar E ) . S. Y. 2013-2014. The trying method to be used for this survey will be the simple random sampling because pupils from each class with changing twelvemonth degrees will be included as respondents of the survey. Table 1. Profile of RespondentsCourse and twelvemonth degreeEntire populationNumber of respondentsPercentageBSMT 11954423 %BSMT 21924323 %BSMT 31844223 %BSMar E 12996823 %BSMarE 22555823 %BSMar E 32435523 % 13683102. 3 % Table 1 shows the figure of respondents every bit classified as to class and twelvemonthInstrumentThis survey will utilize the researcher-made questionnaire based on the paradigm of this survey that the research worker has gathered and capable for proof by the experts. There will be two parts of the instrument: Part One will be the personal information of the respondents such as class and twelvemonth degree. Part Two is the questionnaire which will garner informations comparative to the perceptual experience of the nautical pupils on school related activities. Data-Gathering ProcedurePermission to carry on the survey will be secured from the Dean of Maritime Studies of St. Therese MTC – Colleges Tigbauan. The research workers will personally administer the questionnaires which will be filled out by the respondents in their several schoolrooms. After which. these will be retrieved and reviewed fro completeness of informations. The information obtained will be culled. encoded. analyzed. and taken. Data Analyses Procedure All informations gathered will be computer-processed utilizing the Statistical Package for the Social Sciences package ( SPSS ) . The descriptive statistics to be used will be the mean and standard divergence to find the perceptual experience of the pupils on school related activities. The illative analytical tools to be utilized will be the t- trial for independent samples to find differences that would be in class and twelvemonth degree with the outreach activities ; analysis of discrepancy ( AnoVa ) for ancestor samples to find differences that would be in class and twelvemonth degree with the school activities ; Spearman Rho the perceptual experience of the nautical pupils on school related activities Finally. the degree of significance for the analysis was set at 0. 05 alpha. The bases for reading of the preparations ( SSO/SSA ) . company support. self-preparedness. onboard readying and steps and national/international coordinationand steps will be as follows: Average ScaleQualitative Description 3. 25 – 4. 00Highly effectual2. 50 – 3. 24effective1. 75 – 2. 49moderately effectual1. 00 – 1. 74less effectual