Analyzing and Defining Gangs - Free Essay Example

Sample details Pages: 4 Words: 1269 Downloads: 4 Date added: 2017/06/26 Category Sociology Essay Type Descriptive essay Did you like this example? Popular perceptions of gang activity are often based on sensationalized images created in the media. They vary from dramatic reports of gangland shootings to images of young men terrorizing the local neighborhood. Indeed, there are elements of gang culture that are criminal and threatening for the local population; however, gang culture is so complex that a single definition has yet to be agreed upon by social scientists. The primary issue of controversy is whether criminality is a central and causal. Thrashers (1927) pioneering study was the first to look at group processes and psychology of gang life. Through his study of 1,313 Chicago gangs, he concluded gangs are part of the psychological and group process of teenagers in economically deprived communities. He believed gangs are: Don’t waste time! Our writers will create an original "Analyzing and Defining Gangs" essay for you Create order group(s) originally formed spontaneously, and then integrated through conflict.characterized by the following types of behavior: meeting face to face, milling, movement through space as a unit, conflict, and planning. The result.is the development of tradition, unreflective internal structure, esprit de corps, solidarity, morale, group awareness, and attachment to a local territory. (pg 46) By the 50s and 60s, the popular view changed the perception of gangs became one of fear and threat.. Miller (1975) and Klein (1971) published papers defining gangs as innately criminal. Millers pessimistic perspective is apparent in his classification of gangs as: a group of recurrently associating individuals with identifiable leadership and internal organization, identifying with or claiming control over territory in the community, and engaging either individually or collectively in violent or other forms of illegal behavior (pg 9). Miller was echoed by Klein (1971), who defined gangs as: any denotable group of youngsters who..recognize themselves as a notable group. (and) have been involved in a sufficient number of delinquent incidents to call forth a consistent negative response from..residents and/or law enforcement agencies (pg 13) This theme was taken up by law enforcement agencies, and the idea of the gang as a part of the moral order of the community was subsequently gone. The sociological definition of gang was replaced by terms mainly useful to law enforcement, which are still used to this day. Brantley and DiRosa of the FBI (1994) describe gangs as groups of individuals..who associate on a continual basis for the purpose of committing criminal acts. But other researchers maintain the Thrasher group process hypothesis. Moore argues against Miller and Kleins definitions, as she believes they are circular: the definitions include the very behaviour i.e. crime that they are trying to understand. Thrasher and Moores definitions differ significantly from Klein and Millers. Moore (1998) believes criminality is not inherent to gangs and views them instead as unsupervised peer groupssocialized by the streets rather than by conventional institutions. The debate continues, and the lack of agreement regarding the defining features of gangs has made consistent findings and generalizations problematic. Criminal activity remains a pivotal issue in the debate; the criminality of gangs waxes and wanes, and to use criminality to distinguish a group from a gangs is a misleading and unhelpful process. The Phenomenon Gang in the UK and USA Discuss. Anywhere in the world were there are unsettled neighborhoods or a transient population, there are likely to be gangs of youths, coming together to seek the security, sense of belonging and structure they lack in their communities. Traditionally, UK interventions to curtail gang activity have been based largely on the US model, where gang conflict has a long and complex history. However research into why youths join gangs in the UK found important differences between British gangs and their US counterparts, which has lead to a change in the British governments approach. British gangs tend to be gentler than those in America, which are more likely to generate distinct identities, rigid structures and be involved in criminal acts (Klein, 1995). UK gangs lack the American-style initiation ceremonies and specific styles of clothing. In the USA large portions of the population exist on the edge of communities, creating breading grounds for criminal street gangs. In certain urban ghettos men rejoice when they reach 25 years of age because gangland fighting kills more young people than illness or accidents (Community Cares, 1994). Often these areas will be economically deprived. The longstanding social security system in the UK has prevented the same situation occurring. The USA takes a different approach and makes frequent cuts in its social program, investing instead in its penal system. In 2003 the British government proposed to revamp youth services, in an effort to reverse the 18% decrease in youth services since the 1980s. The new legislation places a requirement upon all local authorities to meet certain standards by 2005, and expects them to critically assessment the youth service provision within their area. Councils were asked to make a promise to youths to provide not only the usual meeting places for personal and social development, (i.e. youth clubs and activities), but also programmes related to peer education and ways of ensuring their views are heard. The government pledged 83m to the programme. However, the British government are also taking a stronger stance against antisocial behavior, which frequently involves gangs of adolescents. Although the new anti-social behavior legislation is not aimed specifically at gangs, its purpose is to reduce feelings of intimidation within communities, which is often concurrent with gang formation. Once an Anti-Social Behavior Order (ASBO) is issued, the accused must abide by the stipulations in the ASBO or potentially face criminal proceedings. The US was similarly preoccupied with anti-social behavior in the 1990s, when task forces such as Operation Weed and Seed, and the Office of Community-Oriented Policing Services anti-gang drive, had at its core the desire curb or contain street gangs. New legislation was passed and many states enacted statutes to assist law enforcers. In both the US and UK, this was a response to a concerned electorate, made anxious by the tabloid media. There must be a move in the US towards interventions that do not criminalize young people. The question that should be asked is why are young people joining gangs. The answer is well researched; the need for structure, nurturing, a sense of belonging and perceived economic opportunity create breeding grounds for gangs. If goverments adopt adequate social security programs to meet these basic needs, gangs will not evolve they ultimatly reflect the society that has shaped them. References Brantley, A. C., DiRosa, A. (1994) Gangs: A National Perspective. The FBI Law Enforcement Bulletin. New York Klein, M. W. (1995) The American Street Gang. Oxford University Press. New York. Koutos, L., Brotherton, D., Barrios, L. (2003) Gangs and Society: Alternative Perspectives. Columbia University Press. Miller, W. (1975) Violence by Youth Gangs and Youth Groups as a Crime problem in Major American Cities. Washington Department of Justice. Washington. Moore, J. W. 1998. Understanding Youth Street Gangs: Economic Restructuring and the Urban Underclass. In M. W. Watts (Ed.), Cross-Cultural Perspectives on Youth and Violence (pp. 65-78), Stamford, CT: JAI. Thrasher, F. M. (1927) The Gang: A Study of 1,313 Gangs in Chicago. Chicago III. University of Chicago Press. USA (1994) Community Cares (1994). Socialist review, 179. Retrieved February 10, 2006, from https://pubs.socialist reviewindex.org.uk/sr179/msmith.htm

Computer Use Policy Questions - 911 Words

