Communication and Crisis Essay

My name is Rosa Singleton. I am the director of the Emergency Management Office in the area of Ohio. Today we have received official reports that the public water supplies for the city of Canton and other nearby cities have become contaminated with a life-threatening biological agent. It is the duty of my staff to implement contingency plans and address them within the organization, and with the public in a way that will not create panic amongst the citizens of Canton and the surrounding cities. The individuals or groups that will be communicating inside and outside the organization during this crisis situation When a crisis situation occurs, there has to be a quick response for collecting information concerning the situation. The individuals that will be communicating during this crisis on the inside of this organization are myself, the senior manager of the regional Emergency Management Office, the communications coordinator, and the command coordinator along with the help of outside agencies such as: The State Department of Health, the Red Cross agency, and the media spokesperson (Hicks, 2012). Potential advantages and challenges associated with communicating within the organization and with the public and private sectors during this crisis situation When an event like water contamination occurs, it gives an opportunity for emergency teams to work with diverse communities to effectively relay the importance of health communication, and it causes the citizens of those communities to be dependent upon the emergency teams to bring them to a safe place from the crisis. Sometimes a crisis can have good outcomes, and sometimes the outcomes are not as favorable. The advantages that we’re hoping for while communicating with the associations and the public are, that everyone involved receives the correct public health information messages, and that they knew before hand their needs, and have familiarized themselves with other vulnerable communities close to them at the time they realized the water was contaminated. We never hope for negative outcomes, so hopefully being aware of these situations will help in knowing the drawbacks of developing and relaying clear and effective messages in these types of crisis (Nsiah-Kumi, 2008). Differences in communication processes used in crisis situations, including what you learned from the situations in the scenario and how you might incorporate that knowledge to improve health care communication strategies A crisis team must monitor health status to identify community health problems-the detection of any harmful or unfavorable health events is important, and has to be done quickly to ensure a speedy response to biological attacks, with medications and vaccines provided. An engagement of diagnosis and investigation of health problems and hazards in the community-identifying and diagnosing potential bioterrorism agents is very important; it ensures that prevention and treatment measures can be quickly implemented. The crisis team will also inform, educate, and empower people about health issues-in a crisis, such as this bioterrorist event, this information needs to be shared as quickly as possible with law enforcement agencies and all other groups responsible for protecting the public. Mobilizing the community partnerships to identify and solve health problems will take place-the local public health agencies will have to get together with all other organizations, including those not really considered part of the public health system to provide epidemiologic investigation and medical treatment to those who need it, and help prevent the spread of disease. They also must develop policies and plans that support individual and community health efforts-the local public health agency preparedness plans should include careful, thought out reviews of local, state and federal policies that will help in its responses to any health emergency for the public. They will enforce laws and regulations to protect health and ensure safety-a very important part of preparedness planning involves making sure that the local, state, and federal laws and regulations involving public health emergencies are updated. Fraser and Fisher (2001) said that some of the laws are outdated because they haven’t been changed to show the same existence in public health practice. The residents will be linked to needed personal health services and be given the health care that is provided for them that is normally not provided any other time-so; it is the duty of the crisis team to make sure that all members of a community can have access to healthcare services if they need it. The crisis team will assure the public of a competent public health and personal health care workforce-in order for a crisis team to be effective in their response to a bioterrorism event, everyone involved in the local public health system must be competent personnel who have had training in emergency preparedness and response procedures. Effectiveness, accessibility, and quality will be evaluated of all personal and population-base health services-there are many local public health agencies that have, and are now taking tabletop simulations and field exercises to help keep their response capacity intact, and to help identify their needs for how they need to improve. Research for new insights and innovative solutions to health problems are being done on a continuous basis-there are so many important ways that a team can respond to bioterrorism; it can be done through research on local public health preparedness activities (Fraser & Fisher, 2001). Appropriate technology, such as social media, affecting communication during the crisis situation and how these technologies may be used to enhance communication Getting a staff together to bring in useful information to plan for the release of the information to the news media is a great way to enhance communication to the public. The media will then get the information out to the public by ways of News releases, web sites, news conferences, newspapers and other social media (Hicks, 2012). The advantages of using these types of media are they quickly allows for the public to know what type of crisis has happened, and what kinds of precautions are being taken to ensure their safety. If there were to be any fatalities caused by the crisis event(s), these types of avenues also will give information on that. Some disadvantages can be unreliable technology of the citizens that will not allow for them to get access to the information that is being released by the media, such as no television, computer is not working properly, or they don’t received the local newspaper to be able to read it, etc. How technology might be used differently now than it was during the crisis situations described in the scenario Back in 1979, when a crisis occurred, it was released in the media, but the technology was not as great then as it is today. In 1979, there were no reliable social media besides the television or radio. If there was internet, it was not as reliable for getting information out to the public back then as it is today. There were no cell phones to quickly communicate back and forth when a person was on the go. In 2005, there was newer technology such as the internet, cell phones, and doplar radar systems to help with bad weather forecasts, which was needed in the case of Hurricane Katrina that left New Orleans in such shambles. Technology in 2005 was efficient, but has been upgrade to be even more efficient since then. We now have newer and more efficient technology today that can be used for â€Å" the ability to quickly gain awareness of the nature and scope of the crisis; the ability to quickly gather the information necessary to respond to the crisis; the ability to quickly deliver relevant information to all agency staff members; the ability to quickly deliver relevant information to the general public, the media, and other agencies—despite limited contact center resources; the ability to quickly ascertain whether recipients are finding information useful; and the ability to quickly respond to any ongoing changes in the crisis over time† (Customer Relationship Management and Crisis Management, 2012, p. 3, para. 5). Media opportunities during this management crisis Local environmental health agencies, Local news media, local Emergency Management Officials, Fire, Police, and EMS, Hospitals and Health Plans, Infectious disease physicians, Poison Control Centers along with other local agencies are some of the many media avenues that have been recruited to manage this crisis situation. Other media opportunities will involve the media at the state level as well, such as the State Public Health Department, State Emergency Management Officials, The American Red Cross, etc., and other volunteer groups. Federal media opportunities are also involved; they go as follows: Centers for Disease Control and Prevention, Office of Emergency Preparedness, Food and Drug Administration, Department of Justice, including the Federal Bureau of Investigation, and the Federal Emergency Management Agency along with others (Fraser & Fisher, 2001). Crisis situations happen all the time, at any given time. No one knows when a crisis may occur. It is always a good idea to be prepared for a crisis just in case one happens. If anyone is affiliated with a company that does not have plans, or engage in any drill exercises for crisis situations, my staff and I are encouraging those companies to do so, and put some plans in effect right now. The employees will be glad those steps were taken for the sake of the public, as well as for the company. My staff and I, here in Ohio’s Emergency Management Office, will always make sure that the technology and plans that we have on hand will allow us to always be able to quickly respond to any crisis situation. Today, we had a life-threatening biological agent that contaminated the waters in Canton and surrounding cities. With the help of other public officials, the crisis team did a wonderful job of implementing a successful plan to aid the public at hand without panic, and was able to successfully assure their safety. References Fraser, M. R., & Fisher, V. S. (2001, January). Elements of effective bioterrorism preparedness: A planning primer for local public health agencies. National Association of County and City Health Officials. Retrieved from http://bioterrorism.slu.edu/bt/key_ref/NACCHO/effective.pdf Hicks, N. J. (2012). Health Industry Communication: New Media, New Methods, New Message. Retrieved from The University of Phoenix eBook Collection database. n.d., (2012, March). Customer Relationship Management and Crisis Management: Proven Emergency Response Strategies for the Public Sector. Oracle. Retrieved from http://www.oracle.com/us/products/applications/crm-and-crisis-management-wp-1560491.pdf Nsiah-Kumi, P. A. (2008). Communicating effectively with vulnerable populations during water contamination events. Journal Of Water & Health, 663-75. doi:10.2166/wh.2008.041

Paper on Bsp

Information Technology Management IT600-1204A-02 Dr. D. Lance Revenaugh By Licia Felton Business System Planning The Business Systems Planning (BSP) Approach was developed by IBM, a proprietary technique devised initially for IBM internal use. It was later sold for customer use in the mid-1970s. Business Systems Planning was one of the first information system planning methods and is now one of the most commonly recognized. â€Å"This approach concentrates on a firm’s data resources and strives to develop an information architecture that supports a coordinated view of the data needs of the firm’s major systems.The BSP process identifies the key activities of the firm and the systems and data that support these activities. The data is arranged in classes, and a method is developed to relate data classes to the firm’s activities and its information systems. † (Frenzel, 2004) BSP offers a structured approach to IS planning in numerous defined stages that lead from the identification of business processes, to a definition of required data structures. Data is then followed as they flow throughout the organization by the business activity support or from which they result.The BSP methodology consists of four major activities, documenting the business activities, defining the business processes, defining the data necessary to support the business processes, and defining the information architecture. â€Å"BSP, in addition to its value for IS planning, also made two other important intellectual contributions: It helped introduce the process view of the firm. The popular Business Process Re-engineering of the 1990s was built on this concept. It pointed out the need to de-couple the data from the applications that use these data, i. e. , data independence.This supported the database approach to systems development. † (Dubey, 2011) What should Information technology (IT) management professionals understand about the BSP approach? BSP stu dy requires the diversion of staff and other scarce resources from more immediate tasks. Therefore, it is important to gain top management commitment and involvement. This support is needed not only to get things started but also to measure adherence to the plans. Discipline and constraints are imposed by BSP on managers and high-level business executives, who often view these constraints as counter-productive to their short-term interests.This is why top management support is critical for the BSP study. The BSP approach can be a very useful tool for communicating with users. It helps to articulate major information system segments to define the overall architecture. â€Å"However, this approach needed further help from other planning methods to make it also peep into the possible opportunities and competition. This approach also has its limitations. It is too internal focused and does not take into account extended enterprises needs and creativity. In addition, BSP is very compreh ensive, time-consuming and expensive. (Dubey, 2011) In conclusion, the Business Systems Planning (BSP) Approach was developed by IBM, a proprietary technique devised initially for IBM internal use. It was later sold for customer use in the mid-1970s. The BSP methodology consists of four major activities, documenting the business activities, defining the business processes, defining the data necessary to support the business processes, and defining the information architecture. The BSP approach can be a very useful tool for communicating with users.It helps to articulate major information system segments to define the overall architecture. It also has its limitations. The approach is very comprehensive, time-consuming and expensive. References: Frenzel, C. W. , & Frenzel, J. C. (2004). Management of Information Technology. 4th Edition, Boston, MA: Course Technology. Colorado Technical University. Information Management. Live Chat 10/10/12. Dubey, Shankar Sanjiva. (2011). IT Strategy and Management. 2nd Edition. Pages 38-39. | | | | | | | | | | | [pic][pic]

