Intro to medical technology Essay Example for Free

Intro to medical technology Essay This course will introduce students to the role, ethics, conduct, certification, education, employment, and fundamental knowledge and skills related to Clinical Laboratory Science. There will also be discussions on the more common laboratory tests associated with diseases of organ systems and how the results are utilized in diagnosis. Selected laboratory exercises from major disciplines in Clinical Laboratory Science will be performed. Course Learning Outcomes Upon completion of the course the student will be able to: 1. Appreciate the important role of the Medical Technologist in the saving of lives and relate that to the role of Jesus in the saving of souls. 2. Describe the different designations of laboratory professionals, the major job functions, and the education requirements for entry into the profession. 3. Discuss the various aspects related to proper techniques, safety and interpretation of procedures presented. 4. Perform laboratory procedures taught utilizing correct techniques. 5. Discuss proper specimen collection techniques. Possess an introductory knowledge of the scope of testing performed in each of the following sections of the Clinical Laboratory: a. Haematology e. Microbiology b. Immunology f. Coagulation c. Immunohaematology g. Mycology d. Clinical Chemistry 7. Contribute to the overall improvement of the healthcare system. Instructional Procedures There will be one 80 minute lecture and a three-hour laboratory session weekly for approximately fifteen weeks. A short devotion will be conducted at the beginning of each class period. There will be written tests, assignments, reading reports and one final comprehensive exam. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. The laboratory component of this course will carry a Pass/Fail designation. Failure of the laboratory component results in an automatic failure of the course which must be repeated. A failing laboratory grade will not be included in the calculation of the overall grade for this course. In this course, mastery is the goal, and the student is responsible for the information from assignments, text, manual, class discussion, other reading and laboratory procedures. No assignment should be placed beneath the office door unless otherwise specified by the instructor. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. Quizzes cannot be made up. Integration of Faith and Learning Outcomes: 1. Demonstrate the fulfilment of God’s manifestation in our lives as the study the of Clinical Laboratory Science highlights the amazing design of the human machinery and the God given skills required to thoroughly investigate it. 2. Exhibit behaviours that reflect an appreciation of health and wellness as tokens from God to be cherished and a commitment to assist others experiencing ill health through by our skills. Knowledge is power, but it is a power for good only when united with true piety. It must be vitalized by the Spirit of God, in order to serve the noblest purposes. CPT p. 38. NCU Values and Attitudes: Focus 1. Christlikeness 2. Integrity 3. Justice Christlikeness: I, Fabian Pitkin and all the students of MTCH: 106 Introduction to Medical Technology Laboratory class, commit to exercising the highest levels of Christlikeness in all actions during this semester in relation to the following: 1 Handling student issues in a fair and equitable manner 2 Displaying honesty with submitted work 3 Displaying kindness to each other 4 Displaying humility, compassion and unselfishness to each other 5 Showing confidence in all things through Christ who strengthens me. (Philippians 4:13) Integrity: The facilitator and students will undertake learning experiences that exercise the highest levels of integrity such as: Honouring deadlines in submission of assignments Practising academic honesty with respect to the use of published works and other intellectual property Participating equally in group work and activities Good stewardship of tools, equipment and other resources in the teaching learning environment Give fair evaluation to student work Display proper deportment and conduct. Justice: The facilitator and all students will exercise the highest level of justice and fairness in all actions related to this course in the areas of: Fair grading for tasks submitted for evaluation Timely feedback and redress of inquiries, challenges, issues, grouses Impartial treatment of all students regardless of race, age, religious affiliation, nationality or ethnicity. Access to Computer and Internet Resources: Completing these course requirements necessitates regular access to computer technology and the Internet. If a student does not have a personal computer with Internet access, computers on the University’s Main Campus and Extension Sites are available for student use. Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor expects all class members to communicate in a professional and courteous manner. While everyone may feel passionate about a particular subject and is entitled to his/her opinions, classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or disparaging comments about gender, ethnicity, religion, et cetera will be tolerated. Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging in either activity may result in very serious penalties, including failing grades, or dismissal from the University, you should endeavour to avoid such activities. Any assignment or work submitted for this course must not have been submitted for any other course. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may apply to an assignment you are considering for this course, please ask the facilitator for clarification. Students with a Disabling Condition: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should communicate with the instructor in a timely manner, to seek such special considerations. Students should present appropriate verification from the relevant administrative office at the University. There is no guideline indicating that special considerations be given prior to completion of the existing university verification process. Course Content Lecture 1. Introduction to the Profession and Fundamentals of the Clinical Laboratory No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the evolution of Clinical Laboratory Science 2. Draw and describe the organizational structure of a healthcare organization 3. Name the departments of a clinical laboratory 4. Describe the various sites for laboratory testing 5. Describe the importance of regulations concerning the quality and reliability of laboratory work. 6. Describe the various categories of personnel in the clinical laboratory 7. Name and describe non-analytical and analytical factors in quality assessment. 8. Describe proficiency testing. 9. Name three medical-legal issues and discuss issues associated with each. 10. Discuss the future directions for laboratory medicine. Content: 1. Functions of the clinical laboratory 2. Organization with the clinical laboratory 3. Regulatory bodies (OSHA, CLIA, etc) 4. Introduction to speciality areas of the clinical laboratory 5. Credentialing 6. Professional organizations 7. Quality Assessment Activities: 1. Group work (Think/pair/share) – What is Medical Technology? What does it entail? 2. Discussion – How important/ integral is this profession to the health care delivery system? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 4 -20 Lecture 2. Safety in the clinical laboratory, Specimen Collection, Transportation Handling Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the basic aspects of infection control policies, including how and when to use PPEs and the reasons for using Standard Precautions. 2. Describe the procedure for decontaminating a work area and the steps to be employed when cleaning up hazardous spills. 3. Describe the basic steps if first aid. 4. Identify seven factors that should be monitored by quality assessment methods. 5. Demonstrate and describe the skills needed to interact with patients in the collection of specimens 6. Describe the principles and applications of Standard Precautions 7. Discuss general specimen preparation guidelines 8. Identify unacceptable laboratory specimens 9. Explain the chain of custody in specimen handling 10. Describe relevant medical-legal issues related to specimen collection Content: 1. Occupational Safety and Health Administration Acts and Standards 2. Handwashing Immunization 4. Prophylaxis 5. Exposure control 6. Laboratory Hazards 7. General Infection control Activities: 1. Group work (Think/pair/share) – Why is it so important to be immunized prior to entering into the clinical laboratory? 