Computer Use Policy: 1) Explain ethical computing. Moral is an arrangement of the good rule that administers the conduct of a gathering or person. Hence, PC morals are set of good rule that controls the utilization of PCs. Some basic issues of PC morals incorporate licensed innovation rights, (for example, copyrighted electronic substance), protection concerns, and how PCs influence society. For instance, while it is anything but difficult to copy copyrighted electronic (or advanced) content, PC morals would recommend that it isn t right to do as such without the creator s endorsement. Keeping in mind it might be conceivable to get to somebody s close to home data on a PC framework, PC morals would prompt that such an activity is untrustworthy. As innovation advances, PCs keep on having a more prominent effect on society. In this manner, PC morals advance the discourse of a number of impact PCs ought to have in regions, for example, counterfeit consciousness and human correspondence. As the universe of P Cs develops, PC morals keep on making moral principles that location new issues raised by new advances. 2) Explain plagiarism and copyright infringement. Most comprehensively, counterfeiting is characterized as the taking the first work or works of another and introducing it as your own. The meaning of work can incorporate an assortment of things including thoughts, words, pictures, and so forth. Anything that is seen as an untrustworthy and unattributed utilization ofShow MoreRelatedThe Problem Of Computer Ethics951 Words   |  4 Pagesdifference between the computers from other technologies and how this difference makes a difference in ethical considerations. The concerns listed by the author are related to software, hardware, networks connecting computers and computers themselves. The main problem in computer ethics occurs because of policy vacuum about how computer technology should be used. 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Learned Helplessness free essay sample

This thought not only affect their willingness to learn but also their self-esteem. There are many situations that can explain learned helplessness. For example, if a person tries to fix a computer, after several attempts he is not able to do so. Then he may develop a thought of learned helplessness and believe that he cannot make it works. No matter how hard he tries, he is unable to fix the computer. The other example is when student attend the physic class. Then repeated experiences of failure occur to this student to get a high score. So, he thinks that he may not be able to have a good score on physics. It will affect the following action. He will not study, not doing the homework, and so on. When there is a time for the exam, obviously he cannot do it and fail the course. After that, he will think that he cannot do physics ever again in his life. This might also affect his mood, his performance, and self-esteem. The theory learned helplessness created by Seligman and his colleagues (1975, as cited in Ciccarelli amp; White, 2009) after they experimented with the dogs. They said that the experiment dogs exposed to unavoidable and inescapable in electric shocks in one situation later failed to learn to escape in any different situation when they actually could escape (Overmier amp; Seligman, 1967). The uncontrollable electric shocks also one of the factors that they cannot escape. Students in Cedarville University have tested this theory (Firmin et al, 2004). They conducted a study that examines learned helplessness and the effect on test taking. They divided the participants into two groups. The first group was given the extremely difficult SAT questions first until the easiest. The second group was given the easy part first until the hardest. They were hypothesized that the first group would be easily depressed than the second group. The result confirmed their hypotheses. The students in the first group had a lower score than the students in the second group. They had a lower score because they tend to give up on the easy questions due to frustration because they have done the hardest part first. The strength of this theory could be applicable for all ages (Costello, 1980). If you think back, learned helplessness is a way of thinking where the thoughts were surrender because of previous experiences in which success was impossible. A child who grown up in a chaotic world tends to has learned helplessness. Then when he gets older it still affects his mind. In my opinion, Costello’s opinion is necessary because when people have bad experiences in the childhood they automatically bring it into the life. Especially, when the experience get into phobias. For example, if someone has rejected by his mother several times, when his get older maybe he has a lack of self-confidence to give his opinion to others especially his mother. In every theory there are always some weakness. Maier and Seligman (1975) also have arguments on their research. They said that the effects from learned helplessness study has yet to be satisfactorily explained. One session for the inescapable shock gives temporary effect in dogs, while four sessions tend to be giving more permanent effect. In addition, rats that have faced one session of inescapable shock had a permanent effect. Previous study proactive, which is known as to decrease with additional training and to increase with time from learning, has interfered the dogs. So, why the rats have permanent effect after just one session? The dog was not trained to be in the cage, but the rats were always in the cage. The effects must be the other way around. Perhaps, the rats were immune or experienced with the controllable events. The other weakness is the theory is not controllable for people and uncontrollable for some people (Abramson, 2012). In my opinion, the theory is not really clear. Learned helplessness maybe occurs on the dogs, rats, and human in the past research but it is not always happen to everybody. It depends on the subject it self. For example, inventors who failed to discover their object several times they still did not give up. Until they succeed to invent it. Thomas Alva Edison who invented a lamp, he failed several times but did not depress and still trying until he succeed to make it works. So, the environment and self-confidence has an impact for having guts. Maybe if the dogs have more bravery and guts it could escape the electric shock. Also, maybe if the parents or friends encourage the student that bad in some course, he could be optimist and pass the exam. The theory foundation was formed based on testing animals. The infamous Seligman’s experiment even the most basic part of the theory was conducted on animal research. Thus, it might be difficult trying to relate the result with a real human being. A person might react differently to the situation and might not learn to be helplessness. Abramson (2012) also said that the theory does not explaining when the learned helplessness in general and when specific, or when chronic and when acute. The learned helplessness theory can occur on the real world problem. For instance, people who have rejected several times for job will be depressed and decide not to get a job. The learned helplessness is occur when he was being rejected once, maybe he still have guts. However after several times he will get tired already and will not doing anything about it. Because he gets pessimist and he will think that no one will hire him for a job. If he look at from the other side and open his mind, he actually can do something about it. Maybe he is not having the job skills, lack of self-confidence, or cannot really work with others. The solution is he has to know himself better first including his weakness and the strengths, then he will realize what he really want to do with his life. After that maybe he can improve the skills or build his own business company. The other example is when a men got rejected or having break ups with the women several times. Then, he decide to not having a relationships with anybody because he know how hurt it is, as same as the dogs got hurts with the electric shocks on the Seligman experiment, then the dog will not escape it ever. On the other hand, there is always a way to everybody to solve everything. Maybe if he just let it go and forget about it then take the thoughts to focus on the career, the problems will be gone. There are chances and several benefits about it. He might success on the career he focuses on and then he might also meet someone who could make him happier than ever.

