Social control, discipline and regulation

Many more serious crimes such as large scale tax evasion which costs the government a lot of money, are often overlooked and are seldom prosecuted. Over time some laws which are no longer relevant are disseminated and other acts become criminals. These change with new governments and societal and culture changes. In 1967 the Sexual Offences Act was introduced which made it illegal in Britain for men of any age to have consensual sex together. Over time society has come to accept gay relationships and so in turn the law surrounding gay couples has also relaxed.

In 2005 civil partnerships were introduced to give gay couples similar rights to married couples and the current government Is looking at making gay marriages legal. If deviant behavior seems to becoming more common, such as people carrying weapons then new legislations are put in place or existing legislations are updated and more harsh penalties are put in place to deter criminals and reduce crimes and visitation. Travis Hirsh (1969) through his social bond theory tries to explain why some people don’t commit crime. He argues the question Why do they do it? Is not a question the control theory is signed to answer.

The important question he says is Why don’t we do it? [1]. Hirsh identified four main characteristics or social bonds which explain conformity. The more a person features these characteristics the less likely they are to become deviant or criminal. Attachment to family and friends he seen as the most Important factor In his social bond theory, this influence supports our norms, values and conscience. If we did not care about how we were perceived by our family and friends then we would be free to act deviant. Commitment to achievement Is another actor, this refers to how much effort, time and money a person puts into a particular activity.

A person such as a doctor who has spent a lot of time, effort and money on educating themselves is less likely to become deviant because a criminal record could result in them losing their job. Involvement in conventional activities leaves a person with less time to think about or get involved in deviant activities. Belief refers to the strength of our commitment to a particular belief. There are variations in our beliefs; the less a person believes he should follow the rules the more likely he is to elate them. A criticism of Hirer’s work would be to ask why people commit crime.

This assumes that law abiding behavior is normal and that the majority of people do not commit crimes. In some sub cultures deviant behavior is the norm, children born Into this kind of culture and grow up breaking the law because It Is normal to them. Walsh does not explain this kind of behavior. When crimes are committed the judicial system uses different forms of punishment or social control. This is used to law. Harsh forms of social control are imprisonment or even death in some countries. A softer form of social control is things like fines and community service.

In Michel Faculty’s book, Discipline and Punishment, he looks at the birth of the prison and how the penal system has changed from. In the 17th century the forms of punishment were brutal public tortures, humiliations, hangings and executions which focused on hurting the physical body. This triggered many riots in sympathy and support for the convict; the public were against these cruel methods of punishment which were also inconsistent. Faculty’s believes this form of punishment was to show the power of the state rather than to act as deterrence.

Prisons were first introduced in the 18th century as a result of the public protests for punishment without torture. Prisons focused punishment on the souls and minds of prisoners as the mind was now seen as more valuable and the body was seen as Just a machine controlled by the mind. This new form of discipline and punishment was able to control and manage the prisoner at all times rather than short bursts of bodily torture which was previously used. The prison became more than a place where offenders were deprived and became a place where discipline could be instilled.

Faculty saw this as abuse of power, its main purpose would have been, an attempt to reform the criminal in the hope that upon his release he would be less likely to refined and become a contributing member of society. Faculty believes that detention causes recidivism; and states, “those leaving prison have more chance of going back to it; a very high proportion, up to 38 per cent of inmates were convicted again” [2]. If prisons worked then they would be empty. Jeremy Beneath a utilitarian philosopher was interested in the design of prisons. He designed a circular prison which he called the Pontific.

It had a central tower so prison officers had a 360 view and could see into all of the cells at all times. The inmates could not see into the central tower and so never knew if they were being watched. The exact blueprint was never built but it did have some impact on how future prisons were designed. Faculty said that constant supervision and forced discipline broke the will of the criminal and made him into a ‘docile body which is easily controlled by people in authority. This was then ideal for the new economics, politics and warfare of modern industrial society.

