Friday, January 31, 2020
Citation and Organizational Structure Essay Example for Free
Citation and Organizational Structure Essay Many Americans have questioned whether fighting a full-scale war against China or a war of containment was the best policy for fighting the Korean War. Using the Internet, library, and other sources, research how Truman and MacArthur differed over strategy in fighting the Korean War. After analyzing each position, determine whether Truman or MacArthur had the best strategy. In an essay of approximately 350-400 words: †¢ State why you believe Truman or MacArthur had the best strategy in fighting the Korean War. †¢ Give your reasons and arguments for the position you have chosen and make your arguments as convincing as possible. Does it appear to you that either strategy is based upon biblical principles? In what way and which principles are given expression by the policy or strategy? __________________ Remember to use proper grammar, punctuation, and spelling when typing your essay. Remember, all projects must follow the Academys guidelines concerning plagiarism and MLA formatting for the citation of sources. Source citation will be graded based on the following: †¢ Did the student include parenthetical citations with in the body of his/her report any time he/she summarized or quoted a source? Are the parenthetical citations in proper format (MLA)? †¢ Is the works cited page in proper format (MLA)? Because it is very important to avoid even unintentional copying, any project submitted without a works cited page (when one is necessary) will be returned to you in order for you to add it. You will then need to resubmit the project for grading after you have added the works cited page. You can refer to the Academy’s document on MLA format, found on the Academy’s online resource center www. aoacademy. com/resources, for additional assistance. Notice Wikipedia is not an acceptable source for any Academy project and may not be used. Contributors to Wikipedia sometimes plagiarize other sources or submit erroneous information. Be sure to use primary sources and cite your sources in accepted MLA (Modern Language Association) format. Go to â€Å"Citing Sources†in our online Resource Center for help. Projects will be graded according to a rubric which measures six important traits essential to good writing. Your teacher will use the rubric below to score aspects of each trait giving a best score of 5, or a lowest score of 1, or something in between. Once your teacher has scored each trait he/she will convert rubric scores to the Academy grade scale. Please study the chart below so to understand how to improve your writing and your project scores. Six Traits + 1 Rubric |Trait |5 |3 |1 | |Ideas: The main message of the |This paper is clear and focused. It |The writer is beginning to define |The paper has no clear sense of | |piece, the topic, with supporting |holds the reader’s attention. the topic, even though development |purpose or central theme. The | |details that enrich and develop that|Relevant anecdotes and details enrich|is still basic or general. |reader must make inferences based | |topic. |the central theme. | |on sketchy or missing details. | | | | | | | |1. The paper is on the topic |1. The writer strays off topic |1. The writer has not written on | | |assigned, or one of the options, and |2. Support with details is |the assigned topic or options | | |focused. |attempted. |given. | | |2. Relevant, quality details go |3. Writer has difficulty going from|2. Information is unclear or the | | |beyond the obvious. |general observations about the |length is not adequate for | | |3. Writing from knowledge or |topic to specifics. |development. | | |experience; ideas are fresh and |4. The reader is left with |3. Simply a restatement of the | | |original. |questions. |instructions. | | |4. Reader’s questions are anticipated| |4. The writing may be dis- | | |and answered. |connected, repetitious, and include| | | | |random thoughts. | | | | |Student did not comply to teacher | | | | |request for changes. | |Organization: The internal |The organizational structure of this |The organizational structure is The writing lacks a clear sense of | |structure, thread of central |paper enhances and showcases the |strong enough to move the reader |direction | |meaning, logical, and sometimes |central idea or theme of the paper. |through the text without too much | | |intriguing pattern or sequence of | |confusion. |1. No real lead or conclusion | |ideas. |1. An introduction draws the reader | |present. | | |in; a conclusion leaves the reader |1. The paper has a recognizable |2. Connections between ideas, if | | |with a sense of closure and |introduction and conclusion. |present, are confusing. | | |resolution. |2. Transitions sometimes work. |3. Sequencing needs work. | | |2. Thoughtful transitions connect |3. Sequencing shows