Romeo and Juliet by William Shakespeare Essay Essay Example

Romeo and Juliet by William Shakespeare Essay Paper Romeo and Juilet was written by William Shakespeare in the year 1664. Breifly this play is about a boy and girl from two opposing familes fall madly in love with each other gets torn apart by their own relatives hate. The main themes in this play are romance and violence. During Shakespearen times people were very superstitious and believed that fate was pre-destined. The majority of civilians was religious in the year the play was made and belived in most curses and pleas. Throughout the play , this concept was shown as Romeo cries out that everything is linked to fate, every action, every life and death was all believed to be linked to fate. Although it was Shakespeare who was created everything in the play, speech, death, love, including Romeos character. Behind the scenes for Romeo was Shakespeare who was playing his game. So Willium Shakespeare was Romeos fate. The Prolouge was set at the beginning of the play and we were told the summary of the play. We were told the plot of the play/storyline, A pair of star-crossed lovers. This implies two fated lovers against the law. We will write a custom essay sample on Romeo and Juliet by William Shakespeare Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romeo and Juliet by William Shakespeare Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romeo and Juliet by William Shakespeare Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Prolouge also mentioning Two households, both alike in dignity ,. This emphasies two waring families both high in stature. From ancient grude to new munity, this infers that both famillies with an ancient grudge, and know comming to a new problem. We are told this at the start of the play because by doing this the audience gains an idea of the story and also to capture the audiences attention. The themes that are established in The Prolouge are love, violence and hate, all these themes are used in the play, as they are used in the small summary (The Prolouge). Act 1 Scene 1 starts by two servents from the house of Capulets, Sampson and Gregory teasing each other, talking about fighting servents of the Montagues The quarrel is between our masters and us their men. This demonstrates that their eager to fight. They were also talking about raping the Montague women, Me they shall feel while I am able to stand tis known, I am a pretty peice of flesh. This shows their sense of humour and how they like to say rude jokes. Initially the atmoshere is jolly with a jokey mood, this is shown by their reference to sexual inuemos mentioned above. But the mood quickely changes when two of the Montague servents, Balthasar and Abram, entered the play and approached closer to the Capulets. Sampson and Gregorys good-natured rivalry is immediatly converted to hostility. In this act and scene we learn a fair amount of information about Benvolio, his personality and his character. Benvolio is Romeos cousin, he is a solemn, sensitive young man whose name indicates his peace making role in the play. During this act and scene, Benvolio tries to make peace with the gang fight and fails. It also reaveals that Benvolio speaks the truth, whilst slightly backing his family(Montague) up. I do but keep the peace. Put up thy sword. This shows his character and person, what he is like. Not liking to stir up trouble, being his peaceful self. Tybalt enters half way through this scene. We learn a good amount of information about him, his character and especially aggresive personality and nature. As Tybalt enters the play, we learn that he is violent and certainly not peace loving as he mentions. What, drawn, anf talk of peace? I hate the word, as I hate hell, all Montagues, and thee. This implies that Tybalt has a aggressive nature, this quote also shows how much he hates the Montagues. As he speaks slowly and cleary to the Montagues, truely expressing his feelings about them. The audience may feel like their prepare to watch a fight, as Tybalts entry builds up great tension around the audience. This scene ends when the prince of Verona appears and splits up the murderous brawl and gives them a threatning warning. If you ever disturb our streets again, your lives shall pay the forfeit of the peace. This infers on how serious, and angry the prince is, about their continued fighting in the street and even giving a death penalty as a warning to both Capulets and Montagues. The audience may start to calm down as the tension starts to drop, because of the arrival of the prince stopping the fight. Act 3 Scene 1. This scene is important as it comes half way through the play, Romeo and Juilet have been married. This is important to what is to follow. This scene plays a large majority of the play, as the audience are firstly indroduced to the main theme of violence of the play. A large fight is played and the characters expressions are all dramactically expressed. This scene is full of dramatic irony, as the audience knows that Romeo is married to Juilet anf that Tybalt is Romeos cousin through marrige. Tybalt doesnt realise this and is very eager to fight, because of the introdtion to the party that happened before. Romeo refuses to fight because of his marrige to Juilet. He is now Tybalts cousin. He cannot tell Tybalt the truth because of the feud between Capulets and Montagues. The audience know the truth and are interested in what will happen. At the start of the scene, the weather is hot causing people to be adjutated, Benvolio asks Mercutio to go home, because the Capulets are wandering around. I pray thee good Mercutio, lets retire. The day is hot, the Capulets abroad. This emphasises Benvolio is trying to keep the peace yet again, trying to avoid the sight of the Capulets, as he knows that trouble will stir up and they wont be able to escape once a fight starts. He is also trying to protect Mercutio from trouble, as Benvolio knows Mercutio character. On this scene we learn that Mercutio is a very humourous character, always making jokes and he seems to be very friendly with Benvolio, teasing him. But Benvolio always tries to keep every situation as calm as possible, incase anything gets out if order. Mercutio also, tries to include Benvolio on how Italy is feeling Thy head is a full of quarrels as an egg is full of meat, and yet thy head hath been beaten as addle as an egg for quarrelling. This implies Mercutio is trying to include Benvolio in the family struggles, because he wants to make Benvolio same as anyone else keeping him on his side. At the start of the scene the atmoshere is similar to the beginning to act 1 scene 1, when Benvolio and Mercutio is joking and teasing each other, but Benvolio tries to keep the stituation calm and peaceful as possible. The audience would probaly feel sorry of Benvolio as by now they should realise that Benvolios peace making role is a lost cause. The atmoshere immediatly changes as soon as Tybalt and his men enter the play, it changes because the audience already knows what Tybalt is like and what the outcome will be, violence. As soon as Tybalt is caught in sight of Mercutio and Benvolio, Benvolio says By my head, here come the Capulets. This demonstrates how instantly worried he is. But Mercutio replies to him By my heel, I care not. This emphasises on how Mercutio is cocky, arrogant and doesnt care about the Capulets and Tybalt. Mercutio also knows that theres a crowed around and even whilst Tybalt and his men has arrived armed, Mercutio seems to try and stir it up even more, by being a showman, causing a comedy show and jokes as though he doesnt care. In behaviour, Mercutio is like Tybalt, someone who is easily angered and who likes to fight. He feels that Tybalt has insulted Romeo and Romeo allowed him to. A fight is the last thing Romeo wants, as Mercutio is his friend and Tybalt is now his kinsman. When Tybalt kills Mercutio it creates tension as the audience wait to see how Romeo will act. The mood becomes tense again because Romeo enters the scene. Another