Ben and Jerry

Their mission statement included three dimensions; product, economic, and social. Their objectives were not always in harmony, however. They’ve had to sacrifice some objectives to meet others, for example they didn’t want to rice prices due to the fact they wanted to be a â€Å"ice cream for the people† company, but had to sacrifice the social objective in order to stay in business. Of their three mission statement objectives, their social consciousness seems to be their leading objective. BenJerry donates 7. 5% of their pretax earnings to charities and foundations. I think that the current takeover offers are justifiable. The pre-offer announcement share prices were $21 per share. The price per share as of November 1999 was $25. The worth to the bidders is in the brand name of BenJerry, and in the eyes on the ice cream consumers, BenJerry’s is a respectable brand. Given that the sales per-share were . 34, their bids are in line with that. The EPS is $1. 06 per-share. Morgan should support one of the acquisition offers. The company in recent years hasn’t done as well, and some of the offers are very intriguing. They are overpaying in comparison to the pre-offer share price of $21 per share, and in the likely event that BenJerry’s can survive on its own, its best to take one of the offers and merge with a company who may have better advantages. Its his job to look out for the shareholder and not the com

Self reflection paper Essay Example | Topics and Well Written Essays - 750 words

Self reflection paper - Essay Example Situations in both life and case study issues become ethical when they involve matters within our control that might either disrespect or respect us as human beings (DuBois, 2010). Based on my personal insights and views, I believe that good discussions on ethics are due to situations that challenge our abilities to determine the right thing to do (DuBois, 2010). Besides, in all situations we should carry out effective ethical action, or lay out an effective strategy for avoiding ethical obstacles in the future (DuBois, 2010). As human beings, we have code of conducts that guide our relations with fellow human beings and our approach to various critical life issues. I believe that we should adhere to these laid down code of conducts to help us coexist as necessitated with fellow human beings in a peaceful and cordial manner (DuBois, 2010). Learning ethical issues have proved to be helpful to me as a learner. These appear in three distinctive ways, which are volitional, cognitive and social (DuBois, 2010). Repeatedly, we always know the right thing but usually a dilemma arises in some instances, which is volitional (DuBois, 2010). The latter usually occurs when individuals have competing interest other than doing what is right (DuBois, 2010). In addition, an ethical matter is cognitive especially when the concerned does not to know what to do. They always find that the decisions they are about to take might affect others in different degrees (DuBois, 2010). At some times, the issues appear easy and we are certain on the decisions we make. These matters only appear socially problematic as the stake holders do not agree on the decision unanimously (DuBois, 2010). In the class discussion, I learned that case studies are standard methods of teaching philosophy, law and a little of social sciences (DuBois, 2010). These cases usually appear accompanied by ethical issues that become a big dilemma for the participants. A big lesson that I learned in my participation in the class is that these ethical issues are there to help us acquire critical thinking as skill, which usually requires practice, learning and experience. This is evident especially in the Automobile Workers v. Johnson Controls Inc case study where I cited various ethical issues that were dilemma especially to the involved participants (Rehnquist, Kennedy & Scalia, 2003). For example, suppose a company is applying the necessary professional work ethics and fair gender opportunities stated by law due to its policy mean to bar women from working in lead related departments (Rehnquist, Kennedy & Scalia, 2003). Besides being just an ethical matter, the issue became a big dilemma for the company or whether to uphold the issue and save workers’ health or get rid of it and put women of childbearing capacity at risk (Rehnquist, Kennedy & Scalia, 2003). This leads to divisions among the work whereby one side deem the corporation purposely implements strategies with an intention of segr egating them. Hence, it does not hold to the international policies that bar corporations from engaging in any form of gender-based marginalization. This is despite corporations availing workers with adequate information regarding reasons why they are against women especially those who have the child bearing capacity working in situations that may be risky to their health. From this we learn, many case studies come

Solutions of Slow Housekeeping Services In Palomar Hotel Research Paper

Solutions of Slow Housekeeping Services In Palomar Hotel - Research Paper Example   According to the customer comments from the data collection, the time taken for cleaning a room, the delays in response to customer calls, and the delays of delivering extra towels indicate the slow performance of housekeeping service to customer needs. Therefore, Palomar Hotel needs to solve the situation of above slow services problem to avoid major effects on customer satisfaction. There are two effective solutions to improve the slow housekeeping service, which are additional training for the staff that deals with housekeeping services, and the upgrading of the Property Management Systems (PMS). Additional TrainingAdditional training to the staff to provide more refresher information to guide them in responding to customer requests will improve the level of speed with which housekeeping services are conducted. Additional training will enable the employees to learn how to handle customer request and the response to give to ensure the customer feels attended to. In providing th e additional training, the provision of cleaning services for the rooms is enhanced. The staff is educated on the right times to handle cleaning and retain cleaning material nearby to handle any requests for cleaning services.When a customer call is received, the procedure that it follows to ensure a response is provided is vital. Additional training to equip the staff with confidence and the right attitude to work will provide the staff with motivation that will help increase their speed and efficiency.   

Winnie Mandela Annotated Bibliography Example | Topics and Well Written Essays - 250 words

Winnie Mandela - Annotated Bibliography Example In addition the accounts of her points of view and quotations showed dedication to her country, family and belief. This perspective is important in the study as an exhibit of her impact in uplifting the role of the women in history. In this book, the main focus is the life of Nelson Mandela. Winnie Mandela is presented as the woman who always stood by her husband. This is important in the study of Winnie Mandela as a woman in world history since it gives another perspective to the role of the female gender in the society, specifically that of the counterpart of a great leader. Here the influence and contribution of a woman as a wife can be analyzed specifically since Winnie Mandela is also politically and socially active. This particular book is an additional reference important in the in-depth exploration of the life of Winnie Mandela. Although there are numerous opinions regarding her life with and without Nelson Mandela, this book presents the background of a woman that contributed in the change of the view of the society regarding woman leaders. This book presented the root of Winnie Mandela’s priorities being from a family of social workers and political activists. This is also an update of her life from past biographies written about her. The article in Britannica is a detailed reference of the information related to Winnie Mandela. In addition to different depiction of her life, it is important to have specific details which can be viewed clearly in this online reference. This article looks at a certain perspective in relation to the actions undertaken and committed by Winnie Mandela that resulted to her imprisonment and the separation with Nelson Mandela. This is an important part of her life which can be used as a reference for her great strength or her cunning

Dq-8-Extra-Terence Coursework Example | Topics and Well Written Essays - 500 words

Dq-8-Extra-Terence - Coursework Example An employee can usually be embroiled into such vices as corruption, need for accountability and unwarranted rivalry among them. Hence, virtues such as communication and being transparent are critical to the employees. Through, communication, they can express themselves concerning their problems at work. On the other hand, management through its open mindedness can listen without disparity or any favoritism (Degelsegger & Kesselring, 2012). Thus, the outcome of such a resolution is usually satisfactorily than if the arbitration was to be done without their awareness and participation. Generation Y is the group that call themselves the digital world and are aligned to their technological appliances in most of their activities. But to say that they are not aware of the non-technological interactions and their importance will be a fallacy. They know, practice it and can evaluate their values but have chosen to ignore (Luftman, Zadeh, Derksen, Santana, Rigoni & Huang, 2013). Such is the hypocrisy that the generation Y has adopted. Through non-technological interaction such as face-to-face meetings, it enables us to understand the communication better since they can study the non-verbal cues for expression and make conclusions that is impossible with technology communication. Management involves critical decision making in any organization and to say that it will remain to be a technical tool, will only make things worse. Business decisions such as closing deals are better done in a face-to-face meeting rather than the phone calls. By meeting a person on an individual basis as a manager, he/she will know and understand the nature of the business by mere use of body languages, tonal variations, and emotions. From here, the manager can make the decision that helps the organization than if he/she was to make a call that could not provide a clear picture of the situation

Pay For Play Essay Example | Topics and Well Written Essays - 1500 words

Pay For Play - Essay Example Moreover, the athletes or sportsmen are not given much consideration when it comes to upholding their rights within this situation of labor exchanged virtually for free. When it came to my college, I saw that our college athletes were not given due respect with regard to the reward structure. I have chosen to write about this topic as I have seen college athletes undergo much sacrifice and bring money but not be paid in return. Second reason I chose this topic is because I have been a football player in college and I understand what it means to be able to have spending money to survive during the university experience; a luxury that those not playing sports can readily achieve merely by picking up a part time job while in school. Thus, it is the belief of this author that those college athletes who participate in major money making sports, such as football in the SEC, should be paid. College athletes have developed into un-remunerated and undefined athletic heroes who strive and stru ggle to bring a prestigious fame and earn an overly demarcated reputation for the institute. This has been counted as their performing duty that calls for no justification to be paid financially. However, I strongly believe that the regulations regarding payment of college athletes should be changed because these players bring in too much money and put in too much work for them not to be earning a paycheck. Major sports played at college - Sports have been an integral part of college education and it has always encouraged and inspired students to be more active and contribute to the college heritage. The colleges hold sport events on a regular basis and it has been a way to explore the talent and skill of students from a different dimension. Sports have united and inspired young men to be able and fit to become professional sportsmen. The major sports played at college and university level are football, basketball, baseball and softball. The history of sports at college and universi ty can be traced back a couple of centuries. History of college sports - The history of college sports is thought to originate around 1850s and since then it has evolved to become a major mission in educational campuses across America. It has been regarded as the perfect physical activity and the desire of the young men. The competitive spirit and vigor which are part of college sports hiked the mental and physical pleasure of the students. The college authorities elaborately planned sports activities which motivated the students immensely and sports event on college and national level became a prestigious venture and money making phenomena for college authorities. On the other hand, the students athletes remained thrilled about being college’s selected people and representatives of college on state level. Moreover, the media kept the young athletes in the lime light and the scholarship provided by colleges to them stood as a bonus. Recruiting is a significant phase in colleg e sports. The recruitment process is headed by college coach and large amount of power is vested in him in selecting the college athletes. It has been experienced that the selection procedure of athletes many times is subjected to bias and discriminations. For the recruitment procedure, the athletes are required to do rigorous practice and this takes a lot of energy and time from the