some logic, yet|4. Problems with organizational | | |ideas. |structure takes attention away from|structure make it hard for the | | |3. Sequencing is logical and |the content. |reader to get a grip on the main | | |effective. |4. Organizational structure |point or story line. Little or no | | |4. Organizational structure is |sometimes supports the main point |evidence of paragraphing present. | | |appropriate for purpose/audience; |or story line, with an attempt at |Student did not comply to teacher | | |paragraphing is effective. |paragraphing. request for changes. | |Voice: The unique perspective of the|The writer of this paper speaks |The writer seems sincere, but not |The writer seems uninvolved with | |writer evident in the piece; or |directly to the reader in a manner |fully engaged or involved. The |the topic, disinterested in the | |sustained use of the voice or |that is individual, engaging, and |result is passable, but not well |audience, and oblivious of the | |perspective called for in the |respectful for the audience. |focused on the audience. |instructions. | |instructions. | | | | |1. Purpose is reflec ted by content |1. Attempts to include content and |1. Purpose is unclear. | | |and arrangement of ideas. |arrangement of ideas to reflect |2. Expository or persuasive writing| | |2. Expository or persuasive writing |purpose. |is mechanical, showing no | | |reflects understanding and commitment|2. Expository or persuasive writing|engagement with the topic. | |to topic. |lacks consistent engagement with |3. Narrative writing lacks | | |3. Narrative writing is honest, |topic. |development of a point of view. | | |personal, and engaging. |3. Narrative writing reflects |. 4. Made no attempt to write from | | |4. Clearly the voice asked for in the|limited individual perspective. |the assigned perspective or voice. | | |instructions, e. g. biblical |4. Made an attempt to adopt the |Student did not comply to teacher | | |character, historical character, |voice asked for in the instructions|request for changes | | |reporter on assignment. |but did not sustain it. | | |Word Choice: The use of rich, |Words convey the intended message in |The language is functional, even if|The writer struggles with a limited| |colorful, and precise language that |a precise, interesting, and natural |it lacks much energy. |vocabulary. |moves and enlightens the reader. |way. | | | | | | | | | |1. Words are specific and accurate. |1. Words are adequate and correct |1. Words are nonspecific or | | |2. Natural, effective, and |in a general sense. |distracting. | | |appropriate language. |2. Familiar words and phrases |2. Many of the words don’t work. | | |3. Lively verbs, specific nouns, and |communicate. |3. Limited vocabulary, misuse of | | |modifiers. |3. Passive verbs, everyday nouns, |parts of speech. | | |4. Language enhances and clarifies |mundane modifiers. |4. Language is unimaginative and | | |meaning. |4. Language functions, with one or |lifeless, redundancy. | | | |two fine moments. Student did not comply to teacher | | | | |request for changes. | |Sentence Fluency: The flow of the |The writing has an easy flow, rhythm,|The text usually hums along with a |The reader has to practice quite a | |language, the way in which the |and cadence. Sentences are |steady beat, but has sections which|bit in order to give this paper a | |writing plays to the ear, not just |well-constructed. |throw off the reader. |fair interpretive reading. | |the eye. | | | | | |1. Sentences get the job done in a |1. Sentences are choppy, | | |1. Sentences enhance the meaning. |routine fashion. |incomplete, ramb ling, or awkward. | | |2. Sentences vary in length as well |2. Sentences are usually of similar|Phrasing does not sound natural. | | |as structure. |length, yet constructed correctly. 2. No â€Å"sentence sense†is present. | | |3. Purposeful and varied sentence |3. Sentence beginnings are somewhat|3. Sentences begin the same way. | | |beginnings. |varied. |4. Endless connectives, if any | | |4. Creative and appropriate |4. The reader sometimes has to hunt|present. | | |connectives. |for connective clues. |Student did not comply with teacher| | | | |request for changes. |Conventions: The mechanical |The writer demonstrates a good grasp |The writer shows reasonable control|Errors in spelling, punctuation, | |correctness of the piece; spelling, |of standard writing conventions |over a limited range of standard |capitalization, usage, and grammar | |punctuation, capitalization, grammar|(e. g. , spelling, punctuation, |writing conventions. |and/or paragraphing repeatedly | |usage , and paragraphing. |capitalization, grammar usage, | |distract the reader and make text | | |paragraphing). 