dramatic irony was included in this scene, as the audience knows that Tybalt is looking for Romeo and they know that violence will occur once Tybalt sees Romeo. As Romeo gets into a duel with Tybalt, Mercutio is concerned about Romeos fencing, O calm, dishourable, vile submission ! . This implies how Mercutio cant believe that Romeo isnt fighting back and is also confused on why hes not. After this Romeo is trying to keep the peace Gentle Mercutio put thy rapier up,. This demonstrates, that Romeo is trying to stop Mercutios actions from getting into trouble. Also mentioning about the penalties Tybalt, Mercutio, the prince expressly hath, Forbid this bandying in Verona streets. . This is infers Romeo is trying to part the fight whilst also protecting Mercutio, Mercutio knows hell be punished and yet he still fights for Romeo. And the result of this lead to his death, as Mercutio and Tybalt fight, Romeo got in the way allowing Tybalt to thurst his sword in Mercutio. Mercutio blames both families, as he is no Montague or Capulet. I am hurt; A plague on both your houses ! I am sped. In this scene he repeats A plague on both your houses ! three times. This implies he is cursing both families, hes wounded and about to die, the fact hes saying it three times emphasises his, fear and anger. And during Shakesperean times, three times meant bad luck. Romeos reaction when Mecutio dies is important. My very friend hath got his mortal hurt In my behalf my reputation staind With Tybalts slander. He sees that he is responsible for his death and his love for Juilet has made him less of an man. O sweet Juilet Thy beauty hath made me effeminate And in my temper softend valourss steel ! Tybalt returns and the audience want to know what Romeo will now do, take revenge. We also know that The Prince has threatened to punish with death anyone who fights. Shakespeare brought The Prince back to remind the audience the consequences that will occur. Romeo is very angry, fire-eyed fury be my conduct now and fights with Tybalt and kills him. This tells us how angry Romeo is, mentioning the word fire-eyed fury, fust as if he has fire in his eyes. The audience knows that this is disastorious for both Romeo and Juliet. He has killed Tybalt, Juliets cousin and also, faces The Princes Punishments. Shakespeare again keeps the audience interested in what will happen next. After Romeo has killed Tybalt, Shakespeare uses Benvolio to remind the audience of the danger Romeo is now in. He tells Romeo to fly away, be gone and reminds us all of what the prince will do, the prince will doom thee death If thou art taken. This infers that The Prince will execute him. Romeos language is important. His final words remind the audience of the opening Prolouge to the play that spoke of two star-crossed lovers. Yet again, after Romeo causes a brash action (killing Tybalt) he blames someone else than himself. I am fortunes fool, this infers that he feels that fate is against him, because he wanted went downhill and people had a strong fate in god at Shakesperean times. Romeo leaves and Shakespeare has now created a tension because the audience await The Prince and wonder what will become of Romeo and Juliet. When The Prince arrives, the discussion between Benvolio and The Prince is important, as it changes Romeos destiny. The prince seeks the fight starters Benvolio, who began this bloody fray. Knowing that Benvolio will always tell the truth, even though hell get his family in trouble. Lady Capulet doesnt care, I beg for justice, which thou, Prince must give, Romeo slew Tybalt; Romeo must not live. . This emphasises that she only wants Romeo to die. Also another reason why the disscussion between Benvolio and The Prince tis important , And for that offence Immediatly we do exile him hence . This implies The Princes punichment has changed, banishing Romeo instead of killing. The change wouldnt have happened if it wasnt for Benvolio. Act 5 scene 3, so far Romeo has been informed of the catastrophe of his bride Juliet. In order to avoid Juliet getting married to Paris, Juilet fakes her death for a short period of time, which occured in ant 4 scene 4. This scene Act 5 scene 3 is important beacause it is the very last scene, and the audience will be eager to await for the finale. It is also because this is the part of the play where both of the main characters (Romeo and Juliet) dies. In this last act and scene, we learn a very great deal about Romeos character. We learn that he is very irrational and could be very violent. I dont think he manages to live up to the stereotype of the Romantic, because I think Romeos mood effects his speech, and especially the way he acts. At one speech in this scene he says By heaven, I will tear thee joint by joint and strew this hungry churchyard with thy limbs. This demonstrates how violent Romeos mind could come up and heaven do. The theme of violence is so important beacause, it alternates hte storyline of the play multiple times and also changer the behavior and roles of the characters. The violence can be most memorable, because violence is exiciting, it grabs the audiences attention and it adds unpredictabililty to the play. Violence stirs up peoples emotions, causes shock, distress, and it is often unexpected. The audience like to watch contrasting characters good vs bad. I think at the end of each scene the audience would be thinking what will happen next, beacause Shakespeare makes every act and scene interesting and reminding for us.

To Build a Fire Man is Foolish London To Build a Essay Example For Students

To Build a Fire Man is Foolish London To Build a Essay Fire Essays To Build a Fire Man is Foolish How many times have you seen birds flying south for the winter? They do We will write a custom essay on To Build a Fire Man is Foolish London To Build a specifically for you for only $16.38 $13.9/page Order now not read somewhere or use some computer to know that they must fly to survive. In Jack Londons To Build a Fire, we see how that man is sometimes foolish. The man, who is walking in seventy-five degrees below zero weather, lets his learned behavior override his instinct. Therefore, he dies. Londons theme is that no matter how intelligent society becomes, we as a species should never discard our basic instincts. In the beginning of the tale we see that the man realizes it is cold, but only sees this as a fact and not a danger. The man spit on the ground to test how cold it was. His test taught him that it was colder than he had first thought, but he never thought of that as a danger only as a reality. That there should be anything more to it than that was a thought that never entered his head (119). To many times modern man plods along oblivious to the reality that lies one moment or misstep away (Votleler 272). The man sees that he is feeling the effects of the cold more and more as he goes along, but more than ever he pushes on. Several times he comments that the cold is making his hands and feet numbed, and frostbite is killing his cheeks. He thinks What were frosted cheek? A bit painful, that was all. . . (120). Again he chose to ignore an instinct that would have saved him. The dog, on the other hand, although guided by his learned behavior still retains his instincts. The dog follows the man throughout his ill faded journey, but after the man perishes he relies upon his instincts to survive. This is witnessed in the last paragraph by the statement Then it turned and trotted up the trail in the direction of the camp it knew, where there were other food providers and fire providers (129). The theme of Londons To Build a Fire is how we should all take heed to modern knowledge and learned behavior has its benefits, but our primal instincts should never have ignored. The man in the story had lots of knowledge but neglected to pay attention to his sixth sense. The dog on the other hand, followed as long as he could but then let his instincts carry him to safety. We can never have enough knowledge to replace the survival skill that nature has provided us. .