2. Discussion – What is the value of proper sample collection and handling to the generation of quality patient results? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 21-72 Assessment # 1: This assesses knowledge, comprehension, and synthesis of facts and principles outline in the lecture. Assessment tools- Matching, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 1 10 20 20 50 Lecture 2 10 20 20 50 Total 20 40 40 100 Lecture 3. Systems of measurement, Laboratory Equipment, and Reagents; The Microscope; Measurement Techniques in the Clinical Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Convert metric units of measurement for weight, volume, and temperature to English units and metric units or metric units to English units. 2. Convert temperature from degrees Celsius to degrees Fahrenheit or Kelvin. Describe the various types and uses of laboratory volumetric glassware, the techniques for their use, and the various types of glass used to manufacture them. 4. Describe types and uses of laboratory centrifuges. 5. Compare various forms and grades of water used in the laboratory and how each is each. 6. Demonstrate how to properly label a container used to store a laboratory reagent or solution. 7. Identify the parts of the microscope. 8. Explain the difference between magnification and resolution. 9. Define alignment, and describe the process of aligning a microscope. 10. Describe the procedure for correct light adjustment to obtain maximum resolution with sufficient contrast. 11. Identify the four basic measurement techniques. 12. Describe the principle of absorbance spectrophotometry. 13. Explain how the intensity of colour in a substance can be used to measure its concentration. 14. Define Beer’s Law. 15. Name the components of the spectrophotometer. Identify three quality control tests for the spectrophotometers. 17. Describe the principle of nephelometry. Content: 1. International Systems 2. Laboratory plasticware and glassware 3. Laboratory balances 4. Laboratory centrifuges 5. Laboratory reagent water 6. Reagents used in laboratory assays 7. Use of the microscope 8. Photometry 9. Absorbance spectrophotometry 10. Nephelometry 11. Electrochemical methods Activities: 1. Group work (Think/pair/share) – Problem solving; converting Fahrenheit to Celsius to Kelvin and finding unknown concentrations using the Beer’s law. Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 78 147 Lecture 4. Quality Assessment Quality Control in the Clinical Laboratory, Central Laboratory Automation Point-of-Care Testing, and Laboratory Information Systems No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Discuss how professional regulations require the implementation of quality assessment programs in the clinical laboratory. 2. Identify the components necessary to a laboratory’s quality assessment program, including its quality control program and the use of control specimens 3. Assess the diagnostic usefulness of results reported, which requires an understanding of accuracy and precision as well as specificity and sensitivity, for laboratory tests and methodologies. 4. Explain the sources of variance in a laboratory procedure 5. Explain the importance of a quality control program, including the use of control samples, the determination of the control range, and the use of quality control charts 6. Describe the use of reference values, including the use of the mean and the standard deviation in determination of the reference range. 7. Explain the major benefits of laboratory automation 8. Describe the five steps in automated analysis 9. Compare the major advantages and disadvantages of point-of-care testing 10. Identify the four categories of Clinical Laboratory Improvement Amendments of 1988 (CLIA ’88) test procedures 11. Provide examples of instrument-based point-of-care testing 12. Identify at least six characteristics to consider when selecting a point-of-care instrument. 13. Describe overall product and functions of laboratory information systems 14. List and describe components of a computer system 15. Define the abbreviations LAN and WAN 16. Define and give examples of preanalytical and postanalytical testing 17. Identify and describe five Clinical and Laboratory Standards Institute (CLSI) standards for design, compatibility, and integration of automated clinical laboratory systems. Content: 1. Clinical Laboratory Improvement Amendments 2. Accrediting Organizations 3. Quality assessment consideration 4. Quality assessment descriptors 5. Quality control statistics 6. Monitoring quality control Activities: 1. Group work (Think/pair/share) – Problem solving: Laboratory statistics and generation of Levy Jennings chart. 2. Discussion – Practical ways of ensuring quality in the clinical laboratory Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 161 -194 Lecture 5. Laboratory Mathematics and Introduction to Clinical Chemistry No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Calculate proportions and ratios 2. Calculate the requirements for solutions of a given volume and molarity 3. Describe the procedures for making a single dilution and a serial dilution 4. Calculate the amount of one solution needed to make a solution of a lesser concentration from it. 5. Differentiate the expressions of solution concentration weight per unit weight and weight per unit volume. 6. Prepare a percent solution 7. Compare the pathophysiology of types I and II diabetes. 8. Describe the symptoms of diabetes. 9. Identify the four major electrolytes found in blood and body fluids. 10. Name and compare renal function assays. 11. List the major lipid fractions. 12. List the major cardiac markers. 13. Describe liver and pancreatic assays and their significance. 14. Compare the clinical significance of various types of tumours markers. 15. Describe therapeutic drug assays and identify drugs of abuse. Content: 1. Density and specific gravity 2. Expressions of solution concentration 3. Proportions and ratios 4. Concentration of solutions 5. Dilutions 6. Diabetes 7. Electrolytes Acid-base balance 9. Renal function and other organ markers 10. Lipids 11. Hormone assays 12. Tumour markers Activities: 1. Group work (Think/pair/share) – Problem solving in serial dilution, creatinine clearance determination. 2. Discussion – Does automation in the clinical chemistry department render the department the most relaxing environment? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 151 -159; 200 232 Sectional # 2- This assesses knowledge, comprehension, and application of facts and principles outline in the lecture. Assessment tools-Calculations, Matching, and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 3 10 10 10 30 Lecture 4 10 10 15 35 Lecture 5 10 10 15 35 Total 30 30 40 100 Lecture 6. Introduction to Haematology Haemostasis; Introduction to Blood Banking No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the composition of blood 2. Explain the proper processing and testing of haematological samples 3. Discuss the significance of a complete blood count 4. Describe and perform a differential blood count 5. Discuss the common laboratory tests used for coagulation and haemostasis. 6. Define the terms immunohaematology, blood banking, and transfusion medicine 7. Explain the role of antigens and antibodies in immunohaematology 8. Compare ABO red blood cell and serum typing procedures 9. List and explain the components of compatibility testing, including identification, ABO and Rh typing, screening for unexpected antibodies and cross matching 10. Identify and describe the various red blood cell components and derivatives used for transfusion including packed red blood cells, plasma, and platelets, and explain the reason for transfusion of each. Content: 1. Haemoglobin 2. Haematocrit 3. Red blood cell indices 4. Blood cell counts 5. Examination of the peripheral smear 6. Blood cell alterations 7. Haemostatic mechanism 8. Tests for haemostasis Activities: 1. Case study – Case review on anaemia Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 238 – 342; 543 565 Lecture 7. Renal physiology and urinalysis, Introduction to the examination of Body Fluids No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define routine urinalysis, and describe its three main components. 