1. Spelling is usually correct or |difficult to read. | | | |reasonably phonetic. | | | |1. Spelling is generally correct. |2. End punctuation is usually |1. Spelling errors are frequent. | | |2. Punctuation is accurate. |correct. |2. Punctuation is missing or | | |3. Capitalization skills are present. |3. Most capitalized words are |incorrect. | |4. Grammar and usage are correct. |correct. |3. Capitalization is random. | | |5. Paragraphing tends to be sound. |4. Problems with grammar and usage |4. Obvious grammar or usage errors. | | | |are not serious. |5. Paragraphing is missing. | | | |5. Paragraphing is attempted. |Student did not comply with teacher| | | | request for changes. | |Presentation: |The project is clean, has all |May be some problems in the |Errors in formatting create a | |The look of the paper, proper use of|directions included, and MLA format |formatting. |confusing paper that distracts the | |MLA formatting when necessary, |was used correctly if needed. | |reader. | |correct titling and inclusion of | |1. Project directions are included,| | |project instructions |1. Project directions precede the |but not placed correctly. |1. Project directions are missing | | |project. |2. There are some problems with |or incomplete. | | |2. Spacing is uniform and font is |font or spacing. |2. Spacing and font are not | | |Times New Roman or Arial 12 point. |3. For multimedia, the visuals are |standard. | | |3. In a multimedia project, uses of |somewhat unclear or distracting. |3. Visuals in a multimedia project | | |visuals are integrated without |4. In those projects for which |are confusing and substandard. | | |distraction. |outside sources were used, MLA |4. Works cited page and/or | | |4. Correctly formatted citations and |formatting is mostly correct. There|parenthetical citations for those | | |works cited when outside sources were|may be some components missing or |projects where necessary are | | |used. improperly formatted. |missing or incorrect. | | | | |Student did not comply with teacher| | | | |request for changes. | *0 – Not a valid attempt. Student did not make the changes recommended by the teacher. _______________ Paste the document you created and saved on your word processor below:
Thursday, January 23, 2020
Finding Mass Using The Inertial Balance :: essays research papers
Finding Mass Using the Inertial Balance Theory: Physics can be referred to as the study of various properties of matter and energy. Matter can best be described by looking at the mass of an object. Mass is the amount of material that is in an object. Mass can be found by using a spring scale, a balance scale, or an inertial balance. Inertia is the resistance by mass to any change in its state of motion. Scientific Law states that mass and inertial forces are directly proportional. The purpose of the inertial balance is to measure the different inertias between different masses therefore providing a mathematical and very accurate method of measuring mass. Experimentation showed that if a mass was put into some form of periodic motion, the mass could be measured fairly accurately by measuring the oscillation period and comparing it to a known mass period. The relationship m1=m2T12/T22 was discovered. Objective: After completing the experiment, we will be able to find the mass of objects using an inertial balance and compare them to accepted measures. Materials: C-clamps, inertial scale, a watch with a second hand, and a triple beam balance. Procedure: 1) The class will measure the period of oscillation of their balance pans when they are empty. The accepted period will be the average of the class. To find the period, you will measure the amount of time it takes for your balance to complete 20 oscillations. The period (T) will be computed by taking your time and dividing it by 20. This will be recorded as T2. 2) You will then measure the mass of your empty pan (including all screws) and record this as m2. 3)     You will then measure the mass of one c-clamp. Record this as m1 accepted. 4)     Using the inertial balance, find the time it would take for 20 oscillations of the c-clamp (which should be attached to the empty pan). Divide your time by 20 and record this as T1. 5)     Find the experimental mass of both the c-clamp and the empty pan by using the formula from page one. Record this as mtotal. 6)     Find the difference between the mtotal and m2 and record this as m1experimental. 7)     In a utopian world, m1 experimental should equal m1 accepted. 8)     Find your percent error by using the following formula: % Error = (accepted-experimental) / accepted 9)     Repeat using varying amounts of c-clamps for up to three trials. Data: Trial #     T2     M2     M1 accepted     T1     Mtotal     M1 experimental 1     .2     67.9     122.9     .3     152     84.1 2     .2     67.9     248.4     .35     207.9     140 3     .2     67.9     382     .45     393.74     275.84 M1 accepted     M1 experimental     % Error 122.9     84.1     31.6% 248.4     140     43.6% 382     275.48     27.88% Calculations: See last page.