Costs and Motives in Apprenticeship Training

Costs and Motives in Apprenticeship Training Introduction Developing an effective and efficient labor force is essential in organizations’ pursuit to achieve long-term excellence. Acemoglu and Pischke are of the opinion that human capital is the engine of achieving the desired growth (112). Human resource managers should ensure that their workforce has the right skills in order to improve the organizations’ performance.Advertising We will write a custom term paper sample on Costs and Motives in Apprenticeship Training specifically for you for only $16.05 $11/page Learn More The effectiveness of an organization’s human capital will play a vital role in enhancing its competitive advantage and efficiency. Organizations characterized by quality-oriented employees will outdo quantity-oriented workforce. One of the ways through which an organization can transform its labor force into being quality-oriented is by investing in apprenticeship training. Investing in apprenticeship is an effe ctive way through which an organization can enhance employee development by instilling the desired skills and competence. This aspect increases the employees’ level of effectiveness and efficiency (Ryan The economics of training 56). Additionally, the skills acquired must be utilized effectively in order to achieve the desired growth. Acemoglu and Pischke contend that the long-term success of an organization is subject to the degree to which employees are committed in developing specific skills (112). Some of the specific skills cannot be acquired through general-purpose education. Currently, organizations are operating in a vibrant environment arising from the high rate of economic, social, political, and technological changes. Vemic asserts that the increase in the level of uncertainty, turbulence and complexity arising from the environment demands organizations to invest in knowledge (209). Subsequently, organizational managers have an obligation to invest in continuous le arning, which is effectively achieved through workplace training. In an effort to achieve the desired level of efficiency, policy makers including governments are increasingly appreciating the significance of apprenticeship. For example, during his first term in office, Clinton made skills development through training a key policy issue. The objective was to improve the efficiency and effectiveness of the less skilled employees.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Acemoglu and Pischke are of the opinion that the â€Å"increase in the returns to a college degree and other skills experienced in the OECD countries over the past 20 years has added the sense of urgency to concerns regarding skills† (112). Considering the importance of apprenticeship in organizations’ efforts to achieve long-term survival, this paper evaluates the costs and motives of appr enticeship training on the employers’ perspective. In order to understand the significance of apprenticeship, the paper assesses its application in Germany and Switzerland. Cost analysis of apprenticeship training Mohrenweiser and Zwick are of the opinion that an â€Å"increase of the apprenticeship share in trade, commercial, craft, or construction occupations has a positive impact on establishment performance; however, apprenticeship training increases the net cost of operation during the apprenticeship period† (631). Subsequently, employers incur a number of costs by investing in apprenticeship training. Nechvoglod, Karmel, and Saunders cite apprentice wages as one of the major costs incurred by employers in their efforts to invest in apprenticeship (10). The apprentices’ remuneration increases due to the different aspects such as workers’ compensation, payroll tax, superannuation, and wages. Employers have an obligation to make payment to the apprenti ces’ superannuation fund (Wolter and Ryan 550). Acemoglu and Pischke assert that different countries have formulated extensive and complex legislations, which aim at protecting workers (119). During the apprenticeship period, employers have the duty of safeguarding the apprentice in the workplace. Consequently, the employer must ensure health and safety of the apprentices. In the event of an accident or injury, the employer has the responsibility of meeting the apprentices’ hospital bills. In a bid to safeguard against such issues, employers are required to include the apprentices in the workers compensation plan within the organization. Various governments have made it mandatory for organizations to ensure that apprentices receive a fair remuneration during their apprenticeship. The amount of remuneration is dependent on a number of factors. Some of these factors relate to the years of training, nature of apprenticeship, and year of school completion. Entry-level appr entices receive a relatively lower remuneration as compared to mature age apprentices.Advertising We will write a custom term paper sample on Costs and Motives in Apprenticeship Training specifically for you for only $16.05 $11/page Learn More The differences arise from the view that mature apprentices are more productive as compared to their young counterparts, which contributes to higher organizational performance. For example, the UK government has made it mandatory for employers to pay apprentices during the entire period of their apprenticeship. According to the UK government policy, the payment has to be equal to the set national minimum wage. Apprentices serving for the first year and whose age is above 16 years are entitled to a minimum wage at the rate of  £ 2.68 per hour. After one year, the employers have an obligation to pay the apprentices at the rate applicable to their age. Furthermore, the remuneration is also pegged on the traineesâ€℠¢ educational grade. The remuneration paid has to reflect the training received, which reflects their responsibility. Booth and Snower argue that employers have an obligation to treat the apprentices in a similar manner as employees (19). This aspect means that the apprentices are entitled to other benefits similar to other employees in an organization. Some of these benefits include allowances and any other financial benefits that the employer may be required to pay over and above the set gross wages. In Australia, employers are required to pay apprentices all the benefits as outlined by the workplace agreement and the industry award. In addition to remuneration, employers also incur substantial costs in paying the training personnel (Stevens 37). In an effort to ensure that employees are trained adequately, an organization may decide to outsource the training function. Outsourcing the training function may be expensive for an organization. The outsourced firm may charge high train ing fees especially in training executives, which hikes the cost of outsourcing the training function. This assertion holds if an organization is required to train its workforce constantly. Furthermore, the organization may decide to source the training function in-house. Despite this aspect, the internal trainer may charge a high fee.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mohrenweiser and Backess of such costs include administration costs, material wastage and extra maintenance, and apprentice supervision costs. During the apprentice period, the employer has an obligation to ensure that the apprentice receives appropriate qualification. Subsequently, the employer should ensure that the apprentice is supervised effectively during the entire apprenticeship program. Clark asserts that organizations should not assume that the apprentice is conversant with the responsibilities being allocated with time, hence diminishing the intensity of supervision (245). This assertion arises from the view that the apprentice will encounter new challenges in the course of undertaking the on-the-job training. In most cases, the supervisory responsibility is allocated to a qualified employee, who is charged with the responsibility of constantly reviewing the apprentice’s practices in order to ensure that he meets the intended quality, thus ensuring that his/her saf ety at the workplace is guaranteed. Therefore, the amount of time that the supervisor is actively involved in the operation of the firm is affected, which reduces his productivity. Nechvoglod, Karmel, and Saunders further argue that the cost incurred is relatively high if the apprentice does not complete the apprenticeship (10). This