2. Explain the clinical usefulness of urinalysis. 3. Describe the basic anatomic components of the urinary system and the function of each. 4. Define cerebrospinal fluid and describe the components of the routine examination. 5. Define synovial fluid 6. Discus the clinical significance of tests for faecal occult blood. 7. Describe the component of a semen analysis. Content: 1. Renal anatomy and physiology 2. Composition of urine 3. Physical, chemical and microscopic examination of urine 4. Faecal occult blood Activities: 1. Group work (Think/pair/share) – Microscopic mapping the production of urine Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 351 414 Assessment # 3- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 6 10 20 20 50 Lecture 7 10 20 20 50 Total 20 40 40 100 Lecture 8. Introduction to Microbiology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the terms: microorganisms, normal and abnormal flora. 2. Discuss basic equipment and techniques used in Microbiology. 3. Discuss steps taken in bacterial identification. 4. Explain the process and purpose of antimicrobial susceptibility testing. 5. Describe the requirement for bacterial cultivation and the common types of media. Content: 1. Introduction to micro-organisms 2. Classification of micro-organisms 3. Basic equipment and techniques used in microbiology 4. Types of specimens 5. Culture and sensitivity 6. Fungi and parasite testing Activities: 1. Group work (Think/pair/share) – Media classification and identification Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 447 -500 Lecture 9. Introduction to Immunology Serology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the term immunology. 2. Define the terms antigen and antibody. 3. Describe the general characteristics of antigens and antibodies. 4. Describe the characteristics of agglutination. 5. Compare the grading of agglutination reactions. 6. Name and compare the principles of latex agglutination, coagglutination, liposome-mediated agglutination, direct, bacterial agglutination, and haemagglutination. 7. Briefly describe the applications of polymerase chain reaction (PCR), Southern blot, Northern blot, Western blot and DNA chip technology. Content: 1. Overview immunology and serology 2. Antigens and antibodies 3. Specimens for serology and immunology 4. Common immunologic and serologic tests Activities: 1. Group work (Think/pair/share) – Confidentially and HIV reports 2. Group revision – Brief review of the lecture Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 505 530 Assessment # 4- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, matching and short essays. Content Knowledge Comprehension Synthesis Total Lecture 8 10 20 20 50 Lecture 9 10 20 20 50 Total 20 40 40 100 LECTURE SCHEDULE Modes of Teaching and Learning Student Evaluation A final grade will be assigned on the basis of the student’s performance on tests, assignments, reading reports, labs and the final comprehensive examination. B 70-74 B- 65-69 C+ 60-64 C 55-59 C- 50-54 D 0-49 F Grading system Grades are assigned numerical values as follows: GRADE Quality Points Definition A 4. 00 Superior A- 3. 67 Superior B+ 3. 33 Superior B 3. 00 Above Average B- 2. 67 Above Average C+ 2. 33 Above Average C 2. 00 Average C- 1. 67 Average D+ 1. 33 Below Average D 1. 00 Below Average F 0. 00 Below Average Expectations: 1. Attend all lectures, labs and tests. 2. Read assigned material before each lecture or lab session in order to participate meaningfully in class discussions and to better understand what is expected for the laboratory exercise. Present all labs and assignments on time and in a neat format. No late work will be accepted. No overdue assignment will be accepted at the end of the semester. 4. Submit a one-page (250-300 words) reading report on the last Thursday of each month. Reading reports should be done from journal articles pertaining to any discipline of Medical Technology. Source should have been published within the last two years and cited according to the CBE format. A copy of the article read should be attached to the report upon submission. Topics for each month are: September – Accreditation for Clinical Laboratories October – Quality Assessment in the Clinical Laboratory November– choose one of the major disciplines of Medical Technology (Clinical Microbiology, Haematology, Immunohaematology, Clinical Chemistry) and report on what was read from a scientific journal article. 5. Submit a written assignment specified Wednesdays following a lecture. Each assignment is gear towards cementing principles and facts as taught in lecture and as such evaluates knowledge, comprehension and synthesis of information. 6. Use the lab objectives as a study review guide for examinations. All cellular phones and any other electronic or mechanical gadgets should be turned off during class and laboratory sessions. Disturbance of the class session will result in suspension from the class. 8. Take responsibility for your tenure at Northern Caribbean University and display a professional attitude befitting that of the Medical Technology profession, always bearing in mind that patients’ lives are in your hands. 9. Give at least five (5) hours to the community in voluntary service within the discipline of Medical Technology. This may be organized or arranged by the teacher in the form of a health fair or it may be done through the students’ own initiative which may be reported to and reviewed by the teacher prior to initiation and or completion. REFERENCE MATERIAL Rubrics for Evaluating Oral Presentations ONLINE RULES/POLICIES: All papers and assignments submitted should include a certificate of authorship digitally signed by the student. Be aware that any submitted work for this course may be subjected to detection of plagiarism and breach of copyright. Participation students are required to login at least twice per week to the course website where assignments and announcements will be posted and accepted. An audit/tracking feature embedded in the eLearning system ? orion DL, will be utilized to monitor student activity. Conduct within the Online Learning Environment the same guidelines that apply to traditional classes should be observed in the eLearning environment. Please use proper netiquette when interacting with class members and the course instructor. ONLINE COURSE ACCESS Students will use their ? orion user account credentials to login to the course through the ? Orion Learning Management System (? orion LMS): http://aeorionde. ncu. edu. jm/. For assistance or further details regarding access to online courses please visit: https://aeorionde. ncu. edu. jm/corp/help. aspx For first time users or those requiring further familiarity with the eLearning system, please visit http://aeorionde. ncu. edu. jm/ and click on the orientation link. University Information Systems Services (UNISS) provides technical support between the hours of 8:00AM and 10:00PM Mondays through Thursdays and 8:00AM to 1:30PM on Fridays. The help desk may be reached at (1-876-523-2064) or online chat for immediate assistance. Email service requests can be directed to: [emailprotected] edu. jm POLICY ON SERVER UNAVAILABILITY OR OTHER TECHNICAL DIFFICULTIES The university is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNISS eLearning Help Desk: http://uniss. Ncu. edu. jm/elearninghelp , 1-876-523-2064. The instructor and the UNISS eLearning Help Desk will work with the student to resolve any issues at the earliest possible time. TECHNICAL REQUIREMENTS In addition to a competent level of computer and Internet literacy, there are some minimum technical requirements must be met to enable a successful learning experience. Please review the important technical requirements and the web browser configuration information at http://aeorionde. ncu. edu. jm/ to ensure that your personal computer meets the outlined requirements. This course has integrated communication tools that may be used to facilitate interaction and communication. Other communication mediasuch as email, instant messaging and web conferencing tools may also be utilized throughout the course. For more details please visit http://aeorionde. ncu. edu. jm/features . Interaction with Instructor: The instructor will communicate with students primarily using the Announcements and Discussions tools. Students may send personal