Wednesday, January 15, 2020
11 Compare And Contrast Different Organisational Essay
Organizational structures Organizational structure is a system used to define a hierarchy within an organization. It identifies each job, its function and where it reports to within the organization. (Lucy Friend, 2009) There are several organizational structures; however, the type of structure in an organization depends on aim, size of the business, and industry. Carefully chosen structures will improve the communication throughout the organization. Types of Organizational Structures Functional Structure Employees within the functional divisions of an organization tend to perform a specialized set of tasks, for instance the engineering department would be staffed only with software engineers. (Sutton, 2012) Matrix Structures Matrix Structure is an organizational structure in which workers have to report to more than one party, as having two or three supervisors at the same time. For example, the workers working at factories have to report to different managers including production managers and marketing managers and sometimes to project managers if a separate project is going on. Divisional Structure The divisional structure groups each organizational function into divisions. Each division within a divisional structure contains all the necessary resources and functions within it. Organizational culture Organizational culture is an idea in the field of Organizational studies and management, which describes the psychology, attitudes, experiences, beliefs, and values of an organization. It can be defined as the specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with stakeholders outside the organization. This definition continues to explain organizational values also known as â€Å"beliefs and ideas about what kinds of goals members of an organization should pursue and ideas about the appropriate kinds or standards of behaviour organizational members should use to achieve these goals. (Cheng, 1995). Types of organizational culture: Power Culture In the organizations, where power culture is used the authorization to make decisions are only given to few employees. Those employees are the ones who enjoy the benefits at the workplace also have to delegate their power to the other employees. In such organizations, employees have no other option but to follow the managers or supervisors instructions. Furthermore, employees cannot give their view and ideas and this leads to de-motivated labours and finally labours turn over in the organization increases. (Mullins, 2005) Role Culture This is a culture where every staff is assign with roles and responsibilities according to the specialized area, qualification, and interest of the employee in order to get the best out of the employee. This helps the organization to improve their productivity, as employees are good at their job. Today role culture is very common in organizations and it is very suitable for large organizations. (Mullins, 2005) Task Culture In Task Culture Organization forms a group in order to achieve the targets or to solve a specific problem. The organization that practices this culture put together four to five employees in a group who are specialized in similar areas also sharing similar interests. The common goal of each member is to contribute as many ideas as possible to complete the task in an effective way. For example, a company can use team culture in a period where the company is losing market share to identify the reasons behind and to improve whatever is wrong. 1.2 Explain how the relationship between organisation’s structure and culture can impact on the performance of the business The organizational structure and the organizational culture have the relationship to each other and they are the backbone of the organization. The both organization can affect progress of the organization. It can bring the stability and social system in the organization. . In organization having culture and structure strange there will be working environment also provides appropriate standards of working environment. The organization has different policies rules and regulations that how to communicate with the employee. The organization also shows about the responsibilities that who will report to whom mean who will be responsible to whom majority in this kind of organization tasks a good decision foe the company. Culture and structure has also some drawbacks on the business progress. If the organization culture is too much complex then in the organization decision will be very slow and also there will be centralized decision making in which the lower level employee’s will not be entertained. Organizational framework and way of lifestyle can impact progress of organization in the precious and in the adverse way. In the precious way it distinguish the organization to the one, which don’t have a way of lifestyle and framework. It explains the restriction of the firm (Bond et al. 1996). It provides a feeling of certificate among the employees to know each other for the success and success of goals. It can carry balance and team system in the organization. In any organization having way of lifestyle and framework unusual there will be workplace also provides appropriate requirements of workplace. 