America s First Serial Killer - 1347 Words

H.H. Holmes, born in 1861 as Herman Webster Mudgett, was an extremely notable con man, fraud and murderer. More popularly known as America’s first serial killer, Holmes had a vast and varying criminal record. For instance, his criminal record ranged from forging checks and life insurance claims, to killing off entire families in his â€Å"murder† hotel. The one most identifiable pattern to his offenses resides in his economic struggle. As seen in a documentary directed by John Borowski, most of the individuals that Holmes killed were sold off, illegally, as cadavers to his former medical school (Borowski, H.H. Holmes: America’s First Serial Killer). In addition, most of his other scams also revolved around obtaining more money. Such as his life†¦show more content†¦Holmes: America’s First Serial Killer). Holmes decided to invest in a small barbershop in which he could later build above and design his own hotel. Holmes designed this hotel with one goal in mind, killing his guests. According to Darcia Helle, in her blog titled The Monstrous H.H. Holmes and His Murder Castle Inc., throughout the construction of his hotel, Holmes formed a relationship with the carpenter, Benjamin Pitezel. Together, Pitezel and Holmes came up with an interesting life insurance scam. While it seemed to work out, Holmes eventually turned on his partner and killed Benjamin Pitezel. Following his criminal pattern, he took out a life insurance policy on Pitezel prior to his death. Due to the insurance companies increased suspicion, a detective was hired to look up who had taken out the insurance money, and this is where Holmes is first found and caught. At first, Holmes was only charged with life insurance fraud. The police did not yet know the extent of his criminal record. However, according to the online article by the National Museum of Crime Punishment, when Holmes was arrested he appeared as if he was ready to flee the country, which furthermore increased the suspicion of police (H.H. Holmes, 2015). This increased suspicion led to the search of Holmes’ Chicago home and the realization that Holmes was more than just an insurance fraud. Historical Background: For a serial murderer with upwards of

The Code of Ethics and Evaluation - 717 Words

Elizabeth Thomas Business Ethics February 17, 2015 Professor Mari Hadley Summary and Discussion The author provides an overview of the case of Bernard â€Å"Bernie† Madoff, a businessman and investment manager who is believed to have stolen as much as $65 billion from his investors (Stanwick Stanwick, 2014). Bernie Madoff was operating not only the largest Ponzi scheme in history, but is also believed to have perpetrated the largest financial fraud in history. His network of investors included many prominent people from the financial world as well as the social elite. Madoff’s criminal career came to an end in 2008 when the recession developed. His supply of available funds began to diminish, and he was no longer able to pay his†¦show more content†¦Question 2: Ponzi Schemes Madoff was operating what is commonly called a â€Å"Ponzi scheme,† named after a fraudulent investment plan devised by Charles Ponzi a century earlier (Stanwick Stanwick, 2014). A Ponzi scheme involves the taking of money from investors on the promise of a higher than normal return on the investment. However, the money that is collected from investors in never actually invested into any legitimate businesses or financial operations. Instead, the money that is collected from new investors is used to pay previous investors. Both Bernie Madoff and Allen Stanford were investment managers who engaged in multi-billion dollar Ponzi schemes in recent times (Tolson Schiller, 2009). Question 3: The Impact on Madoff’s Family and Friends It is true that Madoff’s two sons reported him to the authorities upon his announcement to them that his entire financial empire was a Ponzi scheme (Stanwick Stanwick, 2014). However, the question remains concerning to what degree they were entirely ignorant of their father’s activities. Is it possible that two grown men with considerable business experience could have worked with their father on a daily basis and remained unaware of his criminal behavior? It is possible though not very probable. It may be that the sons turned onShow MoreRelatedEvaluation of a Business Code of Ethics1271 Words   |  6 PagesEvaluation of a Business Code of Ethics, The Hershey’s Company PHL/323 Mission Statement Hershey’s Mission Statement noted here, (Social- Responsibility/Marketplace) â€Å"Bringing sweet moments of Hershey happiness to the world every day,† Provides the focusRead MoreEvaluation of a Business Code of Ethics Essay1369 Words   |  6 PagesFirst Energy and the Business Code of Ethics PHL/323 March 7, 2011 First Energy and the Business Code of Ethics First Energy prides itself on the ethical standards it has created. These standards are the basis that builds upon the trust between customers, shareholders, employees, and the surrounding communities. 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Harvard Referencing Guide Free Essays

Harvard System Referencing Guide 1. INTRODUCTION This guide sets out the Harvard system of referencing to be used in the Thesis and other major essays submitted as part of the course taught through out the MBA program. It is important to reference published material that you wish to use in your essay. We will write a custom essay sample on Harvard Referencing Guide or any similar topic only for you Order Now While referencing is a standard that is used to avoid plagiarism it also supports a strong scientific method. To build arguments and provide evidence you must reference any published resources you use. The spirit of referencing is embodied in Newton’s famous 1676 quote, ‘If I have seen further it is by standing on the shoulders of giants’. It means that Newton’s great discoveries were made by building on the previous work of scientists. This reference guide sets out how to reference other authors’ work properly. For each type of material you are referencing (e. g. books, journal articles, newspapers, internet sites), this guide presents two parts, how to write the reference in the text of your essay and how to write the full reference at the end of the essay. The section at the end of the essay should be called a reference section and only include those references cited in the essay. For the purposes of this guide these two sections will be called in-text referencing and the reference list format. A note on paraphrasing and quoting: Quotes are direct transcriptions of text from other sources while paraphrasing uses your own words to express others’ ideas. You should attempt to paraphrase where possible and only use quotes sparingly and strategically. Both paraphrasing and quoting require referencing, and quotes must refer to the page number from which they were taken (see Books). 