College and School Life Essay Example | Topics and Well Written Essays - 500 words

College and School Life - Essay Example The massive workload, demanding schedule, and culture shock combine to make university life far more stressful than high school. High school homework would be a welcome vacation to the college student that is carrying a full credit load. The necessity of solving a complex problem and writing a research paper on the results can bring the new student to the brink of a nervous breakdown. The desire to do well on a mathematics test can result in beads of perspiration and sweaty palms that were never there in high school. The intensity never ends as the stress of the university's standards makes the student long for the ease of high school subjects. A major component of doing well in college is doing the work on time. In high school the schedule is made for the student and there is little left to chance. However, college life demands that the student confront the challenges of 18 hour workdays, early morning classes, and conflicting schedules. College social life can be fun, but the student will risk their mental health by squeezing in a party in an already cramped routine. The high school student may suffer from the boredom of nothing to do, but the university freshman suffers the stress of never having enough time to do it. Confronting a new situation can be as stressful as it is rewarding.

The Lonely Miss Brill Essay Example for Free

The Lonely Miss Brill Essay With a unique blend of symbolism, imagery and setting Mansfield brings us into the world of †Miss Brill†. The story is narrated in the third person; the narrator primarily acts as the voice of Miss Brill. By telling the story through the eyes of Miss Brill, Mansfield is able to convey to the reader the loneliness and the lack of self-awareness of the main character. She gives no explanation as to the Miss Brill’s past, leaving it to the readers to draw their own conclusions. At the same time the author provides clues from which the reader can derive the theme of this story. The central theme of â€Å"Miss Brill† is the pain of loneliness, and inadvertent attempts to experience life through the experiences of total strangers. Miss Brill, has many symbols that clearly point out that Miss Brill is an old maid without close contacts. Firstly, Miss Brill lives in northern France teaching English. She is an immigrant everyone she knows, with the exception of her students and a elderly man, lives in England. This makes Miss Brill a stranger in a strange land despite the fact that she speaks French. Another reason the reader can tell Miss Brill is alone stems from the title. She has never been married and therefore has no family. Also brill is French for bearded. Symbolically bearded people are old. These are some symbols that point the loneliness and age factor in Miss Brill. From the beginning of the narrative it becomes apparent that Miss Brill is starving for warmth and companionship. She tenderly caresses her fur as if it were a beloved pet when she rubs â€Å"the life into the dim little eyes† (p. 0) of the old fox boa. Another sign of Miss Brill’s need for companionship is evident in her perception of the music which the band is playing at the Jardins Publiques: â€Å"It was like some one playing with only the family to listen (p. 50). † Despite of her loneliness, she is considering herself a part of this family that the band is entertaining with its music. But in reality she is more of an observer, a observer, and not an active participant in life as it unfolds at the Jardins Publiques. She is looking forward to eavesdropping on other people’s conversations, believing herself to be quite an expert in remaining unnoticed. Miss Brill adopts a more critical, at times even hostile, attitude toward the women that she observes in the park than toward their male companions. She seems to view the man who shares her â€Å"special† seat as â€Å"a fine old man,† while the woman is â€Å"a big old woman (p. 50). † When she recollects the events of the previous Sunday at the park, she remembers a patient Englishman with the difficult to please wife, whom â€Å"Miss Brill wanted to shake (p. 0). † These observation of the women carry perhaps a note of envy that she feels toward the women who have male companionship. At this point in the story the reader still does not know much about her, except that she is a lonely observer. Then one of her observations about the â€Å"odd, silent, nearly all old people, and from the way they stared they look ed as though they’d just come from dark little rooms or even – even cupboards! (p. 51)† whom she sees every Sunday at the park hints to the reader that she might be one of those people. The pieces of the puzzle, of course, fall into place at the end of the story, when her room is described as â€Å"the little dark room-her room like a cupboard (p. 52). † This is the conclusion of the story, when Miss Brill is able to see herself and her surroundings in the new light. Her new self-awareness is brought about by disparaging remarks of the young lovers who refer to Miss Brill as â€Å"that stupid old thing (p. 52),† and to her precious fur as â€Å"a fried whiting (p. 52). † This is Miss Brill’s moment of epiphany. She is as old as the other park-goers, her fur is a pitiful necklet, and she foregoes her usual Sunday slice of honeycake. In spite of her newly found self-awareness, Miss Brill still denies some of her own emotions when â€Å"she thought she heard something crying (p. 52)† at the very end of the story. The tears are obviously her own. Yet another look at the same lines of the story you realize that the young man and girl are repulsed by her not really because of how she is dressed but she and the other older people represent their own mortality and one day they know they too may be like this.

Major Research Designs And Methods Psychology Essay

Major Research Designs And Methods Psychology Essay Since time immemorial, Sociologists have been using different designs and research methods to examine society and social behaviour. Most sociological research involves  field work typically designed to depict the characteristics of a population as fully as possible. The designs and methods have proved utilitarian in studying the behaviour and relationships among groups of people and institutions and how their characteristics are shaped by these relationships. It analyses how society changes and how it maintains stability, looking into both unanimity and conflict among different social groups. Sociologys subject matter comprises of social procedures such as, deviance, identity development, socialization and social institutions, including work, religion, family. Major research designs The three most popular social research  designs are discussed below- CROSS SECTIONAL: It is also known as transversal studies,  cross-sectional analyses and  prevalence study. Cross sectional research involves the study of a number of individuals varying in age but have the same attribute or characteristic of interest at a single point of time. It forms a class of  research methods  that necessitate observation of all of a population, or a representative subset, at one specific point in time. They differ from  case-control studies  in that they aim to provide data on the entire population under study, whereas case-control studies typically include only individuals with a specific characteristic, with a sample, often a tiny minority, of the rest of the population. Cross-sectional studies are descriptive studies (neither longitudinal nor experimental). Unlike case-control studies, they can be used to describe, not only the  Odds ratio, but also  absolute risks and  relative risks  from  prevalences.  They may be used to describe some feature of the population, such as  prevalence  of an illness, or they may support inferences of cause and effect.  Longitudinal studies  differ from both in making a series of observations more than once on members of the study population over a period of time. Longitudinal, in which scientists study the same individuals or society repeatedly over a specified period of time. A  longitudinal study  is a  correlation  research study that involves repeated observations of the same variables over long periods of time often many decades. It is a type of observation study. Longitudinal studies are often used in psychology to study developmental trends across the life span, and in sociology  to study life events throughout lifetimes or generations. The reason for this is that unlike  cross-sectional, in which different individuals with same characteristics are compared,[1]  longitudinal studies track the same people, and therefore the differences observed in those people are less likely to be the result of cultural differences across generations. Because of this benefit, longitudinal studies make observing changes more accurate, and they are applied in various other fields. In medicine, the design is used to uncover predictors of ce rtain diseases. In advertising, the design is used to identify the changes that advertising has produced in the attitudes and behaviours of those within the target audience who have seen the advertising campaign. Cross-sequential, in which scientists test individuals in a cross-sectional sample more than once over a specified period of time Six of the most popular sociological research  methods  (procedures) are the  case study, survey, observational, correlation, experimental,  and  cross-cultural methods, as well as working with information already available. Cross sequential studies combine both longitudinal and cross sectional methods in an attempt to both shorten the length of the research and minimize developmental assumptions Research methods Five of the most popular methods which help in sociological research are- Case study Survey Observational Experimental Cross-cultural CASE STUDY METHOD: In  case study research, a research worker analyses a person or small group of individuals with a strange situation or condition. Case studies are usually clinical in scope. The researcher (often a clinical sociologist) sometimes applies self-report measures to gather quantitative data on the field. A comprehensive examination, including a long-term follow-up, can last months or years. The advantage of case study is that, it obtains meaningful information about individuals or groups. The disadvantage is, it is only applicable to individuals with alike characteristics instead of the general population. SURVEY RESEARCH METHOD: It is the most common method by which researchers gather their data. This type of research method  involves face-to-face interviewing or administering  questionnaires, or written surveys, in which interviewer meets with his subject to ask them questions. The investigator examines the data acquired from surveys to know about similarities, differences, and current trend. The researcher then makes predictions about the subjects being studied. Its positive side includes acquiring information from a large number of responders, conducting interviews according to respondents convenience, and obtaining data as tattily as possible. Its negative side includes biased volunteer or interviewer and distortion. Distortion occurs when the subjects are not honest with the investigator. OBSERVATIONAL METHOD: It is also called field research, is a basic of sociology. Observational research involves directly noticing subjects behaviour, either in a laboratory (called laboratory observation) or in a natural environment (called  naturalistic observation). Observational research ensures the investigator that subjects will share totally honest accounts of the experiences, take the study seriously, learn to remember, do not feel embarrassed. Observation studies are of two types- Participant Observation and Non-Participant Observation. In participant the investigator gets an opportunity to be a part of the group he is studying and might even live with them. This must not influence the behaviour or attitude of the people they are studying. In nonparticipant observation, the research worker analyses a group of individual but does not otherwise interact with them. EXPERIMENTAL METHOD: This research method  tries to ascertain  how  and  why  something happens. Experimental research tests the way of how one variable  affects the other. There are various factors that can affect the resultant of any type of experimental research. One is discovering random samples and representative of the universe being analysed. Another is bias  experimenter, in which the investigators prospects about what should or should not occur in the study shake the results. Still some other is ascertaining for  immaterial variables, such as noise level or room temperature, which may intervene with the conclusions of the experiment. Only when researcher cautiously controls for immaterial variables can she or he draw sensible conclusions about the results of specific variables on other. The major plus point of this method is that the experimenter can be reasonably sure of a cause-and-effect relationship. Most experiments take place in the laboratory, which ma y be a room with a unidirectional mirror, but some experiments occur in the field, or in a natural environment. CROSS-CULTURAL METHOD: This method involves the study of values, folkways, norms, attitudes, mores, customs, and practices necessitate knowledge of other societies and cultures. This research is designed to discover variations across people from different culture experience and background. Most cross-cultural research involves direct observation, survey, and  participant observation  methods of research. In participant observation the investigator gets an opportunity to be a part of the subjects community he is studying and might even live with them. The positive aspect of this method of research is that the information obtained is considered within the social, political, economical, and religious systems of that community. The study also demonstrates that Western cultural standards are not necessarily practised by other societies. What may be acceptable or normal for one group may be unacceptable or abnormal for another. Conclusion The important types of sociological research include cross cultural, surveys, experiments, the use of existing data and observational studies. Surveys are the most common of all as it allows the researcher for gathering much information on subjects or respondents that is relatively trivial. The conclusion of surveys that use random samples can be generalized to the population that the sample represents. An observational study is also common and allows us to acquire in-depth knowledge of a small group of individual. Because the samples of these analyses are not random, the outcome cannot necessarily be generalized to a population. Experiments are very less common in sociology. When field experiments are conducted in sociology, they can yield valuable information because of their experimental design.