concerns or questions to the instructor via email or using the course messaging module. The instructor will as much as possible reply to student’s queries within a week. LIBRARY SERVICES Distance Learners will need an ? orion user account to access all of the library’s electronic resources (reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living close to one of our extension campuses, a valid NCU ID card is required to check out materials from the Library. For more information on library resources go to http://www. ncu. edu. jm/library/ ASSIGNMENT SUBMISSION Please use the Assignments link on the course menu or see the icon on the designated page to upload assignments. You may click on the link for each assignment and follow the on-screen instructions to upload and submit your file(s). Bear in mind that you may only submit each assignment once, after which you should receive an onscreen confirmation. Please refer to the Help menu for more information on using this tool. Please note: each assignment link will be deactivated after the assignment due time. Additionally, unless stated otherwise, assignments are typically due at 11:59 PM on the specified date. After your submission is graded, you may click each assignment’s â€Å"Graded† tab to check the results and feedback. If necessary drafts of work for mastery learning may be sent via email to the instructor for review prior to submission. For team project assignments, one group member will submit the assignment for the group and all group members will be able to view the results and feedback once it’s been graded. Assignment Submission Instructions using Turnitin: Assignment(s) will be submitted and inspected via Turnitin, which is an integrated eLearning tool for plagiarism detection. To submit your assignments, click on the Turnitin icon located on the assignment submission web page. Next, click the submit icon. After which you will need to upload your assignment file please note that only one file may be submitted. To submit your assignment, click on â€Å"Browse† and locate your file then click the Submit button. You will be able to review before confirming your submission. You may return at a later time when the report is available, typically within 24 hours, to review the Originality Report which indicates the sources detected and how similar the assignment is to these sources. Please note it may take some time for Turnitin to generate the originality report. For further information on using Turnitin, please go to: http://www. Turnitin. com/static/training. html. COURSE EVALUATION You are required to complete an evaluation of the course at the end of the semester/module. These evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online course evaluations will be made accessible around the end of the semester/module and students will be informed via email or internal messages when they become available. NCU EMAIL Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of communication between students and faculty/staff through electronic mail. At the same time, e-mail raises some issues concerning security and the identity of each individual in an e-mail exchange. The university encourages all official student email correspondence to be sent only to a student’s NCU e-mail address and that faculty or staff consider email from students official only if it originates from a NCU student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. NCU furnishes each student with a free e-m

An Spanish American War History Essay

An Spanish American War History Essay This paper discusses about the war between Spain and United States and the summaries the causes of Spanish and American war. It also details the significant events during the Spanish-American war. This paper describes the important terms, people and events of Spanish -American war. It examines the Spanish-Cuban Tensions and the Yellow Journalism of Spanish -American war. This paper also provides the American Imperialism and Treaty of Paris. It states the effects of the Treaty of Paris during the Spanish-American war. This paper concludes this concept by providing the essential concept of Spanish-American war. Spanish- American War Summary of Spanish- American war The Spanish-American war was a conflict between America and Spain in 1898 effectively due to the intervention of US in the ongoing Cuban War of Independence. United States was attacked Pacific possessions of Spain led to the involvement in the case of Philippine Revolution as well as to Philippine- American war. The public opinion of America was grown at reports of Spanish Atrocities in Cuba. United States tariff had put restrictions on sugar imports to America and severely hurt the economy of Cuba that was dependent on the producing and selling sugar. The main issue was that Cuban independence, the ten-week war was fought in the case of both Caribbean and Pacific. United States had many business men with the investment interests in the case of Cuba that became concerned. The public of United States was stirred into anti- Spain frenzy due to the Yellow journalism of men including Hearst and Pulitzer. In 1898, America was dispatched the USS Maine on a friendly mission to Cuba. American fought the war in the case of fronts such as Cuba after the declaration. In 1898, the Treaty of Paris was signed in order to ending the Spanish- American war. After the Spanish-American war, America was improved Cuba in the case of infrastructure and educational systems and United States had also decided to move from their places. In 1901, America was forced Cuba for inserting the Platt Amendment in the case of their constitution that have given the US military base. America was also kept the Island countries for ships in Cuba. This is the summary of Spanish-American war. Increasing Spanish-Cuban Tensions (19th century) Cuba had been a colony of Spain and this Spain was dependent upon sugar production. In 19th century, many people in Cuba were dissatisfied with the ruling Spanish regime. The government of Spanish was also riddled with the inefficient, corruption and unwilling for granting Cuban populations. As a result, nationalist of Cuban people wanted for ending Spanish rule for the protection of Cuban. After the war, Spanish promised reforms and but the nationalists assumed this too late. The Spanish would leave for US intervention and because of American had significant economic investment in Cuba. In 1896, the Spanish was sent the general to Cuba in order to putting down the insurrection and the general was built the camps in order to prevent the insurrectos from leading population against Spanish rule. In Cuba, the segments of US public were outraged by the reports of atrocities. In 1895, Cuban revolt included a general opposition to a long history of Spanish control. The tariff raised prices in the sugar products that were imported from Cuba in the case of protecting US sugar growers. American Imperialism (1898) The imperialist behaviour of United States was occurred in 1898 that has been a great historical attention. America had commonly claimed for standing in opposition for the practising of taking of colonies to be democracy for all. During this war, the German and British were the famous countries and those countries were not involved in Spanish- American war. This war was required the help of these two countries in the event of serious fighting. United Kingdom required for offsetting German intimidation in order to foster better relation between Britain and America. The ground troops of America were arrived in the Philippines and the US troops allied with the Filipino for fighting against Spain. This Spanish and American war proved the importance of Pacific Islands among to these countries. The Pacific cross road was used for supplying the US Navy in future operations in Pacific Islands. In 1898, Hawaii could be easily performed as a coaling station without formal annexation and because American businessmen had also controlled the Island anyway. The imperialism of American was anti-colonialism of the early republic and but conscious options dependent upon the economic motivations and that held true before 1898. This was the imperialism of United States. Treaty of Paris (1898) The Treaty of Paris was the agreement that was signed on 1898 at the end of Spanish- American war. The Treaty of Paris also indicated the concluded stage of Spanish Empire and the Pacific Ocean. The Treaty of Paris granted to United States the rights of Ownership to Guam and Puerto Rico. After the agreement, Cuba region was given to Cuban in the case of Treaty of Paris of 1989 and the Spain was considered the tremendous financial debt Cuba owed towards United States. America agreed in order to paying twenty million dollars for the Philippines according to their agreement. The Treaty of Paris was also eliminated the presence of Spanish Empire with the America and in the case of Islands of the Pacific region. The Treaty of Paris was also made several privileges to Cuba and the Cuban people were satisfied with this agreement. After the agreement, America decided to replace from Cubans place and they constructed many elements for the enhancement of Cuban people. Conclusion The