assertion emanates from the view that the employer does not enjoy the apprentice’s productivity later during his or her time in the organization. Substantial administration costs are involved in planning apprenticeship. For example, human resource managers spend a lot of time scheduling work and planning off-the-job training. The apprentices have the right to attend off-the-job training. In addition to the above costs, the employer also incurs a substantial costs originating from material wastage and extra maintenance. An organization may be required to purchase additional equipment and materials in order to undertake the training process success fully. An analysis of how the costs of apprenticeship are shared between employers, apprentices and the government Most governments are cognizant of the role of organizations in enhancing organizational performance. Subsequently, governments are increasingly supporting organizations in their operations. Dustmann and Schonberg contend that industrialized countries are appreciating vocational training as an important aspect in strengthening their growth and competitiveness (36). One of the avenues through which this goal is being achieved is by supporting organization’s apprenticeship programs. For example, Sweden, the US, Australia, Canada, Germany, and the UK are some of the economies that have advocated organizations to invest in apprenticeship. In an effort to support such initiatives, governments are contributing a substantial amount in supporting the apprenticeship schemes. Nechvoglod, Karmel, and Saunders cite incentive payments as one of the ways through which governmen ts are supporting apprenticeship schemes (24). One of the requirements that organizations are required to invest in includes off-job training such as in-class training. In a bid to support organizations, governments are increasingly paying the tuition fee for organizations that have incorporated a comprehensive apprenticeship-training program. Nechvoglod, Karmel, and Saunders assert, â€Å"The tuition fees charged to students make up a very small part of the overall apprenticeship cost† (24). However, governments support organization in order to sustain such apprenticeship programs in organizations. Dustmann and Schonberg argue that the appreciation of apprenticeship in some industrialized countries such as Austria, France, the US, and Italy have led to significant increment in support of apprenticeship programs through school-based and full-time apprenticeship colleges (36). Similarly, countries such as Switzerland and Germany have adopted firm-based apprenticeship programs. These schemes are designed to train employees through a combination of on-the-job training and school-based training. The programs last for 2 to 3 years (Dustmann Schonberg 36). In Canada, the provincial and federal governments are involved in funding the apprenticeship program. For example, during its â€Å"2011/2012 fiscal year, the Canadian federal government provided direct support to apprenticeship program amounting to approximately $185 billion† (Dustmann Schonberg 38). Furthermore, the government supported organizations that have adopted apprenticeship schemes through a $ 172 million fund, which was specifically set aside for the apprentices’ insurance. In Ontario, Canada, the provincial government provides employers, who have adopted the concept of apprenticeship, with a tax credit amounting to 35% to 45% of the total cost of recruiting an apprentice (Lerman 4). Other governments support apprenticeship by incorporating a subsidy on the training firms. For ex ample, the UK government has developed a fund through the National Apprenticeship Service. The fund covers the total costs incurred by organizations through off-the-job training. However, the fund only supports apprentices aged between 16 and 18 years. Furthermore, the UK government supports organizations that have adopted an apprenticeship-training program for individuals aged between 16 and 17 years through the Apprenticeship Grants for Employees, which was established in 2010. Employers who incorporate apprentices within the 16 to 17 years range receive  £2,500 grant. In Australia, training firms receive $ 1,250 support, which is increased to $ 4,000 upon completion of the training. This aspect highlights the extent to which governments are committed in supporting organizations to invest in developing their workforce through apprenticeship. Therefore, it is imperative for organizational managers in such economies to consider investing in employee development by investing in app renticeship programs. Governments’ support for apprenticeship training is also applicable in Germany and Switzerland. However, Dustmann and Schonberg assert that public funding in Switzerland and Germany is only applicable to part-time vocational education (36). This aspect means that Swiss and German companies receive minimal direct public funding as opposed to British firms, which receive substantial direct public funding. Comparison of apprenticeship training; Switzerland and Germany; cost and benefit analysis Soskice assert that a number of studies have been conducted in an effort to assess costs and benefits of apprenticeship training practices in Switzerland and Germany (25). These studies provide significant insight on the apprenticeship systems implemented in the two countries (Soskice 25). Available empirical research shows that apprenticeship training in Switzerland is subject to the net cost of the training program (Hanushek and Welch 618). Similarly, another study conducted in Germany shows that the costs and benefits associated with training have a significant influence on apprentice training in Germany. Dionisius et al. assert that Germany and Switzerland â€Å"have adopted dual vocational education and training [VET] system† (1). Therefore, the apprenticeship system is comprised of school-based education [training through special vocational institutions] and through on-the-job training. Subsequently, the two countries are effective in enhancing apprenticeship training (Wolfgang and Soskice1). However, the costs and benefits associated with the apprenticeship training behavior amongst the two countries vary significantly. Apprenticeship training in Switzerland is usually beneficial to an organization during the training period. German firms incur significant net costs in the course of training apprentices. The difference between the two countries emanate from the prevailing â€Å"structural differences such as industry structure, w age levels, and firm characteristics† (Dionisius et al. 1). Moreover, the differences between the two companies arise from the prevailing labor market regulations. The study conducted by Dionisius et al. shows a significant difference with regard to cost-benefit ratio from the employers’ perspective between the two countries (5). According to the study, â€Å"the average annual cost of apprentice training in Germany amounts to â‚ ¬15,537 and that of Switzerland is estimated to be â‚ ¬18,131† (Dionisius et al. 5). During the three years of the apprenticeship training, the total costs amounts to â‚ ¬7,785, thus making a substantial impact on the organizations’ wage bill. Despite this aspect, an organization can gain significant benefits during the apprenticeship program. Dionisius et al. assert that the â€Å"value of productive contribution of apprentices is high in Switzerland, where the average benefit amounts to â‚ ¬ 19,044, and thus the ave rage benefit accrued by training a single apprentice in Germany amounts to â‚ ¬ 8,008† (5). Apprenticeship training in Germany leads to higher net costs of approximately â‚ ¬ 7,528 per year as compared to a net benefit of â‚ ¬913 per apprentice in Switzerland. Consequently, the change between Germany and Switzerland with regard to a 3-year apprenticeship-training program amounts to â‚ ¬25,323. The net costs of apprenticeship training amongst German firms are relatively higher as compared to Swiss firms. The high net cost of apprenticeship arises from the costs of the training personnel and the apprentices’ wages (Ryan Apprenticeship 102). The cost of â€Å"training an apprentice at the managerial level is 46% higher while that of a full-time trainer is 24% higher in Switzerland as compared to Germany† (Dionisius et al. 7). Similarly, wages of training specific skill such as technicians, artisanship, and administrative skills are 53%, 71%, and 60% high er in Switzerland as compared to Germany. Additionally, training an apprentice who does not have any vocational qualification is 59% higher in Switzerland as compared to Germany (Dionisius et al. 5). Despite the above comparison, the wage costs incurred in training apprentices are higher in Germany as compared to Switzerland (Hanushek and Welch 618). Wage costs are higher during the first year, but they decrease significantly through the second and the third year. The chart below illustrates the change in wage costs for apprenticeship training during the 1st to the 3rd year. Year Change 1 â‚ ¬ 1,344 2 â‚ ¬ 456 3 -â‚ ¬ 981 Table 1: Graph 1 Source: (Dionisius et al. 6) The differences are as a result of the duration that an apprentice spends at the vocational school, which varies significantly between Switzerland and Germany. The difference is estimated to be â€Å"15 days, 10 days, and 8 days during the 1st, 2nd, and 3rd years in Germany† (Dionisius et al . 