The Great Gatsby :: essays research papers

A good novel has a number of themes. The following are important themes of The Great Gatsby. The corruption of the American dream, sight and insight, the meaning of the past, and the education of a young man. The American Dream was based on the assumption that each person, no matter what his origins, could succeed in life on the sole basis of his or her own skill and effort. The dream was embodied in the ideal of the self-made man, just as it was embodied in Fitzgerald's own family by his grandfather, P. F. McQuillan. The Great Gatsby is a novel about what happened to the American dream in the 1920s, a period when the old values that gave substance to the dream had been corrupted by the vulgar pursuit of wealth. The characters are Midwesterners who have come East in pursuit of this new dream of money, fame, success, glamour, and excitement. Tom and Daisy must have a huge house, a stable of polo ponies, and friends in Europe. Gatsby must have his enormous mansion before he can feel confident enough to try to win Daisy. The energy that might have gone into the pursuit of noble goals has been channeled into the pursuit of power and pleasure, and a very showy, but fundamentally empty form of success. The characters might be divided into three groups: 1. Nick, the observer and commentator, who sees what has gone wrong; 2. Gatsby, who lives the dream purely; and 3. Tom, Daisy, and Jordan, the "foul dust" who are the prime examples of the corruption of the dream. The primary images and symbols that Fitzgerald employs in developing the theme are: 1. the green light; 2. the eyes of Dr. T. J. Eckleburg; 3. the image of the East and Midwest; 4. Owl Eyes; 5. Dan Cody's yacht; and 6. religious terms such as grail and incarnation. Both the character groupings and the images and symbols suggest a second major theme that we can call "sight and insight." As you read the novel, you will come across many images of blindness; is this because hardly anyone seems to see what is really going on? The characters have little self-knowledge and even less knowledge of each other. Even Gatsby- we might say, especially Gatsby- lacks the insight to understand what is happening. He never truly sees either Daisy or himself, so blinded is he by his dream. The only characters who see, in the sense of "understand," are Nick and Owl Eyes. The ever present eyes of Dr. Eckleburg seem to reinforce the theme that there is no all-seeing presence in the

frames of the iraqi war Essay -- essays research papers

The Frames of the Iraqi War   Ã‚  Ã‚  Ã‚  Ã‚  There are many views, theories, perspectives, and ideas pertaining to the War in Iraq. Throughout the last three years, as more and more information becomes available, the reasons for going to war with Iraq has changed. The War in Iraq would be considered a social movement. Therefore, it has many collective action frames, which legitimize a set of beliefs about a certain action or movement.   Ã‚  Ã‚  Ã‚  Ã‚  The first pro-war frame is the first reasoning that the government gave for going to war with Iraq in the beginning – weapons of mass destruction. The United States had reason to believe that Sadaam Hussein, Iraq’s leader, had weapons of mass destruction and was harboring terrorists or contributing to terrorist actions. This could be identified as the motivational frame. It seemed as though America had a legitimate, rational explanation for invading Iraq. The United States government had both factors that contributed to the effectiveness of the frame: credibility and relative salience.   Ã‚  Ã‚  Ã‚  Ã‚  The motivational frame, weapons of mass destruction, was given credibility when it was said by the Central Intelligence Agency that they had reason to believe that Iraq was producing such weapons. It was also given credibility when the President identified Iraq as part of the â€Å"Axis of Evil† and a threat to the United States. The American people look at the President to know the information...

Human Resource Managementa Case Study Essay -- Personnel Management

Human Resource Managementa Case Study Management of Human Resources-Assignment Introduction: In order to critically assess and recommend alternatives, I would like firstly to give a brief description of the business crisis the company was facing and the subsequent need for change in the company’s overall business strategy. I would then like to focus on the key aspects of the firm’s human resources strategy and the changes that were made in order to supplement the overall changes in the business strategy. Business Crisis: International Computers Limited (ICL) was born in 1968 out of the merger between English Electric Computers (EEC) and International Computers and Tabulators. With  £40 million of government support it developed over a period of 6 years, an independent series of computers that was incompatible with IBM computers. IBM had garnered a 50% share of the UK computer market and the government felt the only way to stem this growth was through the integration of British high tech firms. With the government as one of its major customers and through several strategic acquisitions and product diversifications during the 1970’s, the company managed to achieve growth rates of around 20%. But this growth did not continue for long as the recession struck in 1979 and growth rates spiralled. By late 1980 the company was facing a  £100 million shortfall in orders, in spite of having taken some major redundancy procedures. The firm was on the verge of bankruptcy when the government agreed to a ct as a guarantor for a  £270 million bank overdraft. The government subsequently exercised its power of guarantee by installing a new chairman and two new directors, one of who was Robb Wilmott, the new MD. Wilmott was a perceptive man who realised that the only way ICL was going to survive was by planning for the long-term and this was to be achieved by formulating a new product strategy and a complete change in the way it did business. Sparrow P 1995 International Computers Limited (ICL) In: Hiltrop J, Sparrow P (eds.) European Casebook on Human Resource and Change Management Prentice Hall, pp 110-122 Downsizing: The rapidly changing global environment with regard to competition and technological advances in the industry and ICL’s subsequent decision to shift from hardware to total systems differentiation, led the MD to pursue a new strategy based ... ...and Lorenz. 1994a) discusses the main problems associated with the implementation of this structure, including the possibility of role conflict, power struggles with regard to establishment of authority, inappropriate decision making techniques and difficulty in establishing accountability. Though it may be argued that every form of organisational structure has both strong and weak points, maybe a structure that is applicable to the environmental context, as well as having fewer disadvantages attached to could be applied. My personal view would be implementation of a structure based on product grouping, which in essence is similar to the matrix, but appears to posses fewer disadvantages. Reference:  · Sparrow P 1995 International Computers Limited (ICL) In: Hiltrop J, Sparrow P (eds.) European Casebook on Human Resource and Change Management Prentice Hall, pp 110-122 Bibliography: 1. Armstrong M 1999 A Handbook of Human Resource Management Practice 7th edn. Kogan Page, London 2. McKenna E 2000 Business Psychology And Organisational Behaviour 3rd edn. Psychology Press 3. Handy C 1995 Gods Of Management 4th edn. Arrow Books Ltd