2. GENERIC FORMAT The Harvard system has a generic format for in-text referencing and the reference list. While this guide provides a range of examples for books, articles, Internet sources etc, the generic format below should be used where adaptation is necessary. In-text (Author, year) or Author (year) e. g. Sillince (1996) or (Sillince, 1999) Reference List Books Author, (Year) Title. Place Published: Publisher. e. g. Sillince, J. A. A. (1996) Business Expert Systems. Hitchin: Technical Publications. Articles Author, (Year) ‘Article title’. Journal Title, volume (number): pages. e. g. Sillince, J. A. A. (1999) ‘The role of political language forms and language coherence in the organizational change process’. Organization Studies, 20 (3): 485-518. 3. BOOKS The following exemplifies several in-text references for books with one, two, more than two authors, and authors cited by another author. When citing more than two authors, list all authors’ surnames the first time, then use et al. (see example). Note the different formats for the in-text referencing of paraphrasing and quotes (with page number) and the complete references in the reference list. In-Text One Author The development of bureaucratization in the UK was fundamentally different from that of the US. The Taylorist efficiency movement occurred in the US during an expansionary period while the same movement occurred in the UK during one of the worst ever recessions (Littler, 1982). Littler (1982) concludes that for these reasons the labor movements in the UK are fundamentally different from those in the US. These differences in capitalist development had important consequences, ‘This affected the pattern of resistance, and British capitalism still carries the scars of this historical conjuncture’ (Littler, 1982: 195). Two Authors Managerial skills are a key focus for Whetton and Cameron’s (1991) introductory text. How to cite Harvard Referencing Guide, Papers

Curriculum Development for Inclusive Practice free essay sample

Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. In ones view, Inclusivity should not be believed as a natural outcome from students when entering a learning environment as barriers may be present that may alter the curriculum as it moves with the students. Curriculum was described by John Kerr and quoted by Kelly (2002 p. 12) all the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school’. The idea of curriculum is not exactly a new one; the word itself has its roots in ancient Greek and Latin. But the way it is understood and the way that it has been theorised has altered over the years. Lecturers and professors have all contributed to defining and explaining the curriculum in a series of models that can be used to stipulate in advance what exactly we are looking to achieve and how we are to achieve it, in other words learning is planned and guided. Four main approaches or models to curriculum theory and practice are syllabus, product, process, and praxis. Curriculum as a syllabus, that is to be transmitted, is concerned only with content; it is designed for the student to gain various information and to enable them to pass an examination, for example a Diploma in Bricklaying. Syllabus with its own history is devised from Greek and Latin origins, meaning to put a plan in to action. I believe it as a body of knowledge to be transmitted or delivered to the students in the best and most effective way. Curriculum as a product is concerned with specific outcomes. Objectives are set, lesson plans are devised and applied, and the outcomes or ‘products’ are measured by the success rate of session outcomes and student contribution to achieving the outcome. Curriculum as a Process can be described as not a physical outcome but rather the interaction of the author and students, and how effectively knowledge and learning is actually taking place. With each student growing more self aware and confident of applying themselves to the session whether it may be individual or group activities. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum tentatively: A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. http://cnx. org/content/m13293/latest/ Curriculum as a praxis can also be defined as practice which is explained as not focusing exclusively on individuals alone or even the group, but a more careful attention to the way in which individuals or a group create understandings and demonstrate their opinions. Such as in sessions that highlight possible experiences or different cultural and racial groups in society, this can play its part in helping students of differentiation come together and challenge opinions, debate, learn, adapt and grow within the teaching and learning cycle. As only very recently being made aware of the term Hidden Curriculum the author was very keen to learn more of what the term or special significance it held in the learning environment. In college sessions I was introduced to a new term and learned the nature of the teacher-student relationship (respect), the organisation of classes, tracking, and so on are known as the hidden curriculum. The learning associated with the hidden curriculum is smuggled in and serves as additional learning from the student’s, the best part is I didn’t even know I was doing it! Hence the term Hidden, the hidden curriculum is all