6). This aspect explains why apprentices in Germany spend a relatively long durations in undertaking external and internal courses and in undertaking internship programs in diverse establishments (Hanushek and Welch 619).On the other hand, Swiss apprentices spend most of their time at the workplace, which increases the performance and productivity of the training firm. Dionisius et al. assert that Swiss apprentices spend an additional 23 days during the 1st year, 18 days during the 2nd year, and 13 days during the 3rd year in of their apprenticeship training in the workplace (6). In addition to the above differences, the variation in the costs and benefits between Germany and Switzerland arises from the nature of training within a particular firm. Firms have the discretion in allocating tasks to apprentices during their training program. This aspect leads to the development of specific skills, and thus they can be allocated productive activities, which are usually undertaken by sk illed employees or other tasks undertaken by unskilled employees (Wolfgang and Soskice12). Previous studies show point to a significant difference on the allocation of duties between Swiss and German firms. The amount of time that apprentices in German firms are engaged in non-productive tasks is higher as compared to Swiss firms (Hanushek and Welch 618). The table below illustrates the extent to which duration within which apprentices are engaged in unproductive tasks in German firms exceed Swiss firms during the 3-year apprenticeship-training program. Year Points 1 +36% 2 +28% 3 +18% Table 2 Graph 2 Source: (Dionisius et al. 7) It is estimated that Swiss â€Å"apprentices spend over 468 days of their entire apprenticeship period at the workplace† (Dionisius et al. 7). Eighty three percent (83%) of this period is undertaken by productive activities. On the other hand, German apprentices use â€Å"approximately 415 days at the firm offering the apprenticeship tr aining of which 57% of this time is consumed by productive activities† (Dionisius et al. 7). The net cost of â€Å"apprenticeship training between German and Swiss firms is estimated to be â‚ ¬ 25,000 during a 3-year training program† (Dionisius et al.17) and this difference arises from a number of factors, which include the countries’ vocational education training systems, relative wages, and allocation of tasks amongst apprentices. The above comparison shows that German and Swiss firms can be in a position to influence the costs and benefits associated with apprenticeship training. Hanushek and Welch accentuate that most firms in Germany are willing to cover the net costs incurred in apprenticeship training (617). This assertion arises from the view that the German government has instituted effective employment protection legislations, which is not the case in Switzerland. Consequently, â€Å"Swiss firms are forced to train apprentices in a cost-efficient m anner† (Hanushek and Welch 618). However, the wage difference for apprentices between â€Å"skilled and unskilled apprentices is an additional motivation for Swiss firms to adopt production-oriented strategy rather than investment-oriented strategy in developing their apprenticeship-training program† (Hanushek and Welch 618). Incentives and disincentives of apprenticeship training to employers An organization can accrue a number of benefits through apprenticeship training. Acemoglu and Pischke argue that apprenticeship enables an organization to enhance firm-specific skills amongst its workforce (124). This move enhances the quality of output amongst the employees. Acquisition of firm-specific skills influences the efficiency and effectiveness with which an employee utilizes the general skills. Furthermore, adopting such skills fosters the effectiveness with which employees execute their duties effectively, which minimizes instances of injury and other safety hazards. M oreover, investing in apprenticeship training enhances the quality of work amongst employees. Subsequently, one can argue that apprenticeship increases the productivity of employees. For example, possessing knowledge on the application of certain software is beneficial to an organization if the employee uses the software to execute tasks specific to his division, which makes the general and specific skills to complement each other (Acemoglu and Pischke 124). Therefore, one can argue that investing in apprenticeship training increases the probability of an organization developing a pool of experienced human capital. This aspect culminates in significant improvement in an organization’s competitiveness, performance, and growth. Investing in human capital development through apprenticeship training presents employers with an opportunity to access government support. However, an organization must invest in in-class training. In addition, organizations may access future government support. One of the benefits that the organization may access relates to tax credit. For example, the government may waive a certain percent of the corporate tax during the period of apprenticeship. Such government support may improve the organizations’ long-term performance. By investing in apprenticeship, the employer is in a position to develop a strong human capital base. One of the ways through which this end is realizable is by incorporating the concept of diversity. The apprenticeship program incorporates apprentices of different demographic characteristics such as age and educational qualification. This aspect improves the effectiveness and efficiency with which the organization develops a pool of experienced workforce. Workforce diversity is one of the most important organizational assets as it enhances the development of a knowledge-based organization through information sharing (Organization for Economic Cooperation and Development 111). Adopting apprenticeship as a way of recruiting employees can improve the effectiveness and efficiency with which an organization achieves competitive advantage with regard to human capital base. Subsequently, the likelihood of achieving business excellence increases, as apprenticeship training provides employees with an opportunity to progress through their career path. Consequently, the likelihood of achieving their desired career goals improves significantly. This aspect leads to a significant improvement in an organization’s corporate image, which further improves its competitiveness in the labor market. Saks and Haccoun are of the opinion that the image of an organization is fundamental in its quest to develop competitiveness with regard to human capital (209). This assertion arises from the view that potential employees prefer associating and working with such a company. Subsequently, the likelihood of such a firm succeeding in its recruitment drives is high. Soskice asserts that apprenticeship t raining increases the employee retention rate significantly (37). Despite the attractiveness of apprenticeship training as illustrated above, a number of aspects de-motivate employers from investing in such programs. One of the main disincentives relates to the cost involved in hiring and retaining apprentices. Different economies have stipulated a comprehensive bill of rights, which is applicable to apprentices. Some of the issues articulated in such bills relate to the right to fair and equitable remuneration. For example, apprentices have the right to all the benefits applicable to other employees. Subsequently, most organizations perceive the cost of apprenticeship training as a major factor in