1.3 Discuss the factors which Influence individual behaviour at work Individual behaviour explain why a person behaves and reacts in response to different situation therefore in order to get a better understanding about the behaviour, organizations have to be well aware of the main factors which affects individual behaviour at work. (Balmer, Baum, 1993) There are many terms and factors, which influence the behaviour. They are demographic factors, Perception, Abilities and skills, Attitude, and Personality. Demographic factors Demographic factors are a population of the quantifiable statistics. Demographics are also used to identify the study of quantifiable subsets within a given population, which characterize that population at a specific point in time. It is mostly used in public opinion polling and the marketing. It includes the gender, age, and ethnicity, knowledge of the languages, disabilities, mobility, home ownership employment status, and even the location. Perception The perception is the cognitive process that is meant for the interpreting the environmental stimuli in a different ways. A lot of the factors influence the perception of the individual behaviours. The manager plays the important roles in the study of the perception. It is very essential for the managers to make the favourable environment so that employees perceive them in the favourable ways. Abilities and skills Ability and the skills were highly influenced by the individual’s behaviours and the performance. The ability is the capacity of an individual to do something and the skills is defined as the ability to act in a way that allows a person to perform well. The individual can perform well in the organization if his abilities and the skills are bringing together in his job description. Attitude The attitudes can be defined as a tendency to respond the favourably or unfavourably to the certain objects, persons or situations. The formation of attitude is influenced by factors such as family, culture, society, peers and organizational factors. The organization need to study the variables information that is related to their jobs so they can create the work environment in a favourable way so the employees give their best efforts to perform best in the organization. Attitudes are either positive or negative. The employees can perform best in the organization if they form a positive attitude. (Mullins, 2001) Personality The personality is the study of the characteristics and distinctive traits of an individuals and the inter-reaction between them and the way in which a person responds and adjusts to other people situations. The heredity, family, society, culture and the situation are influenced by the personality.
Tuesday, January 7, 2020
Criminal Justice System Respond to Illicit Drugs - Free Essay Example
Sample details Pages: 10 Words: 2858 Downloads: 3 Date added: 2017/09/23 Category Advertising Essay Type Argumentative essay Tags: Drugs Essay Did you like this example? Illicit drugs in Australia has been a concern for many years and targeted in many forms via politics and media. But what are the real harms and cost of illegal drug use in Australia? Does the drug issue relate to crime and increase drug related crime? Much research has been done on illegal drugs and how best to combat the problem. Should we be tough on drugs or take a step back with a more humane approach? The criminal justice system has approached this problem via many angles and is still working towards a system that works. It could be that the solution to the illicit drug problem could in fact be a mix of many strategies. This essay will examine the past and current trends in the criminal justice system and to analyse the strengths and the weaknesses involved. Research by the Australian Institute of Criminology (2004) has outlined the impact of illicit drugs on society. Many people assume there is a direct correlation between drugs and crime and this research undertaken in fact shows that drug use and crime have similar origins. Origins such as poor social support systems, difficultly in school, association with deviant peer groups and lack of access to economic support systems are the main similarities with drug users and criminals. The results of this research have opened our eyes to the direct link and the magnitude of the illicit drug problem. It is not possible to quantify the exact cost of illicit drug use to the Australian community. However, some components can be measured directly, such as government expenditure through the National Illicit Drug Strategy (NDIS), but many of the social costs borne by the community, such as the extra cost of welfare, health and law and order services, can only be estimated. In addition, a number of costs associated with illicit drug use are not quantifiable, such as pain and suffering resulting from a reduced quality of life. Nevertheless a number of studies attempt to quantify some of the costs of dr ug use, including social costs. Many also examine how these costs compare with the costs of licit drug use in the community (Burton, K 2004). Statistics from the Australian Institute of Health and Welfare have discovered that Marijuana/cannabis accounted for 71% of illicit drug arrests in 2004–05. Further, in 2005, one in 10 prisoners was imprisoned for drug-related offences and finally in 2003–04, 88% of juvenile detainees had used an illicit substance 6 months prior to arrest and 70% were intoxicated at the time of offence. The Australian criminal justice system currently has two approaches to the illicit