Benetton Group Advertising Campaign Media Essay

Benetton Group Advertising Campaign Media Essay Oliviero Toscanis job title was Creative Director and Photographer for the Benetton Group starting in 1982. Under the direction of Oliviero Toscani, the Benetton Group had a very questionable advertising campaign. The Benetton Group used shock advertising until Oliviero Toscanis final campaign about death row inmates. Customers and retailers alike did not approve of this particular advertising campaign. This happened in the year 2000 and caused Toscani to leave the company. The Benetton Group has since switched their advertising to more traditional methods under the direction of James Mollison (Ganesan 2, 8-10). There are certain basic objectives of advertising. When Benetton used shock advertising, it had both pros and cons. There are still certain companies that use shock advertising today, but not to sell clothing and accessories. There are many basic objectives of advertising. The main basic objective of advertising is to convince the customer to buy the product or service that the business is selling. Our textbook defines marketing objectives as, what is to be accomplished by the overall marketing program. (Belch 33). The objective of most advertisements is to solve a problem or concern for the customer. Another objective is to make sure that no one is offended by the advertising. The advertising should show the product or service in a positive light that will somehow benefit the customer. Our textbook describes public relations as it relates to a positive image as follows, generally has a broader objective than publicity, as its purpose is to establish and maintain a positive image of the company among its various publics (Belch 25). Before they hired Oliviero Toscani to be their Creative Director and Photographer, they used an outside advertising agency. It saved Benetton a lot of money to do their advertising in-house. Luciano Benetton, one of the original owners of the company, approved all of Oliviero Toscanis work (Ganesan 6). The main advertising objective for Benetton while Toscani was in charge of it was to make the public aware of controversial social and political issues (Ganesan 1). These issues were at the heart of the advertisements, while the Benetton label looked like just a footnote in the advertisement (Ganesan 6,7). Some people may not even have known they were advertising for Benetton. Viewers must interpret the message advertisers are trying to communicate to them. Our textbook discusses the clarity of the advertising message by stating, Many ads are objective, and their message is clear and straightforward. Other ads are more ambiguous, and their meaning is strongly influenced by the consumer s individual interpretation (Belch 121). Benettons shock advertising could be interpreted differently depending on each individual person. This relates to the concept of selective comprehension. Our textbook discusses selective comprehension by stating, Consumers may engage in selective comprehension, interpreting information on the basis of their own attitudes, beliefs, motives, and experiences (Belch 122). The purpose of advertising is to convince the customer to buy your product or service. Unless the product or service the company is trying to sell relates to a particular social or political issue, it should not be mentioned in the advertising. Benettons product symbolism was the social and political issues that it was trying to make the public become aware. Our textbook discusses product symbolism and states, For many products, strong symbolic features and social and psychological meaning may be more important than functional utility (Belch 61). After Toscani left the company, they focused more on traditional advertising where the product was the central focus, along with a positive look at an issue (Ganesan 13). For example, the advertising campaign after Oliviero Toscani left centered on being a volunteer [Figure (x) on page 10]. Some other issues addressed after Toscani left Benetton that werent portrayed in a controversial way included worldwide hunger, protecting human rights, poverty, and child labor (Ganesan 10,14). Social and political causes were Benettons message (Ganesan 1). Our textbook states the following regarding a companys message, The encoding process leads to development of a message that contains the information or meaning the source hopes to convey. The message may be verbal or nonverbal, oral or written, or symbolic (Belch 148). There are both pros and cons to Benettons shock advertising campaign. One of the pros of Benettons shock advertising campaign is that it attempted to educate people on the various social and political concerns happening at that time. The customers watching the advertisement may pay closer attention and start talking about the issue. It gives viewers a forum for open discussion of an issue (Ganesan 1). Shortly after Oliviero Toscani started working at Benetton, the social issues such as people of different races doing things together and getting along were the primary focus. These images portray positive ways of thinking and encourage unity among different races (Ganesan 4). For example, Figure (i) that is shown on page 4 has a multi-racial group of people smiling and hugging. In addition, Picture 4 on page 15 of the adult white hand against the childs black hand are appropriate, positive images. Although Figure (viii) on page 8 looks a little unpleasant, the message is positive and a little uplifting. Nevertheless, as more time went on, the advertising campaign headed by Oliviero Toscani started to get disturbing, especially when it was concentrated on the political issues. One of the cons of Benettons shock advertising campaign is that the images shown can offend some viewers (Ganesan 13). Children do not really need to see some of those images. The overcrowded Albanian ship shocked me (Picture 11 on page 16). It just made me realize that all those little dots shown on there were all people-individual human beings. Picture 15 on page 17 was a little shocking also because all those little dots on there are portraying real people who have AIDS. Some of the images I saw offended me and I really did not want to look at them. In particular, Picture 5 on page 15 with the white angelic-looking girl next to the black girl with her hair looking like horns. I do not see any purpose to this advertisement. This picture is the total opposite of the prior pictures that enco uraged racial unity. It looks like, that in this case, Benetton is being inconsistent with their previous advertising. The campaign glamorizing death row inmates [Figure (ix) on page 9 and Picture 13 on page 17] was the most shocking. This was the same campaign that caused Oliviero Toscanis departure from the company, for good reason. Fifteen million dollars was spent on this campaign that offended and shocked so many people. (Ganesan 2, 8-10). This advertising campaign used the death row inmates as shock value in order to sell their product. I do not understand what showing death row inmates has to do with selling clothing or accessories. Some issues do not need to be addressed, especially worldwide, through an advertising campaign. They lost retailers, particularly Sears, and were sued by the victims families. This is a direct result of their insensitive advertising campaign. This entire advertising campaign has caused bad publicity for the Benetton name (Ganesan 8-10). Our textbo ok discusses negative publicity by stating that, Publicity is not always under the control of an organization and is sometimes unfavorable. Negative stories about a