of life’s little associates such as respect, team work, communicating and many more that was not highlighted in my Scheme Of Works  but was being carried out by the student. As an action to ones way of teaching and learning I now intend to adapt my Scheme Of Works to show all or at very least parts of these hidden outcomes, not to pile more work on the student but as an additional learning tool. However in order to do this I must evaluate every session strategically in order to pin point the exact time all the hidden curriculum takes place so I can then implement them into the scheme of works, this will also be an addition to the authors own Individual Learning Plan (I.L. P). Raised opinions by others say by focusing on the initial stages of a student entering a course it is possible to identify aspects of the curriculum that might prevent some students from achieving. So to assist those, in ones routine the development of strategies are key to removing or reducing potential barriers in the content or delivery of the curriculum, it is important not to make assumptions about the abilities or requirements of students. Such as, do not assume that a blind student will require all information in Braille, or that a student with dyslexia will need all handouts on a different coloured paper. Although it is a natural instinct of tutors and the author to be anticipatory in overall development of the curriculum, it is necessary to carry out initial diagnostics and hold one to one talks with individual students to determine what strategies work for them and to ensure that their needs are being in an appropriate manner, fully met. The range in own students’ previous academic experiences means that there is a need to be more explicit about academic practices and processes in the delivery of the curriculum. I clearly describe what is expected by students, for example, explaining how an essay should be structured or in own relations emphasise on how an aim or practical synoptic requires full commitment and a positive demonstration. When students with previous academic experiences enroll onto a courses it is also sometimes necessary to stretch and challenge the individual in order to help them move higher within the hierarchy, such as an assignment may require the student to explain a certain topic unit or learning outcome, negotiate with the student that due to their previous learning capabilities that a more challenging way would be needed, as I have, requested students to plan, demonstrate, devise risk assessments and method statements and self assess the topic unit or learning outcome. There are a variety of methods that the author has adopted and implemented into my Scheme Of Works in order to include not just the more able students but the weaker students also, thus ensuring each student is included without being restricted due to the many factors that a student may possess, such as learning difficulties, disabilities, impairments or because of ethnic, race and religious beliefs, In order to build and enhance inclusivity skills in teaching and learning as a teacher I am encouraged to assess own planning, delivery and success via ‘critical reflection’. Critical reflection occurs when we analyse and challenge the validity of our planned sessions and assess the appropriateness of our knowledge, understanding and beliefs given our present contexts and how we include not just all students but one’s self into the session or possible tutor support in a positive way. Mezirow (1990 p. 177). an adaption of Brookfield (1990) explains that critical reflection involves three phases. Identifying the assumptions (â€Å"those taken-for-granted ideas, commonsense beliefs, and self evident rules of thumb† that underlie our thoughts and actions. 2. Assessing and scrutinizing the validity of these assumptions in terms of how they relate to our ‘real-life’ experiences and our present context(s). 3. Transforming these assumptions to become more inclusive and integrative, and using this newly-formed knowledge to more appropriately inform our future actions and practices. As a trainer who works with a very different mix of students such as age and disabilities it is important that all students are made to feel welcome and can express themselves in a constructive way, Some students are content with carrying out the course in the simplest form there is in order to achieve and progress, however other students require a more structured and challenged route that covers all angles of the course and leaves no stone unturned. The key is to blend each student’s requirements together in order to be delivered as a whole as some students may wish to develop skills of critical thinking, as a certain number of my students challenge what is said or criticising and debating, but this may be an unfamiliar approach to some students who may feel that such discourse is uncomfortable or impossible to achieve. As i make it clear that students can achieve, and why a specific approach is being used, does help to ensure that all students can flow at their own pace, as well as, adapting or learning new skills in order to achieve their chosen programme, may it be Levels: 1, 2 or 3 and age of students being of very different nature. There are many factors that can affect access to the curriculum and the actual design of the curriculum. In my subject area of Bricklaying we operate a ‘roll on roll off’ programme, meaning this Monday five new students may enter their chosen diploma level and be of very different age brackets and of very different capabilities and next Monday another different number of students starting with again their individual needs that must be addressed. The ‘roll on roll off’ is then ongoing throughout the year with each student having their own, start, middle and end to the programme and requires that the curriculum is followed. In ones position, in order to ensure the curriculum is followed and ensuring students are aware of their own position within the curriculum, students are introduced to the course standards as quickly as possible in order to prevent confusion on what is required in order to complete