their operations. The other disincentive arises from the view that organizations are not guaranteed of the continued service of the apprentice in the organization. Some apprentices may leave the organization after or before completion of the training program, which is a major cost to the organization. Conclusion The above analysis identifies apprenticeship training as one of the most important elements in organizations’ efforts to develop competitive advantage with regard to human capital. Subsequently, governments are increasingly formulating policies advocating integration of apprenticeship training amongst firms. Furthermore, different governments are supporting apprenticeship programs directly or indirectly either through tax credit or by paying the tuition fee for apprentices. However, the paper shows that firms encounter a number of costs and benefits through apprenticeship training. Some of the major costs are associated with the â€Å"apprentices’ wages, costs of paying the training personnel, and wastage of materials† (Booth and Snower 88). These costs vary across countries. For example, the study shows that Swiss firms gain significantly as opposed to German firms. The difference in the costs and benefits arises from the prevailing leg islations and industry structure. Despite the costs incurred, an organization can gain a number of benefits from apprenticeship training. Some of these benefits relate to improved corporate image, developing competitive advantage with regard to human capital, and high rate of employee retention. Subsequently, it is imperative for stakeholders and policy makers to create an effective environment for companies to adopt the concept of apprenticeship training in developing their labor force. Acemoglu, Daron, and Jorn-Steffene Pischke. â€Å"Beyond Becker: Training in imperfect labor markets.† The Economics Journal 109.453 (1999): 112-142.Print. Booth, Alison, and Dennis Snower. Acquiring skills: Market failures, their  symptoms and policy responses, Cambridge: Cambridge University Press, 1996. Print. Clark, Fahr. â€Å"Transferability, mobility and youth training in Germany and Britain; simple theoretical analysis.† Konjunkturpolitik 48.3 (2002): 235-255. Print. Dionisi us, Regina, Samuel Muhlemann, Pfeifer Harld, Walden Gunter, and Wolter, Stefan. â€Å"Cost benefit of apprenticeship training; a comparison of Germany and Switzerland.† Applied Economics Quarterly 55.1 (2009):7-36. Print Dustmann, Christian, and Uta Schonberg. â€Å"What makes firm-based vocational training schemes successful? The role of commitment.† American Economic Journal of Applied Economics 4.2 (2012): 36-61. Print. Hanushek, Eric, and Finis Welch. Handbook of the economics of education,  Amsterdam: North-Holland, 2011. Print. Lerman, Robert. Expanding apprenticeship training in Canada; perspective from  international experience, New York: American University, 2014. Print. Mohrenweiser, Jens, and Thomas Zwick. â€Å"Why do firms train apprentices? The net cost puzzle reconsidered.† Labor Economics 16.4 (2009): 631-637. Print. Mohrenweiser, Jens, and Uschi Backes-Gellener. â€Å"Apprenticeship training- what for? Investment in human capital or substit ution of cheap labor.† International Journal of Manpower 31.5 (2010) 545-62. Print. Nechvoglod, Lisa, Tom Karmel, and John Saunders. The cost of training  Apprentices, Adelaide, SA: National Centre for Vocational Education Research, 2009. Print. Organization for Economic Cooperation and Development: Learning for jobs. Paris: OECD, 2010. Print. Ryan, Paul. Apprenticeship; between theory and practice, school and work, Zurich: University of Zurich, 2011. Print. . The economics of training: International Encyclopedia of Business  and Management, London: Routledge, 2001. Print. . â€Å"The institutional requirements of apprenticeship: evidence from smaller EU countries.† International Journal of Training and Development 4.1 (2000): 11-16. Print. Saks, Alan, and Robert Haccoun. Managing performance through training and  Development, Toronto: Nelson Education, 2010. Print. Soskice, David. Reconciling markets and institutions; the German apprenticeship  System, Chicago: University of Chicago Press, 1994. Print. Stevens, Margaret. â€Å"Transferable training and poaching externalities.† Acquiring  Skills: Market Failures, their Symptoms and Policy Responses. Ed. Alison Booth and Dennis Snower. Cambridge: Cambridge University Press, 1995. 19-40. Print. Vemic, Jelena. â€Å"Employee training and development and the learning organization.†Ã‚  Economics and organization 4.2 (2007): 209-216. Print. Wolfgang, Franz, and David Soskice. â€Å"The German apprenticeship system.†Ã‚  ECONSTOR 4.11 (1994): 1-29. Wolter, Stefan, and Paul Ryan. â€Å"Apprenticeship.† Handbook of the Economics of  Education, Volume 3. Ed. Eric Hanushek, Stephen Machin, and Ludger Woessmann. Amsterdam: Elsevier, 2011. 521-570. Print.

Analysis and apply the various theories and schools of thought for Essay

Analysis and apply the various theories and schools of thought for California Lutheran University - Essay Example In its policy, CLU offers equal opportunities to all qualified individuals regardless of their color, race, gender, origin, or disability. The classical theories The classical theories were developed by different scholars, whose main assumptions were largely based on the relations between the management and employees (Helrich, 2012). This is attained through structures, which are formally made to enable smooth communication process, established accountability, and official practices and procedures to prevent any kind of disputes. In the California Lutheran University, the management includes the University administrators and the directors, while lecturers and other subordinate staff are the employees. They have formally made procedures to be followed such as timetables of lectures and other schedules to ensure that there is no conflict between them and the students. Workers are treated as economic individuals whose motivation is money. However, they are regarded as products of means of production. Henry Fayol came up with fourteen principles of an organization, such as division of work, authority and responsibility, discipline, and unity of command. In this university, all these principles have been applied on both the faculties and the students. The workers are dedicated to working with small numbers of graduate and undergraduate students who are disciplined, and open-minded about everybody, about ideas, and about their faith. Each student is seeking to grow as an individual while pursuing his or her passion and discover his purpose. The bureaucratic Theory of Management initiated by Max Weber helps an organization achieve objectives and goals. To him, an organization is efficient if has a continuous organization of formal functions interconnected by regulations, a hierarchy in administration, and rules to regulate office conducts. The institution has formal hierarchies from the University president down to the students. The governing bodies include the Convoc ation, Regents’ Board, the Cabinet of the President, and the Faculty. The executive cabinet provides leadership for the Programs Board and the senate to ensure that policies are executed and implemented. The Programs Board on the other hand officially represents the interests and wishes of all the students enrolled in the University. This hierarchy of roles runs down from the president of the institution to the students’ body to ensure that there is proper definition in tasks for a proper operations and order. The Human Resources management Human relations and schools of thought The Human Resource part of California Lutheran University has several departments, which work collectively to ensure that administrative roles and other responsibilities are achieved as desired. For instance, the senior Human Resource Administrator of the University administers all institutional compensation programs. He works with the HR Director on most of the scheduled projects such as analy sis, implementation, design, yearly salary programs, and budgeting. He assists the director with termination or disciplinary issues and general relations with the employees. The Director of Adult Degree Evening Program oversees faculty-student relations and recruitment and leads enrolment goal achievement, retention strategies, and excellence in student activities. The central aspect of the Human Relations school of thought is that when workers work