Pros and Cons of Inclusive Education Essay

In inclusive education programs all students in a school are subjected to study together and become part of the school community regardless they are disabled or normal (Schwartz, Odom, & Sandall, 2010). They all attend the same school and have the feeling of belonging in the school. Students, teachers and co-ordinate staff have a role to instruct all students regardless to their disability in general education. From educational viewpoint, inclusion involves practices where students with special needs in terms of education spend much of their time with normal student in the learning process. It is believed that inclusive education poses more merits than its negatives effects to educational systems since it provides a better opportunity for all students to participate in all activities in their everyday learning process. Inclusive education has been a platform for the disabled students to create a unique and better relationship with other normal students in school communities. Additionally, inclusive education serves as a fundamental right to all disabled students since they are part of the society and thus they should not be ignored (Schwartz, Odom, & Sandall, 2010). While there are a number of controversies in the subject of inclusive education, a clear understanding is required about inclusive education so as to reap maximally from the benefits it presents. Advantages of Inclusive Education The current research seems to support inclusive education and co-teaching as means of improving both special and general education in the schools (Block, n. d). Mainstreaming which is typical to inclusive education has been observed to improve students’ social skills by fostering interaction between the disabled students with other normal students in the same or neighboring schools (Block, n. d). This has developed communication and interaction skills among the normal and disabled students thus making them to be competent in the society. In particular, the increased interaction among students in inclusive education develops them to relate well with other members of the society. Social dimension is measured in terms of behavior and character of an individual in connection with the capacity to exercise them. Communication forms the basis of character and behavior of individuals. Therefore, inclusive education builds individuals who perfectly fit into the society (Block, n. d). Higher self-esteem among disabled students has also been achieved in the process of mainstreaming typical in inclusive educational system (PBSparents, 2010). Students gain more confidence and self efficiency in inclusive education hence they command a higher self-esteem. Not only do students in inclusive education gain higher states of confidence, they also gain systematic ways to approach common aspects in life. Research conducted in California on disabled students showed that 96 percent of disabled students felt confident when mixed with other students during learning process (PBSparents, 2010). However, 3 percent of these students felt excluded while a lesser percentage of 1 percent felt low even when mixed with other normal students (PBSparents, 2010). This research shows that inclusive education builds high esteem among the disabled students and hence should be encouraged (PBSparents, 2010). Enhanced academic achievements among the disabled students form another great advantage of inclusive education. Through the integration of normal students and the disabled, there is a potential realization of academic achievements among the disabled students who are a minor group in the society (PBSparents, 2010). The relationship between the teachers and students is much coherent in inclusive education and thus creates smooth means for academic achievements among this minor group. Most teachers take keen interest to the disabled students in order to put them in the same level with the rest of other in the class. Students gain both academic knowledge and applied abilities that are critical in their lives. As a result of inclusive education, there have been increasing numbers of disabled graduates in the US and elsewhere in the world (PBSparents, 2010). In inclusive education, there is an enhanced parents’ participation in the provision of education to the students (PBSparents, 2010). This enhanced participation ensures that students are provided with better education hence better academic achievements on the part of students. This is achieved through moral and material support that parents invest in the students which lead to improvement in education quality in inclusive education. The learning objectives are well met in inclusive education as parents commit their efforts in the betterment of education (PBSparents, 2010). As a result, there is an improved relationship in inclusive education compared to exclusive education system where parents rely entirely on teachers and the school management on education responsibilities for their children (PBSparents, 2010). Normal students in inclusive education learn to appreciate other disabled students hence fostering better relationships not only in the school community but also at their homes and the society at large (Ratta, 2009). Inclusive education brings out the meaning of the theoretical knowledge taught in schools into practice. The majority of the learners in other education systems that do not mix normal students with disabled students leave schools with limited knowledge thus making it hard for them to cope up with life (Inclusive Schools Network, 2010). It is believed that when the normal students learn in the same environment with the disabled students, much understanding and tolerance is cultivated . the normal students learn to accept others in their capacity regardless to their health (Ratta, 2009). Positive aspects achieved from inclusive education contribute much to contact theory which asserts that meaningful, frequent and pleasant communication between and among people results to a better and changed attitude towards differences. As result much is felt in the society of different individuals. On the same note, inclusive education prepares the disabled students to plan on their future (PBSparents, 2010). The lessons they achieve in inclusive educational programs while in schools are crucial in preparing them for future career and general tactics of survival. In inclusive institutions of learning, teachers impart knowledge to learners. This knowledge usually consists of theory as well as practical skills. This ways, students become more flexible in life and have some ways to survive. Life is much of what one knows and gets experienced to do (PBSparents, 2010). Therefore, there is always an increasing need for inclusive education that combines both the disabled and non-disabled students. More so, inclusive education helps disabled student to develop a sense of pride in their learning due to accomplishing their duties in the process of learning. For instance, under normal class environment with various students (normal and disabled), given an assignment to do will increase the pride of disabled learners if accomplished in time and accurately (PBSparents, 2010). This is clear indication that learning inclusively improves the ability of the students in general. Demerits of Inclusive Education Not only does inclusive education provide the best to both normal and disabled students but also constitutes of a number of disadvantages (Schwartz, Billingsley & McBride, 2010). One of the most debated disadvantages of inclusive education is financial hardships. In order for the school to provide for special education system and services, much financial resources are needed to properly finance the system. The cost per student under special education is much higher compared to normal student thus giving a challenge to most schools. The more special students a school has, the more expenditure needed to run the school (Schwartz, Billingsley & McBride, 2010). This has caused more problems in inclusive education system. Parents and guardians have often expressed fears that in inclusive education system, teachers do not have the required skills to teach and accommodate the disabled learners (Schwartz, Billingsley & McBride, 2010). However, supportive and training institutions usually train the teachers on both normal and special needs of students so as to address problems in case they arise. But if the teacher ignores the students of this nature it may result to regression of the learner thus the overall productivity is decreased in terms of academics. More so, the learners them selves may cause harm to the fellow students thus making classroom environment uncomfortable for learning process (Schwartz, Billingsley & McBride, 2010). One serious and potential disadvantages of inclusive education is that of the amount of time and the kind of attention drawn by the teachers to students with special needs (Kidstogether. org, 2010). Significant observations have shown that there is an increased attention to students with special needs which may take away the attention of the teachers from the rest of the class. This trend can eventually lead to a decreased concentration on the part of normal students hence less achievement academically (Kidstogether. org, 2010). In another observation, due to frequent disturbances in inclusive education, there may be a fall in academic performance (Schwartz, Billingsley & McBride, 2010). In most cases, it’s believed that learners with disabilities can cause unnecessary locomotion in learning environment making it tireless exercise. Teachers may lack positive and dynamic response to the students due to lack of special skills to handle such learners in classroom environment. This is much contributed by personal view towards the disabled people. Lack of official liaison required by the teacher can also interrupt the usual understanding of the learner in this perspective (Schwartz, Billingsley & McBride, 2010). Improper articulation between the co-teachers also contributes to students in taking, no matter their abnormality. Another major issue is social discrimination among the teachers and students. This will cause serious problems not only in the school environment but also in the community level. Regular education students may so much empowered to do anything to disabled individuals this resulting to inferiority complex among the students. This can be avoided by having a joint socialization in the school which may extend further to the outside communities (Schwartz, Billingsley & McBride, 2010). Studies have shown that students with special needs may require more time to grasp concepts (Kidstogether. org, 2010). Time spent in reviewing concepts may not be enough for students with special needs who learn at a slower pace. Normal students who need to move at a fast pace may end up getting bored and if this weakness is not checked, it will dangerously lead to poor academic performance among normal students in inclusive education. This is because inclusive education system overlooks the needs and requirements of the both normal and disabled students (Schwartz, Billingsley & McBride, 2010). The rise in implementations and modifications usually articulated in regular education systems that practice inclusion has caused disconnection between teaching and the learning process (National Center for Education Statistics, 2010). This has mainly affected special need students in these systems which practice inclusion. When rules are further implemented, it becomes hard for disabled students to adhere to and incase no adjustments are made, this can ultimately affect the standards of learning among the special need students. The results may be dwarfism in education either in terms of skills or knowledge or both (National Center for Education Statistics, 2010). Most researchers have given out different views concerning the idea on inclusive education system where other have observed that the system is so much demanding to school administration and the community at large (National Center for Education Statistics, 2010). Other researchers have observed an increase in school closure in the systems that embrace inclusion. This presents as one of the challenges of inclusive education system which has lately been perceived to be difficult to manage and run making many schools to shut down and students’ school dropouts (Delma, Selina & Dorothy, 2009). A significant amount of resources is dedicated to field work and mainstreaming where normal students benefit more compared to rest of the disabled students. This presents a serious inequality in per student spending where resources are spent for functions that do not benefit the students with special needs (Kitmitto & Bandeira, 2008). However, this point has been argued by a number of observers who note that special needs students also require facilities and equipments not required by normal students. This observation seems to cancel out the point that more funds are spent on normal students. This controversy has resulted to the formation of ripples in a legal system of education (Kitmitto & Bandeira, 2008). More serious problem is when some groups believes that some students are not worth to be put in regular classroom to study thus resulting to streaming in school communities. Conclusion In conclusion, inclusive education system is slowly becoming forgotten in most schools despite its importance among both normal and disabled students. It has many several benefits as opposed to other educational system which do not combine disabled students with the normal ones. It should be identified that the ability of the disabled students to socialize with their fellow students to a large extent build their confidence as the student feel to be part of the school community. Attempts to prevent the students to access inclusive education prevent the students from a number of benefits that would otherwise mold them to become successful leaders. Therefore, parents, teacher and all school stakeholders need to adjust in order to accommodate both disabled and normal students in the same learning environment bearing in mind that they are all part of the community. References: Block, M. E (n. d). Rationale for and benefits of inclusion. Retrieved July 25, 2010 from, http://www. palaestra. com/Inclusion2. html Delma, B. , Selina, M & Dorothy, W (2009). School leavers’ survey report 2007. Retrieved July 25, 2010 from, http://www. esri. ie/publications/search_for_a_publication/search_results/view/inde x. xml? id=2720 Inclusive Schools Network (2010). Characteristics of inclusive schools. Retrieved July 24, 2010 from http://www. inclusiveschools. org/characteristics_inclusive_schools Kidstogether. Org (2010). Benefits of inclusive education. Retrieved July 24, 2010 from http://www. kidstogether. org/inclusion/benefitsofinclusion. htm Kitmitto, S & Bandeira, S (2008). Measuring the status and change of NAEP State f inclusion rates for students with disabilities. Retrieved July 25, 2010 from, http://nces. ed. gov/nationsreportcard/pdf/studies/2009453_1. pdf National Center for Education Statistics (2010). Inclusion of special-needs students. Retrieved July 25, 2010 from, http://nces. ed. gov/nationsreportcard/about/inclusion. asp PBSparents (2010). Inclusive communities: the benefits of inclusive education. Retrieved July 24, 2010 from http://www. pbs. org/parents/inclusivecommunities/inclusive_education2. html Ratta, T. M (2009). Benefits of inclusive education. Retrieved July 24, 2010 from http://www. merinews. com/article/benefits-of-inclusive-education/150756. shtml Schwartz, I. S. , Billingsley, F. F & McBride, B. M (2010). Including children with autism in inclusive preschools: strategies that work. Retrieved July 25, 2010 from, http://www. newhorizons. org/spneeds/inclusion/information/schwartz2. htm Schwartz, I. S. , Odom, S. L. , & Sandall, S. R (2010). Including young children with special needs. Retrieved July 25, 2010 from, http://www. newhorizons. org/spneeds/inclusion/information/schwartz3. htm