drug (for clarification, the definition of Illicit Drugs means a drug whose production, sale or possession is prohibited) problem. Prohibition and harm minimisation which will be discussed below. In short, the main aim of prohibition of drugs is to implement legislation and laws as a common means of attempting to control drug use. On the other hand we have har m minimisation which includes a range of targeted strategies designed to reduce drug-related harm for particular individuals and communities. It aims to reduce the harmful consequences of drugs when consumption cannot be further reduced. Drug laws have not stopped people using drugs, all it has done is create a multi-million dollar illegal market and fuel criminal acts to support such addictions. However, the economic costs associated with harmful drug use, including prevention, treatment, loss of productivity in the workplace, property crime, theft, accidents and law-enforcement activities, amount to over $18 billion annually (Collins Lapsley 1996). Which proves that the drug prohibition is not effective and another approach needs to be introduced. Prohibition is increasingly regarded as flawed in principle and a resounding failure in practice (Wodak Owens, 1996). When the drug laws in Australia were first introduced they came through prohibition instead of regulation. The argument was, that once something evil was banned, the problem was solved. This was not the case as banning such illegal drugs has only made the productions of same increase and created the role of drug traffickers and an illegal underworld to make and distribute such drugs through illegal avenues. As Wodak and Owens stated: â€Å"Focusing on drug use rather than drug-related harm is like concentrating on a mirage (p. 9)†In summary, prohibition has been somewhat successful in raising the health, social and economic costs of drug use. However, each year with technological change, geopolitical developments and the new trade environment make the job of prohibition even harder. On 2 April 1985 Australia officially adopted another view on illegal drugs and this approach was known as harm minimisation. This approach involves supply reduction, demand reduction and harm reduction. Harm minimisation has approached the drug use problem by introducing such schemes as information to drug users about how to safely use drugs and supervised injection rooms for users. Extensive consultation and collaboration between these services and police have been important in their success in reducing the spread of blood borne viruses in the community. Governments do not condone illegal risk behaviours such as injecting drug use: they acknowledge that these behaviours occur and that they have a responsibility to develop and implement public health and law-enforcement measures designed to reduce the harm that such behaviours can cause (Ministerial Council on Drug Strategy 1998:46). Harm minimisation encourages change in our attitudes towards people who use drugs including those who are physically and psychologically dependant on illegal drugs. However, whether this is an effective approach is a common argument. One advantage is the fact that Australia does have the lowest reported rate of HIV infection in the world which is evidence alone that harm minimisation approach c an work in the community. Harm minimisation can best be viewed in context of community safety and this is an approach to drug use to help keep people safe when they choose to use drugs. One important policy intervention that has gained increased prominence in recent years is the diversion of drug and drug related (crimes committed while under the influence of drugs) offenders. Aimed at deterring, educating or treating the causes of drug dependence, diversion involves the use of the criminal justice system to provide alternative responses, including referral to drug treatment. The main aim of prohibition of drugs is to implement legislation and laws as a common means of attempting to control drug use. On the other hand harm minimisation recognizes the need to seek a balance between supply reduction (disrupt both the supply of illicit drugs entering Australia and the production and distribution of illicit drugs within Australia), demand reduction (reduce the desire for and prepa redness to obtain and use drugs) and harm reduction strategies (reduce the impacts of drug-related harm on individuals and communities). Recently harm minimisation took on another strategy known as a diversionary scheme. In April 2009 the Council of Australian Government (COAG) endorsed the National Illicit Drugs Strategy (NDIS) package, providing over $111,536,000 to create a ‘tough on drugs’ initiative that gives priority to diverting illicit drug offenders into treatment. Guidelines were created for States and Territories to divert minor illicit drug offenders into assessment, education and treatment at many levels of the criminal justice system. The aim was to reduce the amount f offenders that appear before the court for possession of illicit drugs , provide incentives for minor offenders to address their drug use and increase access to drug education and treatment. This strategy is based on a harm minimisation approach which refers to policies and programs aime d at reducing drug-related harm and protecting the community and users. Dr Woolridge (past Federal Health Minister)1999 has stated that it is clinically proven that if you can reach a drug user before the addiction becomes full-blown that you have a better chance of stopping the drug use. Taking this approach statistics have shown that as of July 2007, there were 51 programs that divert drug and drug related offenders: * 69% of programs have been introduced since 2000. * 59% were funded by the Coalition of Australian Governments’ Illicit Drug Diversion Initiative. * 31% involved police diversion, 22% court diversion, 18% drug court diversion and 29% were mixed. * 33% of programs targeted drug use/possession offence(s), 12% drug related offence(s) and 55% any offence(s). 