the programme. The method or route taken does improve and in some cases create self confidence and motivation within a student, as they can clearly view what they have achieved and what is left to do. A way in which this can be achieved is known as The Spiral Curriculum. Neary (2002 p. 104) in a linear approach to the presentation of curriculum content different topics are presented sequentially according to psychological or logical requirements. An alternative approach is that which is sometimes described as a spiral curriculum. As the author has only recently been introduced to the Spiral Curriculum as part of research into this assignment I have adapted the concept idea and transformed it to suit my own student preferences and help them relate the course they are on in a simpler context. Based on the spiral design this allows my own student’s to be very much involved in their learning journey and can draw out self developmental skills, thus allowing the student to contribute more efficiently without possible discrimination from other students. Spiral curriculum can also be discussed as the whole range of concepts being studied, and as a result students learn about all aspects of their chosen  qualification or course, creating a more sense of ownership of how they are going to achieve their overall goal. See Appendix 1 for ones version of the Spiral Curriculum: Stenhouse (1975 p. 24) A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. Ones version of the Spiral Curriculum has only recently been developed by the author and was originally developed by Mary Neary 2002. Although Mary portrays the curriculum differently to ones view I was able to adapt the concept idea and relate the message across own student activity in a way that, the difference between students now and how they were progressing before the introduction of the Pyramid (Spiral) Curriculum has been instrumental to my students way of learning and development. Students visually see their current standings in the course and what is the next chapter of their learning journey. When considering diversity and inclusion in education it is often tempting to consider the areas that are covered only by legislation, such as: race, disability, sexual orientation, religion, belief, age and gender. However, students have multiple identities and all students have aspects of their personal lives that will impact upon the classroom context (such as having to act as a carer for a relative or partner, having to work extra hours to earn additional money or have children and family commitments). An inclusive curriculum not only addresses groups of students who are covered by legislation, but also allows flexibility to accommodate issues that can potentially be faced by a much larger group of students. It has been said that good practice for inclusivity of students is good practice for all’ and by focusing on addressing the entitlements of all students with a range of impairments or obstacles may also benefit the wider student community. Ways in which inclusivity can be achieved can come in many forms such as small groups debate a particular unit that they are learning and peer teach back to other groups by presentations, role playing or possibly in the form of a game in order to highlight certain contexts of the unit. Although it is  not always as simple as it sounds there will be students who may not wish to take part in the exercise due to many different reasons, so it is important methods of inclusion are implemented accordingly such as, handouts or the way in which the activity is carried out as some students may be of different nationality, certain handouts or activities can be in a different language content in order to include each type of student, students with a disability does not mean they cannot take part in the same course as others, which is why I believe in accommodating the students and treat all as equal to those with an impairment or barrier as to those who may not have any barriers that prevent them from succeeding. I currently have a student that suffers with mental health issues and finds it difficult to carry out certain activities in he’s day to day learning and living, so the student and myself made arrangements that will help reduce he’s issues but still ensuring that the student was included in all activities that are carried out by the whole student group. Also in my own teaching practice I make students aware of the differentiation of other students within the group which does have its strong points as all students are then respectful of each other and work together in order to succeed as a group and as an individual. When planning and adapting the curriculum accordingly certain strategies and various methods of teaching need to be implemented in order to develop student knowledge and embed mastery and developmental skills in order to include every student and ensure that all student’s can achieve as well as challenging the more able learner with higher developmental tasks. My methods of teaching can come in a wide form by the use of videos, handouts, diagrams and many more, the role of myself as the teacher is to use as many methods as possible in order to include each students desired way of learning without leading students to believe that the way the session is being carried out is purely to make my role easier but is in fact to stimulate and ensure the students themselves are learning in an holistic way but still achieving the overall aim of the session. In conclusion students bring a wide variety of barriers or implementations to the table when it comes to education, the task is to address these barriers to learning and devise a way in which all students regardless of differentiation can enter a programme and be made aware of the curriculum in a productive way that will result in each student participating, learning, adapting and enhance their skills in order to achieve a common goal. As the recently developed Spiral Curriculum has helped ones way of teaching, I am also motivated and encouraged to adapt further curriculum material that will enhance own student’s way of learning.