It enslaves us to a life of government controlled discipline. Critiques of Faculty have focused mainly on his ideas of struggle for self-freedom from the disciplines of society, believing that people should be unique individuals and be their true self. He does not explain this in depth nor does he explain how it fits in with society. Edward W Said states: other critics of Faculty argue he did not go in depth when explaining the struggle between individuality and society. Faculty did not give a purpose for the struggle or a goal to be obtained. Why should complete individuality be the ultimate purpose in life? For Faculty there seems to be no focal mint, but rather an endless network of relations” (Ho, 1986: 55). If a person were to believe Faculty’s idea then following any rule of society would be submitting to the discipline of society. The anti-institutional consensus of the sass’s refers to a cultural movement that developed in the United States and England. The baby boom children from the sass’s were growing up in the sass’s. The growing consciousness of a younger generation may have led to a shift in perspectives on societal wrongdoings. Race relations, women’s rights and differing interpretations of the American Dream.

People questioned the legitimacy of the state and started to challenge authority, this resulted in boycotts, marches, protests, sit-ins and riots. Along with drug use and sexual liberation, criminality rocketed. The role of women as full time homemakers in industrial society was challenged in 1963, giving way to the women’s movement and influencing a second wave in feminism. The availability of birth control was the foundation of the sexual liberation. The idea of ‘recreational sex’ without the threat of unwanted pregnancies changed society as it allowed men a women greater freedom outside traditional marriage.

With this change in attitude, the amount of children born outside wedlock in the I-J rose from 8% in 1971 to nearly 45 % in 2007 [3]. This counterculture of the sass’s influenced Governments to rethink criminal acts. There were changes in human rights and laws were put in place to tackle discrimination between men and women. From 1967 abortion became legal, and women became able to divorce their husbands when the Divorce Reform Act came into force in 1969. John Breathiest, an Australian criminologist recognizes that the current criminal justice system labels and astigmatisms offenders, making crime problems worse.

He looks at the relationship between crime and social reactions in his book Crime, Shame and Reintegration. He believes a restorative Justice system to be more effective than a punitive Justice system which enables offenders and victims to come together. He suggests the key to crime control is cultural shaming and making the offender feel remorse for what he has done. Breathiest identifies two types of shaming. Disintegrative shaming is where the offender is stigmatize and excluded from society, becoming labeled along with his behavior.

Reintegrating shaming is where criminal behavior is condemned rather than the offender. He is kept within society and is shown forgiveness through words or gestures. Breathiest argues that crime rates are higher in places where disintegrative shaming is used. His hypothesis is that in societies where there is a strong commitment to place collective interests over individual interest there are stronger incentives for people to conform and lower crime rates. He uses the example of Japan which is highly urbanites and densely populated; we would assume that crime rates would be high.

Arrest rates are high UT prosecution rates are low. Cultural factors play an important role, honor and pride within Japanese families is very important so bringing shame upon the family is a deterrent to committing crimes. These traditions date back to the Samurai Warriors who would fall upon their own swords (Hair Kari) to prevent bringing shame upon their families. Japanese parents often commit suicide when their children commit serious crimes as they cannot cope with the shame and feel partly responsible. It is hard to compare the I-J with societies such as Japan which is a more equal society and less diverse.

In the I-J the Home Office gave legislative endorsement to these ideas in 1998 Crime and Disorder Act and the 1999 Youth Justice and Criminal Evidence Act reflecting the definition of restorative Justice as restoration, reintegration and responsibility [4]. All kinds of initiatives that attempt to bring the victim and the offender together now carries the label ‘restorative’. Rock (1990) described the restorative system as a ‘dead duck so it is interesting to reflect upon the process whereby it gained its current status. Daly (2002) discusses in detail the that the current punitive Justice system to be ineffective.

Prisons in England are currently close to full capacity, if they were effective they would be empty. Inmates are reportedly more likely to become recidivists and commit new crimes that they have learnt from other inmates. This causes greater problems for the Government when it comes to tackling crime. I believe that Michel Faculty is right in the sense that imprisonment, along with constant supervision and discipline is an abuse of power. John Barbiturate’s work on a restorative Justice system could be beneficial to some offenders, victims and more importantly society as a whole.