45% of programs targeted adults, 27. 5% youth and 27. 5% mixed. * 49% resulted in assessment and compulsory treatment, 17% assessment and voluntary treatment, 9% cautions and referrals to education sessions , 20% warning/formal caution/family group conference, and 8% a fine or optional attendance at an education session (Hughes Ritter 2008) To date each state and territory has created and implemented their own diversionary and harm minimisation measures to tackle the illicit drug problems. Each state and territory have varying programs which may be somewhat different to each of the other states. Some programs may be easier to access, others may only cater for a specific group (ie indigenous people or juveniles). However, they all have the same major programs available as outlined below. According to the Australian Institute of Criminology there are 5 types of drug-diversionary programs currently in use across Australia. Within each of these areas of criminal justice there are a number of diversionary programs available. These initiatives can be divided into groups, depending on their position along the criminal justice continuum. Starting with the pre-arrest phase the most impor tant diversionary measures is police discretion where officers can detect the offence but not lay charges and provide further information to the offender about how to manage and drug problems and refer them in the right direction. Other measures in place are infringement notices, informal warnings, formal caution and caution plus intervention (where counseling/information sessions must be attended). Police drug diversion –at the front end are the various police based drug diversion programs offer drug education and assessment for those individuals with minor possession offences relating to cannabis or other illicit substances. Next step on the criminal justice continuum is the Pre-trial stage where a charge is made but before the matter is heard at court. Here we have options like treatment as a bail condition, conferencing or prosecutor discretion (where treatment is offered as an alternative to proceeding with prosecution). These programs are at court level and are pr imarily bail-based programs to provide assessment and short term treatment options for less serious offenders who criminal behaviour is related to their illicit drug use. The next stage is Pre-sentence which is after conviction but before sentencing, this stage includes such measures as delay of sentence where offender may be assessed or treated. Post-conviction/sentence includes the process of sentencing. Diversionary measures can include suspended sentences requiring complying with conditions such as treatment, avoidance of drugs and specific peer groups. At this stage offenders can also be referred to the Drug Courts which are judicially supervised and enforced treatment programs which offer long-term initiative treatment for offenders who drug dependency is a key contributor to their offending. The final stage where diversionary measures can be utlised is in the Pre-release stage which is prior to the release from goal on parole. Options here include transfers to drug treatme nt programs or early release to attend a supervised treatment program. Even though the diversionary programs vary between jurisdictions, for example, in some states police can only caution first time offenders or juveniles and in other jurisdictions diversion is available for any offender caught with drugs, irrespective of age or criminal history. According to the National Illicit Drug Diversion Initiative (IDDI) the findings were generally very positive. Across all jurisdictions , the majority of people who were referred into the IDDI program did not reoffend in the 12 to 18 month period after their diversion. In most cases, those that did reoffend did so only once during this time. Payne et al, 2008). The cost of the various police diversion programs is significant. However, if these initiatives are achieving such their objectives, such costs should be more than offset by the benefits of accruing to the community through a reduction of illicit drug use and related offending and reduced case loads for the criminal justice system. There has been only one study (Baker Goh 2004) that has examined the cost-effectiveness of diversion. The results demonstrated positive results in savings to the criminal justice system. In the first three years of operation it was estimated that over 18,000 police hours were saved as a result of not having to charge offenders at the time of detection, prepare matters for court and attend subsequent hearings. Baker and Goh also calculated that the scheme resulted in total savings of well over $1million dollars during the first 3 years of operation. In the years following the development of the