company and/or its products can be very damaging (Belch 24). That is what happened in this situation with Benetton. It put their name out in the public, but in a negative light. It also tainted their reputation (Ganesan 2). I definitely do not agree with Oliviero Toscanis opinion that it is acceptable for offensive images to be in art and journalism, so therefore offensive images should be acceptable in the advertising industry. Offensive images are not acceptable in art, journalism, or advertising. One of the objectives of advertising is to try to persuade customers to buy your product or service. I do not understand how an image of a newborn baby with their umbilical cord still attached [Figure (vi), page 7] persuades the customer to buy Benetton clothes. An advertising campaign that uses shock advertising is the anti-smoking commercials. This is appropriate because they are trying to let the viewer know the consequences of smoking and inform viewers that smoking may eventually kill you. Some people do not believe that bad things will ever happen to them. Seeing a commercial like this may really shock a viewer into quitting smoking to improve their overall health. Some of these commercials are very difficult to watch without having to turn away. For example, the commercial they currently show where they cut into the brain of a person who was only in their 30s to show that they died of a stroke from smoking. Another anti-smoking commercial that sticks in my mind that really shocked me was when they showed the artery and squeezed out all the plaque that was built up from smoking. The message of this commercial was to show that smoking builds plaque up in your arteries, which will eventually kill you. Anti-smoking advertising also uses f ear appeals to try to stop people from smoking. Our textbook discusses fear appeals and states, Fear is an emotional response to a threat that expresses, or at least implies, some sort of danger. Ads sometimes use fear appeals to evoke this emotional response and arouse individuals to take steps to remove the threat (Belch 197). A commercial for something that actually has something to do with a controversial social issue is when shocking advertising would be acceptable to use. It shocks people into doing something about the problem. For example, the commercials they have on television now for the ASPCA that show animals that have been hurt or are suffering. Those commercials shock you because of the abuse the animals suffer. But, they are a charitable organization that is soliciting funds for the ASPCA to help these animals, so thats why they are acceptable. The images they show on the commercials are related to the cause they are trying to get money for. The animals have no control of how people treat them. This tugs at the heartstrings of people who love animals. The song Angel plays in the background and the singer Sarah McLachlan comes on to speak out against animal abuse and neglect and asks for donations to the ASPCA. Another shock-advertising commercial that they show frequently on television is for The Humane Society of the United States. These commercials have the same sort of message as the ASPCA. These commercials shock me and stick in my mind because I remember the image of the overfilled cage of dogs shown on them. Another scenario where shock advertising is used and is acceptable is for the Christian Childrens Fund. The commercials show children that are dirty and living in squalor in order to solicit funds for their charitable organization. They show a child living in shocking conditions and ask the viewer to sponsor a child for just a certain amount of money per day or month. The commercial states that many children have died just because they are poor and do not have enough healthy food or clean water. These commercials are usually aired late at night and the announcer says something about how the viewer should do it right now while they are just watching television and have nothing else to do. They do want the viewer to put it off until tomorrow because it will be too late then. It is appropriate to use shock advertising when a charity or non-profit organization is using it to solicit funds for their organization. I whole-heartedly agree with Benettons decision to stop their shock advertising and return to advertising that is more traditional. There is a time and place for everything, and shocking people in order to sell clothes is not it. If Benettons goal was to bring controversial issues to the attention of people, it should have been done in a separate forum. And, if Toscani insisted on shock advertising, it should only be in an adult-type setting where children do not have to see images that offend adults. An alternative could have been to set aside a minimal amount of their advertising funds into the shock advertising and the rest into traditional advertising. A company should want to put a positive image in their advertising to sell their products, not negative images that some people may think of as offensive. These shocking images are probably the images that people remember most in their mind and therefore forget what the product is that the company was trying to sell. Benettons shock advertising was negative and offensive to many people. Viewers may remember the advertising because of the shock value of it. However, we may never know how many people really remembered that those shocking images were an attempt to sell Benetton clothes. The basic objective of advertising was not met under Oliviero Toscanis direction. There is no logical reason to try to sell clothes with images that have nothing to do with clothes. There are times when shock advertising is appropriate, but selling Benetton clothing and accessories is not one of them.

Tough Guy Case Study: Managing Organizational Conflict Essay -- Tough

Introduction: The Tough guy case study focuses on Chip Mazey, a newly appointed Vice President of the Hudson Smith Gordon. Though many of the employees that worked with Chip Mazey had a problem with his attitude around the workplace, none was bold enough to confront him. The employees faced many challenges as none of them has the power to change. They all considered it â€Å"tricky business†. The employees were hesitant to report Mazey’s attitude mainly because they thought he would deny the allegations or reporting it to the seniors would result in a tense situation within the workplace. As such, they all chose to bear with his sharp, unprovoked, and unrelenting lashings. Defining the Problem: Chip Mazey, man who has been with the organization, has done wonders to the organization with his sheer intelligence and working style, known to have shown productive results. Yet he also had bagged the ill reputation of being a ruthless and reprove in nature. Mazey though has been part of the organization for a longtime, developed poor interpersonal and managerial skills. Hardly appreciates of their work, never gave credit or appreciated for good work and also had disgusting behavior of selling other’s ideas as his. His mantra for controlling and influencing his subordinates was to put them under pressure and float fear among them. Almost every employee have a disconcerting experiences with VP. In fact Mazey doesn’t share all the details that are required to complete the task, created panic in the minds of the employees by showcasing the meetings which were not planned and used to assign the tasks which were no necessity. He constantly took means of threatening, demand ing, intimidating which clearly shows that he was dominant in nature and... ...ngo. Manuel Mendonca. Ethical Dimensions of Leadership. ISBM 0-8039-5787-4. SAGE Publications, India. Lussier, R.N., & Achua, C.F., (2010). Leadership, Theory, Application, & Skill Development. (4th ed). Mason, OH: South-Western Cengage Learning. Allen Nan, S. (2008). Conflict resolution in a network society. International Negotiation, 13(1), 111-131. doi:10.1163/138234008X297995 Brubaker, D., & Verdonk, T. (1999). Conflict transformation training in another culture: A case study from Angola. Mediation Quarterly, 16(3), 303-319. Tost, L., Gino, F., & Larrick, R.P (2013). When power makes others speechless: The negative Impact of Leader power on team performance. Academy Of Management Journal, 56(5), 1465-1486. doi:10.5465/amj.2011.0180 Yemen, G., Clawson, J., & Bigelow, E.T. (2007). Tough Guy. University of Virginia, Darden Business Publishing.