An Alternative to Incarceration for Nonviolent Offenders Essay

Community corrections is a range of alternative punishments for nonviolent offenders. There are two basic community corrections models in the United States. In the first model, integrated community corrections programs combine sentencing guidelines and judicial discretion with a variety of alternative sanctions and parole and probation options. In the second model, some states have instituted programs in which correctional officials may direct already sentenced offenders into alternative sanction programs and parole and probation options. Both models are designed to help reduce prison overcrowding and are less expensive alternatives to prison. Widespread development of community correction programs in the United States began in the late 1970’s as a way to offer offenders, especially those leaving jail or prison, residential services in halfway houses. The first state community correction programs began in Oregon, Colorado, and Minnesota as pilot projects with very little government-funded support. They diverted nonviolent offenders in selected pilot project areas from jails and state prisons into local alternative punishment programs. These programs allowed judges to sentence offenders to a community-based punishment rather than jail or prison. Rehabilitation programs were the preferred punishment option. In the late 1980’s, prison systems across the country began experiencing serious overcrowding of facilities. The overcrowding served as a catalyst for lawmakers to develop new options for sentencing criminal offenders. Nineteen states have now enacted various community correction programs. Community correction programs provide many communities with local punishment options as an alternative to prison or jail. These sanction programs are lower cost alternatives to increased prison and jail construction, based on the cost per offender. They provide local courts, state departments of corrections, and state parole boards with a broad range of correctional options for offenders under their jurisdiction. The goal is to match the appropriate punishment with the crime. Community corrections programs are integrated sanctioning strategies which seek to achieve the following goals: †¢The offender is punished and held accountable. †¢Public safety is protected. †¢Victims and local communities receive restitution from felons who work in their present jobs and/or in restitution programs. †¢Community service work increases. †¢Collection of court costs and fees increases due to contractual agreements with offenders who remain in their present jobs. Eight states have adopted comprehensive Community Correction Acts which create a network of correctional programs for specific types of offenders. The acts create mechanisms by which state funds are granted to local governments and community agencies to encourage local sanctions in lieu of prison or jail. While no two state programs are alike, a comprehensive community corrections program generally includes the following elements: †¢A locally integrated criminal justice system which supports a network of decentralized or centralized correctional programs for specific types of offenders. For instance, in Minnesota, local community corrections advisory boards composed of county sheriffs, chiefs of police, prosecutors, judges, defense lawyers, probation agents, and other local officials create comprehensive correction plans to improve the administration of justice at the local level. The plans detail the various options of punishment in the community which are available to judges and other criminal justice officials when sentencing offenders. †¢These integrated systems generally include restitution programs for nonviolent offenders. Offenders’ wages are applied directly to restitution, court-ordered fines and fees, and room and board. Placement in the work programs usually lasts from three to six months. †¢Programs are administered by local governmental or nonprofit agencies at the county or regional level, and are funded by the state under a single system which provides for local punishment options. Funds are provided contractually or directly depending on the involvement of nonprofit agencies. †¢Sentencing guidelines for local, district, or regional judges prescribe a uniform sentencing structure with a variety of punishment options for offenders. They differ from determinate sentencing by targeting alternative punishments for the non-violent offender population. †¢The punishment authorized under sentencing guidelines is generally tailored for the crime and applies to all similarly-situated felony offenders. For example, judges must follow a rating system based on the severity of the offender’s crime, the frequency of violations, and the nature of the crime. Rating scales are adjusted periodically by sentencing commissions to reflect statewide sentencing patterns. Non-violent crimes have the lowest criminal rating, allowing judges the broadest range of sentencing options. In contrast, judges must impose very specific sentences for violent or serious crimes. Serious or violent felons sentenced to prison receive very little if any good time credit, and must serve a specified term while in prison. †¢Responsibility for community correctional service is delegated to local units of government. This joins sentencing and punishment in one administrative level, with incentives for the most efficient use of local and state correctional resources. †¢A post-prison release program, operated through a parole or probation system, is an integral component of a local community corrections treatment system. Community corrections sanctions may include: †¢24-hour residential programs which provide a structured living environment for offenders who require supervision when not working or looking for employment; †¢Non-residential drug and alcohol treatment programs; †¢Electronic monitoring of offenders placed on home detention (offenders must wear bracelets that allow parole officials to monitor their movement); †¢Diagnostic evaluation and counseling ordered by the court as part of a pre-sentence process; †¢Pre-trial intervention which provides close supervision and support services to selected offenders prior to trial; †¢Community service programs; †¢Day reporting centers where offenders are required to discuss the progress of their job search and daily activities with parole officials; and †¢Mandatory education programs. There are several key elements to an integrated community-based correctional program: †¢Collaborative long range planning by local and state law enforcement officials to reduce the use of prisons for felony sentencing; †¢Coordinated use of local and state correctional resources; †¢A state funding mechanism to ensure a local level of correctional services; and †¢Ensuring public safety in community correction facilities. One of the goals of sentencing guidelines is to match the community sanction with the offender. The types of offenders which are considered for community sanctions include the following: †¢Offenders who might benefit from prevention services, and are of criminal activity in the future: school drop-outs, urban youth gang members, and juvenile offenders with learning disabilities. Prevention services could include mid-night basketball leagues, big brother programs, special education programs, and other activities. †¢Offenders who might benefit from early intervention services. This group is generally composed of first time offenders. Early intervention may reduce their chances for committing future crimes. They generally require services related to education, work-skill development, and substance abuse and alcohol counseling. †¢Offenders who might be eligible for diversion programs. This group is basically those people in jail or prison who may safely be diverted to alternative programs and services. They generally are second or third time offenders who have failed on probation and have been convicted of a number of non-violent offenses. Under California’s â€Å"three strike’s law†, they could face life imprisonment if their first two felonies are violent and/or if the third felony is violent. The goal of sentencing guidelines is to match target offender groups with the appropriate community sanction. While there are some variations among state sentencing guidelines, most establish punishment by the severity, frequency, and nature of the crime committed. For example, in Michigan, if an offender is arrested for burglary and has a previous drug arrest, state sentencing guideline ratings provide a range of sentencing options from alternative community corrections to up to a 24 month prison sentence. The community correction option allows the judge to sentence the offender to a secured community-based substance abuse treatment program for six months, followed by a short probation period. The judge has the discretion to choose from an array of options. On the other hand, if an offender is convicted of a serious felony and has previous non-violent felony convictions, sentencing guidelines provide that alternative community corrections is not an option, and require a minimum 24 month prison sentence. While offenders sometimes violate the terms of a community correction sentence, so far there is no evidence that the offenders currently entering these programs are a danger to communities. Evaluation studies are currently randomly tracking offenders who participate in community correction programs to determine the success or failure of the programs. The eight states which have enacted comprehensive community correction laws require a well-defined local implementation strategy that targets specific offender populations, and seeks to match their needs with the correct community sanction and service, before state funds are dispersed. Several states have also enacted on-going performance evaluation reviews to identify problem areas and fine-tune sentencing options. The other four states do not offer financial incentives or disincentives, although local implementation strategies are closely monitored by state legislatures. Four of the 8 states also offer formula-based incentives which require community agencies to develop comprehensive, integrated long-range community correctional plans. The greater local resources and services available under the plan, the higher the state funding. Most local plans are coordinated at the county level and identify all available community treatment programs, including prevention and intervention programs, training programs, and diversion programs. Local plans must include data detailing how the community correction programs are expected to reduce commitments to prison. The formula grants include a disincentive for sending certain kinds of felons to state prison, in the form of a per-diem fee which is deducted from the local grant. Grantees are also required to monitor offenders for possible parole violations after they complete the community corrections program. Louisiana has the oldest state boot camp program in the country. The Intensive Motivational Program of Alternative Correctional Treatment (IMPACT) has as its goals: †¢Provide an alternative to long-term incarceration for youthful first- and second-time offenders. †¢Reduce costs without undue risk to public safety. †¢Develop participants’ self-discipline, self-confidence, self-respect, individual responsibility, and respect for others. In order to participate, an offender must meet the following eligibility criteria: †¢Male and female offenders under the age of 40 serving sentences in state prison. †¢First time felony offenders committed to state custody for 7 years or less for an offense with parole eligibility. †¢Second-time felony offenders who have not previously spent time in state prison and who have been committed to state custody for 7 years or less for an offense carrying parole eligibility. †¢No offenders with outstanding felony charges, numerous outstanding misdemeanor charges, outstanding immigration detainers, mental or physical health problems, history of assaulting behavior or escape, overt homosexuality, sex offense against a child or any violent sexual offense, or absence of post-release plan. In 1987, the Louisiana Department of Public Safety and Corrections began operating a 136-bed military-style boot camp program at the medium-security Hunt Correctional Center (Up to 20 female slots are also available at the Louisiana Correctional Institute for Women; these inmates are bused to the boot camp daily). The 90- to 180-day program uses a three-phase approach to promote its philosophy of discipline and treatment. Regular program activities include military drill and ceremony training, physical training and organized recreational activities. Treatment programs include a re-education therapy class that requires participants to evaluate their beliefs and values, substance abuse education classes and activities, and prerelease (life skills) preparation. Extra duty or incentive physical training are required for minor disciplinary infractions. More serious infractions may result in reduction in rank, additional duties, or, in some cases, dismissal from the program. About 55 percent of participants graduate from the program. On release, all IMPACT parolees are assigned to 3 months of intensive parole supervision where, in addition to the regular conditions mandated for all parolees (maintain employment or full-time educational training), they must satisfy the following requirements: a minimum of 4 face-to-face contacts with a supervision officer each week, adherence to a curfew, 100 hours of unpaid community service work and random drug and alcohol screenings. After 3 months, supervision standards are gradually relaxed. Depending on individual performance, at the conclusion of this period, the parolee will continue receiving intensive supervision or is placed in regular parole supervision. According to the Multi-State Evaluation of Shock Incarceration report to the National Institute of Justice, Louisiana is one of three states who’s program results in lower recidivism rates relative to comparison groups. Failures are more often for technical violations of parole than for new crime violations. It is estimated that each 100 inmates completing the program result in a cost savings of $750,000 to the state (Nieto, Marcus: Feb. 1996). REFERENCES Travis Hirschi, and David Rudisill, An Evaluation of California Probation Subsidy Program, Vol. 1: Commitment Reduction and Probation Subsidy: A Summary of Available Data, Center on Administration of Criminal Justice, University of California at Davis, (Davis), 1977. Probation/Parole Survey, Corrections Compendium, The National Journal for Corrections, August, 1994. U.S. Department of Justice, Office of Justice Programs. A Survey of Intermediate Sanctions, Washington, D.C. September, 1990, and Nieto, Marcus, California Research Bureau, The Changing Role Probation In California’s Criminal Justice System, April, 1996. Peters, G.T., Intermediate Sanctions: A Discussion of Illustrative Programs. Office of National Drug Control Policy. Washington D.C. 1990. Stone, Susan and Fulton, Betsy, Achieving Public Safety Through Rehabilitation and Reintegration: The Promise of a New ISP, Presented at the Academy of Criminal Justice Science Conference. Kansas City, Missouri. 1995. Nidorf, Barry, Chief Probation Officer, Los Angeles County, â€Å"Los Angeles County, Varied Uses of Electronic Monitoring: The Los Angeles Experience†, Edited by John Ortiz and William Selke. Intermediate Sanctions: Sentencing in the 1990’s. Anderson Publishing Company, 1995. Bourque, Blair, Han, B, Hill, Mei, and Sarah, M,. U.S. Department of Justice, Office of Justice Programs. An Inventory of Aftercare Provisions for 52 Boot Camp Programs. NCJ 157104. Washington, DC. January, 1996. Nieto, Marcus, California Research Bureau, Community Correction Punishments: An Alternative to Incarceration for Nonviolent Offenders, Sacramento, CA., February, 1996.