IDDI, researchers (most notably the Alcohol and Other Drugs Council of Australia, ADCA), outlined the benefits of and challenges to expanding the drug diversion and harm minimisation approach. Over coming the political perception that drug diversion was a ‘soft’ option (Hughes, C 2007). While the â€Å"Tough on Drugs Div ersion Initiative’ was seen by policy makers as heralding a more humane response and more harm minimisation approach, the expression and framing of the program was that this was not the case. As John Howard said: â€Å"in no way does it [drug diversion] retreat from our ‘Tough on Drugs’ philosophy, our zero tolerance approach†. So the point that the Government are portraying is that illicit drug use is still against the law however, if someone has psychological, health and social problems, you don’t belong in jail. If the problem is drug use, than that problem must be tackled in order to decrease the social impacts of illicit drug use and to prevent a new generation of drug-users committing drug related crime (Commonwealth Department of Health and Ageing, 2004). One of the positive outcomes of the harm minimisation/drug diversion initiatives is that is has now encouraged the collaboration of health and law enforcement services. Which were once two very separate divisions have combined forces to tackle the issue of illicit drug use and have broken down the barriers that once segregated the divisions as traditionally the health and justice systems have had little to do with each other with no referral pathway between them. Diversion programs are gradually changing this (Tresidder, J 2003). In conclusion after observing that the prohibition of drugs has not made any significant impact on the use of illicit drugs in society the harm minimisation approach was initiated. This approach was further developed and the drug diversion scheme was created to target the problem in return for long term solutions to protect the drug users and community from each other. Research has shown that this has been successful to some degree however it has come across as somewhat contradictory to the â€Å"tough on drugs†campaign that is portrayed in the media. There is many mixed messages being sent and portrayed about the approach to illicit drugs in the criminal justice system. To date the drug diversionary programs has been the only approach to illicit drugs that has made any headway and molded around the existing drug problems. It is a policy that is designed to reflect the variety of problems that drugs can cause and by treating the cause is the only way to tackle the problem. References Australian Institute of Criminology, Does drug use cause crime? Understanding the drugs-crime link. www. aic. gov. au/publications. crm accessed 10 January 2010. Australian Institute of Health and Welfare 2007. Statistics on drug use in Australia 2006. Drug Statistics Series No. 18. Cat. no. PHE 80. Canberra: Australian Institute of Health and Welfare. Baker, J. and Goh, D. (2004). The Cannabis Cautioning Scheme three years on: An implementation and outcome evaluation. Sydney: NSW Bureau of Crime Statistics and Research. Burton, K, 2004. Illicit Drugs in Australia: Use, Harm and Policy Responses, Parliamentary Library, https://www. aph. gov. au/library/intguide/sp/illicitdrugs. htm, accessed 13 January 2009. Collins DJ Lapsley HM. 1996. The Social Costs of Drug Abuse in Australia in 1988 and 1992, National Drug Strategy monograph series no. 30, Australian Government Publishing Service, Canberra. Commonwealth Department of Health and Ageing. Illicit Drug Diversion Initiative – about diversion. www. health. gov. au Hughes, C. Away from the Courts, Of Substance: The national magazine on Alcohol, Tobacco and other drugs. Volume 7 number 2, 2009 pages 21 and 21. Hughes, C. 2007. Evidence Based policy or policy based evidence? The role of evidence in the development and implementation of the Illicit Drug Diversion Initiative, Drug and Alcohol Review( July 2007)Pages 363-368. Hughes, C. and Ritter, A. 2008. Monograph No. 16: A summary of diversion programs for drug and drug-related offenders in Australia. DPMP Monograph Series. Sydney: National Drug and Alcohol Research Centre. Payne, J. K wiathkowski, M. Wundersitz, J. 2008. Police Drug Diversion: a study of criminal offending outcomes. AIC Report, Australian Institute of Criminology. Middendorp, C, 2010, Drug Prohibition Doesn’t Work, so What do we do Next? TheAge. com, https://www. theage. com. au/opinion/society-and-culture/drug-prohibition-doesnt-workso-what-do-we-do-next-20100106-lu8v. html, accessed 13 January 2010. National Drug Strategic Framework: 1998–99 to 2002–03, Building Partnerships: A strategy to reduce the harm caused by drugs in our community. Ministerial Council on Drug Strategy 1998 Tresidder, J. 2003. Police Drug Diversion. Of Substance: The national magazine on Alcohol, Tobacco and other drugs. Volume 1 number 1, pages 25-27. Woodak, A and Owens, R. 1996. Drug Prohibition, A Call for Change, University of NSW, Sydney, Australia. Wooldrige, Dr M, 1999, Tough on Drugs diversion programme an enlightened approach. https://www. health. gov. au/internet/main/publishing. nsf/Con tent/health-mediarel-yr1999-mw-mw99112a. htm accessed 13 January 2010. Don’t waste time! Our writers will create an original "Criminal Justice System Respond to Illicit Drugs" essay for you Create order
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