Essay --

The key question of the survey was to answer if the public of the United States of America believe that obesity is a serious problem or not. The population of interest was the whole U.S citizens. The survey was done by a telephone interview, conducted on October 30-November 6, 2013, among a national sample of 2003 adults, 18 years of age or older, living in all 50 U.S. states and the District of Columbia. The respondents were interviewed on a landline telephone, as well as on a cell phone. The combination of landline and cell phone random digit dial samples were used; both samples were provided by Survey Sampling International. Interviews were conducted in English and Spanish. Respondents in the landline sample were selected by randomly asking for the youngest adult male or female who is now at home. Interviews in the cell sample were conducted with person who answered the phone, if that person was an adult 19 years of age or older. The combined landline and cell phone sample are wei ghted using an interactive technique that matches gender, age, education, race, Hispanic origin, and nativity and region to parameters from the 2011 Census Bureau’s American Community Survey and population density to parameters from the Decennial Census. The sample also weighted to match current patterns of telephone status and relative usage of landline and cell phones. The weighting procedure also accounts for the fact that respondents with both landline and cell phones have a greater probability of being included in the combined sample and adjusts for household size among respondents with a landline phone. The sampling frame only includes those who are United States citizens and have registered their contact number into the directory. The sampling... ...response between male and female: women are slightly more likely than men to say that obesity is a serious public health problem (72% vs. 66%). In addition, those who describe themselves as overweight are as likely as others to say that obesity is a very serious public health problem (70% vs. 69%). The conclusions stated by The Pew Research Center are somewhat agreeable for the statistics clearly supports the argument. Just looking at the statistics provided, it is simple to conclude that no matter what situation a person is in, the citizens of America believe that obesity is a serious medical issue. However, I believe the survey cannot be generalized to the population of interest due to the fact that the number of individuals interviewed are to small compared to the whole population of the United States, thus, enabling wide variety of opinions across the country. Essay -- The key question of the survey was to answer if the public of the United States of America believe that obesity is a serious problem or not. The population of interest was the whole U.S citizens. The survey was done by a telephone interview, conducted on October 30-November 6, 2013, among a national sample of 2003 adults, 18 years of age or older, living in all 50 U.S. states and the District of Columbia. The respondents were interviewed on a landline telephone, as well as on a cell phone. The combination of landline and cell phone random digit dial samples were used; both samples were provided by Survey Sampling International. Interviews were conducted in English and Spanish. Respondents in the landline sample were selected by randomly asking for the youngest adult male or female who is now at home. Interviews in the cell sample were conducted with person who answered the phone, if that person was an adult 19 years of age or older. The combined landline and cell phone sample are wei ghted using an interactive technique that matches gender, age, education, race, Hispanic origin, and nativity and region to parameters from the 2011 Census Bureau’s American Community Survey and population density to parameters from the Decennial Census. The sample also weighted to match current patterns of telephone status and relative usage of landline and cell phones. The weighting procedure also accounts for the fact that respondents with both landline and cell phones have a greater probability of being included in the combined sample and adjusts for household size among respondents with a landline phone. The sampling frame only includes those who are United States citizens and have registered their contact number into the directory. The sampling... ...response between male and female: women are slightly more likely than men to say that obesity is a serious public health problem (72% vs. 66%). In addition, those who describe themselves as overweight are as likely as others to say that obesity is a very serious public health problem (70% vs. 69%). The conclusions stated by The Pew Research Center are somewhat agreeable for the statistics clearly supports the argument. Just looking at the statistics provided, it is simple to conclude that no matter what situation a person is in, the citizens of America believe that obesity is a serious medical issue. However, I believe the survey cannot be generalized to the population of interest due to the fact that the number of individuals interviewed are to small compared to the whole population of the United States, thus, enabling wide variety of opinions across the country.

“What Is Nazism and How Did Hitler Come to Power?”

Nazism stands for National Socialist German Worker’s Party. Adolf Hitler was the leader and expressed his ideas in his book â€Å"Mein Kampf† which, when translated into English, means ‘my struggle’. Nazism was a political party in Germany that began to gain power in the 1920’s. Nazi’s believed that Germans were the superior race also known as Aryans. Even though Hitler’s ideal race involved blonde hair and blue eyes, however, Aryans did not typically meet these criteria. Hitler had Nazi â€Å"Storm Troopers† fight in the streets against communists.The Nazi’s blamed the Weimar Republic for Germany’s problems. The Nazi’s made and followed through on promises made to the German people, such as putting Germans back to work. Nazis also believed in Anti-Semitism, they hated all Jewish people and when the Nazis gained enough political power the Jewish people suffered. Many synagogues and businesses were destroyed d uring Kristallnacht. The Jews were no longer considered German citizens; they lost their jobs, were forced to wear yellow stars on their clothing, and were not allowed to marry other German citizens.Hitler, like the Nazis came to power completely legally, yet shockingly after his actions of the past. After World War I, Hitler was a spy for the Weimar government. When he discovered that he agreed with the Nazis, he left and became a part of the Nazi political party in 1920. Hitler made an attempt to seize power in Munich, Germany in 1921. He was unsuccessful and thrown in prison. Rather than exiling him back to Austria, or away from Germany, Hitler gained his citizenship in 1932. Due to the Great Depression, Hitler and the Nazis popularity rose.There were nearly one million Nazi members during the Great Depression. Hitler made promises to end reparations, create jobs, and rearm Germany. Even though they despised him, some conservative politicians felt Hitler needed to be Chancellor. These people planned to use Hitler for their own benefits. After this, Hitler was appointed chancellor, democratically. Then, in 1934, he became the Fuhrer and established a new government. Within one year of Hitler’s reign he made Germany into a one party state with Nazi flags raised high all across the country.