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Classroom management and discipline

My personal philosophy of giving students freedom within strong boundaries Influences my views of the relationships between deadlines, management, and positive and negative behaviors, in that I believe that these facets of a classroom are closely connected. According to Charles (p. 306, Bibb discipline can be defined as “What teachers do to help students conduct themselves appropriately in class. ” The concept of discipline can be thought of as the boundaries and guidelines set by teachers In the educational environment.

Discipline can look like a set of well thought out rules that members of the class agree upon, with the goal of allowing all members of the community to be successful learners. Rules should be clear, firm, specific, positive, and enforced (McDaniel, 1994). Students must be clear on the boundaries and expectations in the classroom setting in order to be able to understand what is appropriate and inappropriate. In order to promote discipline in classrooms, teachers must first remove “conditions that tend to promote misbehaving,” teach students the expectations of positive behavior, and redirect negative behaviors proactively (Charles, p. 9, 2014). In following these steps, teachers are able to set forth a setting in which students learn how to discipline themselves, therefore growing socially and emotionally on the path to becoming successful adults. In the text Building Classroom Discipline, the idea that “everything teachers do to establish and malting conditions wherein teachers can teach, students can learn, students cooperate with one another, and teacher and students experience satisfaction,” is referred to as classroom discipline (p. 306, Charles).

This is also an accurate description for classroom management. Classroom management can be visualized as the compass by which you measure the success of all classroom actively, lessons. And procedures. Successful classrooms run smoothly during teaching, during ruinations, and during activities. This is classroom management. In my opinion, classroom management can include the preparation and guidelines present in the classroom, as well as the ability of the teacher’s discipline to promote an enriching learning environment.

An expert in classroom management is well planned and well prepared, knows how to engage students during instruction, and is able to command students’ attention in a way that is respectful and supportive. A successfully 1 OFF organized, directional, and purposeful” (McDaniel, 1994). Behavior is “the totality of one’s physical and mental activities,” and can take place on a scale from positive behaviors to negative behaviors (Charles, p. 305, 2014). Behaviors can look different in a variety of settings and acceptable behavior can vary depending on the situation.

For example, shouting, running and playing would be acceptable behaviors for students during recess or P. E. , but generally would not be acceptable during instructional classroom times. Misbehaving can be defined as “behavior that violates class rules, demeans others, or is otherwise incompatible with the legal or social norms of the society’ (Charles, p. 0, 2014). Students can misbehave in two ways, either by causing distractions or through unwillingness to comply or participate in school activities (Charles, p. 10, 2014).

Misbehaving lead to decreased student learning in that students who misbehave typically miss out on their own learning opportunities or cause the learning of others to be inhibited. The components of discipline, classroom management, behavior, and misbehaving do not stand alone in the classroom setting. Instead, these ideas are interconnected and each has influence on the other. For instance, “misbehaving is though of as student mistakes, ND discipline is thought of as teacher help,” (Charles, p. 19, 2014). The goal off successful classroom is for students to learn and practice both academic and social skills.

During any learning process, a child is bound to make mistakes at some point. In successful classrooms, teachers are able to give as much support to the social and behavioral learning of student as they are to their academic needs. Successful teachers treat misbehaving as a student’s need to learn and practice certain social skills. Similarly, classroom discipline and classroom management have a strong impact on the type of behavior displayed by students. Classrooms that are well managed will foster more positive behavior than poorly managed settings.

Structure and clear boundaries in classrooms promote student learning in that fewer distractions allow for more focus and attention to be placed on learning experiences than on managing negative behaviors. Promotion of classroom discipline and management of student behavior requires action on the part of the teacher. This action must be supportive as well as swift, firm and assertive (McDaniel, 1994). The elements of discipline, management, behavior, and misbehaving, are each facets of a lassoer setting that need to be understood by teachers in order to be effective instructors.