Sample of Document

Entity:| Vietcombank| | Period ended:| 31/12/2012| Significant class of transactions/significant disclosure process name:| Credit origination – Transaction processing| | Significant class of transactions/ significant disclosure process owner:| Credit Policty at HODebt management division Client Division | |We obtain an understanding of the significant classes of transactions (SCOTs) and significant disclosure processes to identify and understand the risks of material misstatement at the assertion level (i. e. , what can go wrongs (WCGWs)) and, when applicable, to identify and understand the controls over the WCGWs. This template assists with completing S03 Understand significant classes of transactions and significant disclosure processes. Significant accounts affected and key business and financial statement risks related to these accounts: * Loan Acc * Interest Acc * Provision Acc * Expense Acc * Receivable Acc| Relevant assertions: * Valuation * Completeness * Right and Obl igation * Presentation and Disclosure * Existence | Nature of the SCOT (routine, non-routine, estimation): * Routine| Starting point (initiation) and timing of initiation and recording of the SCOT or significant disclosure process: * Customer’s application| Specific circumstances affecting the form and extent of the documentation: * None| Name of the IT application that supports the SCOT * | Inputs/outputs of the critical path of significant class of transactions/significant disclosure process| Inputs/outputs of the supporting IT application| Inputs: * | Inputs: * | Outputs: * | Outputs: * |Critical path (initiating, recording, processing, reporting, correcting incorrect information) We obtain an understanding of the SCOTs and the significant disclosure processes by obtaining an understanding of their critical path. The critical path includes: * Initiation: the point where the transaction first enters the entity’s process and is prepared and submitted for recording * R ecording: the point where the transaction is first recorded in the books and records of the entity * Processing: any changes, manipulation or transfers of the data in the books and records of the entity * Reporting: the point where the transaction is reported (i. e. posted) in the general ledger. When we obtain an understanding of the critical path, we obtain an understanding of how incorrectly processed information is detected and corrected on a timely basis. We also obtain an understanding of how transactions are accumulated and posted from the sub ledger to the general ledger, including controls over associated journal entries. We obtain an understanding of the policies and procedures in place that management uses to determine that directives are carried out and applied, including: * Authorization * Segregation of incompatible duties * Safeguarding of assets * Information processing * Performance reviewsWe use our understanding of the critical path and the policies and procedures to identify WCGWs and, when applicable, relevant controls. In the course of acquiring an understanding of the processing procedures, we frequently learn of many of the controls in use. Thus, while the emphasis at this point is not to identify the presence or absence of controls, we are alert to the possible absence of controls, and to the points at which errors could occur and controls are needed. We consider the effect IT has on the SCOTs and the significant disclosure processes. The manner in which we document our understanding of the SCOT or significant disclosure process is left to professional judgment of the engagement executives.However, for critical paths related to routine transactions, a graphical depiction of the flow (e. g. , flowchart), supported with narrative notes (e. g. , use of this template) normally provides for easier identification of the types of errors that can occur. No. | Describe the critical path for the significant class of transactions/significant disc losure process| Describe the automated aspects of the significant class of transactions/significant disclosure process, including: * Manual aspects that depend upon computer functionality or computer generated data * IT applications/infrastructure| 1 | Credit appraisal and granting proposal 1. 1. Loan application:For both HO and Branches, Credit Dept. s organised into 3 divisions:- Client and Project Investment (optional): responsible for receiving and appraising loan request, monitoring and finalizing/ liquidating the loan. – Debt Management: mainly responsible for storing credit contract and other supporting documents as well as updating required information into system; work with Client Division in monitoring the loan. And two Risk Management division : involved in credit approving process in terms of risk assessment. One is under HO and one is based on Ho Chi Minh CityFirstly, Client/ Project Investment officer receives client’s Loan Application and supporting docu ments – which are clearly stated in Article 14 – Decision 228/NHNT. HTQT: Lending Regulations1. 2.Loan appraisal: * Secondly, Based on documents obtained and the present credit regulations, Client/ Project Investment officer appraises client’s application under the following aspects: * Suitability (in relation to approved Credit limit, related regulations and current risk management policies of the bank) * Feasibility, efficiency and level of risk (if exist) related to client’s business plan * Solvency * Collaterals: Client officer who receives and appraises loan request also responsible for monitoring and appraising collateral. Deliverable of the officer at this stage is Collateral Appraisal Report (Form BD 1. 1. v002), including signature of client officer-in-charge and Head of Client Division.Regarding valuation, branches except for compulsory circumstances, are encouraged to cooperate with Independent Appraisal Firms (selected within the list of allow able firms, attached with Document 946/VCB. CSTD – Appendix 01). In case collateral is valued by VCB, Valuation Memo (Form 2. 2: Bien Ban Dinh Gia) must be prepared with signature of client and bank representative, under Decision 30/ VCB. CSTD. For collateral of over 20 billion VND, branch must send to HO the appraisal documents by Appraisal firm and Appraisal/ Periodic Revelation Report (Form BD 1. 2. v002), within 2 days since the reports are given their approving authority. | Manual | | * Next, Client/ Project Investment officer prepares and signs Report of Credit appraisal and granting proposal (Bao cao th? m d? h va D? xu? t c? p TD), following Form 1. 4A, 1. 4B and 1. 5. * The Report is then submitted to Head of Client/ Project Investment Division (TP KH) for revising and signing in case the deliverables of Client/ Project Investment officer are accepted. Otherwise, he/she needs to document reasons as well as additional opinions * Credit/ Project Investment officer then prepares submission documents. a) For clients granted Credit limit, Client officer submits to Branch’s Director/ Vice Director or Client Director (GD KH) for HO clients. b) For clients granted Credit limit but required by Credit limit approving authority (C? p th? m quy? n phe duy? ) to seek for higher authority’s approval when granting the loan, Client officer submits to both Branch’s Director/ Vice Director and the authority which is stated in Announcement of Credit limit Approval (Thong bao phe duy? t GHTD). If the higher authority is Local Credit Committee (HDTD co s? ), there is no need to submit to Branch’s Director/ Vice Director. c) For clients not yet granted or beyond Credit limit, Project Investment loan is issued. – Branch-based client: Client/ Project Investment officer submits to Local Credit Committee’s Director to organise meeting based on its Regulation on Operations. – HO-based client: Client/ Project Investment off icer submits to authorised Client Director. For the credit limits beyond authority of Client Director, submission is sent directly to HO’s Credit Risk Management Division for subsequent steps. Submission documents include: * Client’s Loan Request (original) * Report on Credit/ Project investment appraisal and granting proposal (original) * Credit Scoring and Rating Table (original) * Legal documents for new customers * Financial statements * Other relevant documents (if available)| | 2. | Loan approvalBased on Report of Credit appraisal and granting proposal, signed by Client officer and Head of Client Division together with supporting documents, the following parties in accordance with their specific authority will start the approving process:2. 1. Branch’s Director/ Vice Director * In case credit granted within Credit limit, Branch’s Director/ Vice Director approves the credit grant based on Report of Credit appraisal and granting proposal signed by Cli ent/ Project Investment officer and Branch’s Director/ Vice Director, as well as accompanying submission documents. In case credit is granted within Credit limit but required by Credit limit approving authority to seek for higher authority’s approval when granting the loan, Client officer submits to both Branch’s Director/ Vice Director and the required authority (If the higher authority is Local Credit Committee (HDTD co s? ), there is no need to submit to Branch’s Director/ Vice Director). 2. 2. Local Credit Committee * Following its Regulations on Organisation and Operations, Local Credit Committee’s Director organises meeting based on submission documents prepared by Client/ Project investment officer. This Committee includes Branch’s director, Vice director and head of Client, Investment project and Debt management division. Local Credit Committee approves credit grants which fall within its authority. Otherwise, based on acceptance opi nion of Local Credit Committee, submission documents are then sent to Risk Management Division by client officer for subsequent steps. * For branches under the processing range of HCM-based Risk Management Division, Client officer submits set of Loan Proposal documents directly to HO’s Risk Management Division and 1 copy of Loan Proposal Form (Form 3. 2) to HCM-based Division in case of beyond its authority. * Branch’s set of documents include: * The original Request for Loan approval Form 3. 2 (T? trinh d? ngh? phe duy? t tin d? ng/DTDA) signed by Local Credit Committee’s Director. A copy of Local Credit Committee’s Meeting minutes * Submission documents to Local Credit Committee| Manual| | 2. 3. Risk Management Division * Based on set of Loan Proposal documents from the Branch, Risk officer evaluates credit risks and prepare Credit Risk Assessment Report (Bao cao ra soat r? i ro c? p tin d? ng) using Form 2. 3A/2. 3B/2. 4 * The report is then signed by Risk officer before being submitted to at least 2 controllers of Risk Management Division, who later provides their approval plus signature. * Afterwards, Risk officer prepares and signs off every page of Announcement of Credit/ Project Investment Approval( Thong bao phe duy? t c? p tin d? ng/DTDA) Form 4. , before: * submitting to Head of Risk Management Division and Risk Management Director for signature; * sending an original to the proposing Branch; a copy to General Director as well as relevant Branches. 