Community Policing

In my opinion to understand the way things are today you must first understand the history and background. So with that being said I would start off the class with the history and background of policing. The modern concept of police was started in London in 1829 by Robert Peel. Robert Peel felt that the law should be responsible up to the prosecution phase but the trial, conviction and punishment phase should be the responsibility of another party. However, Robert Peel’s approach and community policing one thing is the main goal and that’s prevention of crimes. http://voices. yahoo. com/law-enforcement-sir-robert-peels-concept-community-638595. html) I would then go into the times for reform which occurred in the late 1800’s. I would discuss American history which was divided into three eras. These three eras were the political era, the reform era and the community policing era. The political era this occurred from 1840 to 1930. This focused on close ties between police and politicians as well as first emphasis on making politicians happy. Next was the reform era that occurred from 1930 to 1970.This focused on professional crime fighting and arrest were the main focus of police. Then last was community policing from 1970 and is still used today. The focus of this era was partnership between police and the community. (http://www. grossmont. edu/lance. parr/intro4. htm) Community policing and problem solving gives the public an opportunity to work with police in order to prevent crimes. In conclusion our country has continued to follow Robert Peel’s ideas of effective policing. Before policing can be effective the community and the police must work together to make this happen.Peel believed that the police are the people and the people are the police. (http://voices. yahoo. com/law-enforcement-sir-robert-peels-concept-community-638595. html) References: http://voices. yahoo. com/law-enforcement-sir-robert-peels-concept-community-638595 . html http://www. grossmont. edu/lance. parr/intro4. htm Community Policing and Problem Solving by J. Peak 2012 Summarize the three eras of policing (political, reform, and community). Identify and briefly discuss the strengths and weaknesses of each era.Respond in no less than 300 words. The three eras of policing are political, reform and community. Each new era brought forth something different to the police force. In 1844 New York establishes a police force for New York City. Unlike others this police force was different. The city government and politicians had control of the police force even as far as selecting officers. This era was known as the political era. This meant there were close ties between the police force and politicians. The main goal was to make the politicians happy.In 1930 the political era became the reform era. This era focused mainly on the arrest of individuals which meant professional crime fighting. Officers were to enforce the laws and make arrest when ever possible. When bigger problems arose a special type of unit was assigned instead of assigning an officer to a case. During the professional or reform era crime began to rise, fear in people arose, minorities did not receive their treatment by police adequate or equitable, and police began to be in competition with one another.This era was about to end and a new one began. In 1970 a new era began which was known as community policing. This focused on a partnership between police and the community. At this time it was suggested that patrol officers performance would improve by reorganizing the jobs based on the officers. This later became known as team policing. The idea of team policing was to restructure the departments, improve police-community relations, enhance police officer morale, and facilitate change in the police organization.Now with the new era in place a system was developed called COPPS which means Community Oriented Policing and Problem Solving. The community and police officers working together to prevent crime is now the culture to many police organizations. I believe that the era that works best for police organizations is the community era this gives police and the community the opportunity to work together to prevent crimes which should be the main focus. (Ken Peak 2003 professor of criminal justice) References: http://www. policechiefmagazine. org/magazine/index. cfm? useaction=display_arch&article_id=1968&issue_id=122009 1. What were the primary findings and recommendations of the Wickersham Commission? What changes resulted from these recommendations? How did the work of O. W. Wilson, August Vollmer, and J. Edgar Hoover further reform policing in this era? Respond in no less than 250 words. President Hoover created the Wickersham Commission because of arguments over prohibition and the citizens’ concerns on crime increased. The Chicago gang wars and the Valentine’s Day Massacre brought on most of the concerns fr om citizens.Hoover’s idea of the Wickersham Commission was to improve the notably ineffective enforcement of prohibition. A list of Wickersham’s conclusions and recommendations was provided to try and ease the concerns of citizens. The commission is opposed to repeal of the eighteenth amendment, to the restoration in any manner of the legalized saloon, to the federal or state governments such as going into the liquor business, to the proposal to modify the National Prohibition Act so as to permit manufacture and sale of light wines and beer.The commission is of opinion that the cooperation of the states is an essential element in the enforcement of the eighteenth amendment and the National Prohibition Act throughout the territory of the United States; that the support of public opinion in the several states is necessary in order to insure such cooperation. The commission is of opinion that prior to the enactment of the Bureau of Prohibition Act, 1927; the agencies for enforcement were badly organized and inadequate; that subsequent to the enactment there has been continued improvement in organization and effort for enforcement.The commission is of opinion that the present organization for enforcement is still inadequate. The commission is of opinion that the federal appropriations for enforcement of the eighteenth amendment should be substantially increased and that the vigorous and better organized efforts which have gone on since the Bureau of Prohibition Act, 1927, should be furthered by certain improvements in the statutes and in the organization, personnel and equipment of enforcement, so as to give enforcement the greatest practicable efficiency.Some of the commissions were not convinced that prohibition under the eighteenth is unenforceable and believe that a further trial should be made with the help of the recommended improvements, and that if after such trial effective enforcement is not secured there should be a revision of the amendme nt. Others of the commission were convinced of the opposite they believed that it has been demonstrated that prohibition under the 18th amendment is unenforceable and that the amendment should be immediately revised.The commissions did agree that if the amendment were to be revised it would read: Removal of the causes of irritation and resentment on the part of the medical profession by: The commission concluded by doing away with the statutory fixing of the amount which may be prescribed and the number of prescriptions, abolition of the requirement of specifying the ailment for which liquor is prescribed upon a blank to go into the public flies; leaving as much as possible to regulation rather than fixing details by statue.The commission also concluded that the removal of the anomalous provisions in section 29, National Prohibition Act, as to cider and fruit juices by making some uniform regulation for a fixed alcoholic content. Increase of the number of agents, storekeepers-gauger s, prohibition investigators, and special agents; increase in the personnel of the Customs Bureau and in the equipment of all enforcement organizations. The commission concluded that the enactment of legislation to prohibit independent denaturing plants.The commission is opposed to legislation allowing more latitude for federal searches and seizures. The commission renews its recommendation of legislation for making procedure in the so-called padlock injunction cases more effective. The commission recommends legislation providing a mode of prosecuting petty offenses in the federal courts and modifying the Increased Penalties Act of 1929, as set forth in the chairman’s letter to the attorney general dated May 23, 1930. The commission met from 1929 to 1930 to work out the kinks in the recommendations and conclusions the final report was issued in 1931.The commission focused a lot on manufacturing and sales of liquor. The commission stated in the report that the eighteenth amend ment should not be repealed but the government should spend more money and effort enforcing prohibition laws. (http://ehistory. osu. edu/osu/mmh/clash/prohibition/Documents/wickershamreport. htm) References: http://ehistory. osu. edu/osu/mmh/clash/prohibition/Documents/wickershamreport. htm http://legal-dictionary. thefreedictionary. com/Wickersham+Commission According to