2. 5. HO-based clients/ projects within Client Director’s approving authorityCredit proposals under this case are only considered ‘approved’ when the Report of Credit appraisal and granting proposal is signed and given acceptance opinion by Client Director. Accordingly, Client/ Project investment officer prepares (Thong bao tac nghi? p) and transfers documents to HO Debt Management Division for storage, system entering and other subsequent steps. 2. 6.Risk M anagement Director and Client DirectorUnder this circumstance, Risk officer duplicates the steps within the approving authority of Risk Management Director as stated above. The proposal is only considered ‘approved’ when obtaining signature of both, except for either of them is absent. | | | 2. 7. Central Credit Committee * Central Credit Committee bases on Credit Risk Assessment Report (signed by at least 2 controllers of Risk Management Division) and Branch’s document set (original) prepared by Risk officer to call a meeting. * According to Meeting minutes, Risk Management Division prepares and signs off every page of Announcement of Credit/ Project Investment Approval (Form 4. 2) before submitting Director Central Credit Committee for signature. Then submit to: * Client Division at HO an original for subsequent steps * relevant Branches 01 copy * HCM-based Division a copy in case of approving the proposal of branches under its authority. 2. 8. Board of Directo rs * Under this circumstance, after being approved by Central Credit Committee, Risk Management Division prepares submission documents in accordance with Regulation of Loan grants under approving authority of BOD. * Risk Management Division then prepares Approval Announcement and sends documents in such a way as cases under Central Credit Committee’s authority; in which, documents to Debt Management Division must include Loan Approval Form by BOD. | | 3. | Making loan contract and collateral contractBased on approving results, Client officer continues to seek signature for loan and collateral contract. 3. 1.Loan contract/Collateral contract * Client/ Project Investment Division signs off (ky t? t) every page of loan contract/collateral contract and send to client for confirmation. After signing off by Client and Bank ‘s representer, Loan contract was sent to Accounting division and Debt management Division. collateral contract was sent to Storage division * If any disag reement arises, Client/ Project Investment officer must report to Head of Division. If necessary to amend content or approval conditions, Client/ Project Investment Division issues Form 1. 6: Report on Appraising and Proposing Credit Adjustment, submit to authorised bank representatives for approval. After obtaining client’s signature and original of collateral contracts, Client/ Project Investment Division register collateral transactions. * Client/ Project Investment officer prepares 02 (Thong bao tac nghi? p m? HDTD), sign off and submit to Head of Division for signature, before sending to Debt Management Division (relevant documents included) for storage and entering into system. * In case clients do not have CIF yet, Client Division prepares Thong bao tac nghiep mo so CIF (Form 5. 8) then sends to Transaction Accounting dept. to open new CIF. | Manual| 4. | Putting data into system and managing credit file * After signing loan contract, Client officer prepare and sign on â€Å"Thong bao tac nghiep m? h? p d? ng tin d? g† containing all information needed to put into system, conditions to disburse, a list of documents needed to store and special conditions needed to manage the loan. After that, debt management officer recheck and sign on â€Å"Thong bao tac nghiep†. * Basing on â€Å"Thong bao tac nghiep†, Debt Management officer is responsible for putting data into system. However, only when it is approved online by head/vice of debt management Division, will client data be disclosed on system. Debt Management officer stores all the documents listed on â€Å"thong bao tac nghiep†| IT Dependent| 5. | Disbursement of loanThe disbursement of loan involves the following steps which depend on the appointed approving authority.However, all of the appointed divisions are held responsible for checking the conformity of client’s withdrawal documents with credit contract. 5. 1. Client/ Project Investment DivisionIf withdraw al request is valid, Client officer prepares â€Å"Thong bao tac nghiep du dieu kien rut von† (Form 5. 4), signs off and submits to Division Head for signature before transferring documents to Debt Management officer for disbursement. 5. 2. Debt Management DivisionThe division directly receives withdrawal request from client and perform checking procedures. Client is required to amend information if found unsuitable. Otherwise, Debt Management officer starts disbursing the loan. 5. 3.Client/ Project Investment Division receiving request, Debt Management Division performing checking proceduresWithdrawal documents after being received and checked by Client officer, Debt Management officer takes over for disbursement, based on Credit Approval Announcement and Credit contract. If documents are found invalid, they are sent back to Client Division for completion. 5. 4. Higher authorityClient officer prepares â€Å"Thong bao tac nghiep du dieu kien rut von† (signed by him/her and Head of division). Afterwards, based on credit approval results, Client officer submits the above document and other supporting ones to higher authority. If approved, the documents are transferred to Debt Management for disbursement.The details of disbursement process are briefed as follows: * Debt Management officer opens loan account, fills in CIF, signs off Loan Receipt Note before updating into system for online approval of Division’s Head. * Next, the officer sends: * 01 Loan Receipt Note to client * 01 Loan Receipt Note and supporting documents to relevant departments for disbursement * The last Loan Receipt Note stored in the division. | IT Dependent| 6. | Post-disbursement Monitoring of Loan * At least every 6 months, Client/ Project Investment Division must recheck the loan usage status (usage purpose, collateral status, the balance between assets resulting from the loan and the outstanding balance).This is implemented in accordance with the predetermined plan ( monitoring schedule and methodology), which is proposed by Client officer when preparing Report of Credit appraisal and granting proposal or when â€Å"Thong bao tac nghiep† at the latest. * For collateral monitoring, the following aspects must be assured: * Status compared to previous visit * Forecasted revaluations * Client’s conformity in preserving collateral * Proposal to modify collateral management methods (optional) * Proposal to add/ replace collateral (optional) * Debt Management Division is held responsible for reminding Client/ Project Investment Division about loan monitoring schedule. The result must be documented on Loan Monitoring Records (Bien b? n Ki? m tra), which is signed by Borrower’s representative and submitted to Head of Client/ Project Investment Division for revision and comment. * In case Client/ Project Investment Division detects any signals of risk, officer takes the initiative to propose the corresponding solution (included in Loa n Monitoring Records) before submitting to Head of Division, Director of Client Division (for HO-based clients) or Branch’s Director/ Deputy Director. * After finalizing the Record, officer sends 01 original to Debt Management, 01 copy to Risk Management Division for co-monitoring. | Manual | 7. Credit Adjustment * Depending on the real situation and client’s demand after credit approval, credit adjustment can be made correspondingly. * Procedures of Credit Adjustment are conducted in the same manner as that of Credit Proposal and Approval (only those who are authorised to approve credit are able to approve credit adjustment). Client / investment project officer prepares Report of credit appraisal and credit adjustment- bao cao th? m d? nh va d? xu? t di? u ch? nh tin d? ng. At risk management division prepares Credit risk assessment for adjustment report – Bao cao ra soat r? i ro di? u ch? nh c? p tin d? ng. * Client/ Project Investment Division prepare Thong b ao tac nghi? p di? ch? nh HDTD. | Manual| 8. | Loan and interest collection * At least 10 days before due date, Debt Management officer prints out the list of loans and transfer to Client/ Project Investment Division whose officer prepares a document to inform clients and in charge of pushing clients to pay principal and interest * System automatic calculate interest income for loan group 1 * At the due date of loan, Debt Management officer prints out the report of principle and interest up to due date and checking. Then this report is submitted to Head of Debt management for approving. This report is then transferred to Accounting Division for collecting. If collected in cash, Client has to pay at first at Cash Division. ; after collecting enough and checking, Cash Division. will sign on â€Å"Deposit slip† (Cash receipt) then transfers Cash Receipt Note to Accounting Division for booking entry. * Accountant makes the following entries: * With principal collection:Dr. : Cash / BankCr. : Loan to Customer * With interest collection:Dr. : Cash/ BankCr. : Interest Income * Accounting voucher printed out and signed by controller and chief accountant. | Application A*N*t Interest = ————- 360*100 A: Outstanding balance N:Days (From the last payment day to the next payment day). t:interest rate | 9. Overdue Debt Management * When the loan turns into overdue, debt management officer sends a Reminding Letter to the customer (at least once a month), approved by the Head/Vice of Debt Management Division. This letter is transferred to clients and a copy is also to deliver to the credit officer. * If the customers still don’t make payment after more than 3 times received the Reminding Letter, credit officer proposes to the Head of Client/ Project Investment Division to work directly with the customer’s representative to cover the debt. * Client/ Project Investment Division combines with Risk Management Division and Legal Divi sion if necessary to protect all the interests of VCB. | 10. | Contract liquidation and Collateral Release Collateral * After the client pays all principle and interest, Debt Management officer prepares and signs on Loan Closing Announcement (Thong bao dong h? so vay). * Client officer informs client of Loan Contract Liquidation (Form 7. 2). * Debt Management officer hands over all relevant documents to Client/ Project Investment Division before the former Division transfers to clients and sends the original of Handover Record (signed by both handover and takeover) to Debt Management for storage purpose. * Finally, Client/ Project Investment Division cancel Collateral Transaction Registry. | |