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Discipline in Business Ethics: Today Into Tomorrow

The question is: “Why should businesses behave ethically? ” The top-ranked reason is “to protect a company’s brand and reputation,” closely followed by the desire to “do the right thing. ” Highlighting the facts, business ethics has both bottom-line and moral Implications for business professionals. Recent surveys have been solicited to obtain information into the next decade of business ethics. It has been predicted that factors such as protecting the brand, establishing customer trust, and winning Investor confidence will only get more critical.

It was also foretold that globalization will be the number one business driver of ethics in 10 years’ time. After all, globalization is not only going to intensify market competition, it’s going to make establishing organization-wide ethical corporate cultures and standards more complex. Will the red-hot market competition, brought on by globalization, will lead to shadier equines conduct in the future? What about “environmental issues? ” This is Just of the couple of questions we are faced with Into tomorrow.

Other research on business ethics has demonstrated that corporate cultures play an even greater role than formal programs when it comes to preventing unethical behaviors in organizations. But what processes can actually ensure such a culture? If an organization has leaders who simply don’t “walk the talk” when It comes to ethics, there’s little hope of maintaining a strong ethical culture. As for specific programs and practices, a corporate code of conduct is viewed as being most Important.

Such a code must reflect and reinforce the values and principles of an organization. Rounding out the top five programs are “ethics training for all members of the organization,” “CARS programs,” “ombudsman services,” and “help-lines. ” In summary, employees need to have a code to set the ethics them to inquire about and report ethical violations. In conclusion, there is still much to be done to understand and improve business ethics globally.

The academic community can support business ethics with more research to determine the role of both the individual and organizational culture in building an effective ethics program. Businesses need to remain open to learning more about how to build an effective ethics initiative and understanding the importance of managing the internal organizational culture to maintain a commitment to integrity and transparency. Personal character and ethical leadership will continue to be key ingredients to improving business ethics in the future.

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Discipline and the Effects on the Unit

Discipline and the effects on the unit Accountabilities is one of the fundamental of the military. It only brings personal responsibility but it also shows organization of a unit. There are many reasons why being on time is important. The US Army depends solely on its soldiers, enlisted. Warrant officers, and commissioned officers alike. The military would not be anything without the soldiers. When soldiers aren’t there to perform there duties or they are late then the unit looses efficiency. Time management is a very large part of success, military or civilian.

Many people could improve there lives drasticly if they knew how to manage the time properly. Setting priorities is a very important step in time management. If your priorities aren’t set in order then you won’t get the important things done in a timely manner. People often go over there time limits because they are optimistic. Discipline we are taught early in our military careers that shaving is an important part of our daily routine. The routine itself promotes a sense of regularity and discipline.

By being assigned a task that we are to perform daily, we assume a pattern of living comparable with many other (and often larger) tasks given to us. When a part of our job considered to be mandatory becomes a task performed out of second nature, we begin to perform all duties in a similar fashion. If you can shave every morning without having to be reminded or told, you may find that it comes just as naturally to take out the trash, write a monthly counseling statement, or maintain your weapon. Discipline and respect are important in life as well as in the army. Respect is one of the army’s seven values.

The seven army values are loyalty, respect, duty, honor, selfless service, integrity, and personal courage. While respect is one of the army values, discipline is needed for all of them. You must have discipline in yourself in order to have selfless service, to do your duty, to have personal courage, as well as loyalty, and honor. And it takes a discipline to respect. The definition of discipline is

  1. training to act in accordance with rules; drill: military discipline.
  2. activity, exercise, or a regimen that develops or improves a skill; training: A daily stint at the typewriter is excellent discipline for a writer.
  3. punishment inflicted by way of correction and training.
  4. the rigor or training effect of experience, adversity, etc. : the harsh discipline of poverty.
  5. behavior in accord with rules of conduct; behavior and order maintained by training and control: good discipline in an army.
  6. a set or system of rules and regulations.
  7. the system of government regulating the practice of a church as distinguished from its doctrine.
  8. an instrument of punishment, esp. a whip or scourge, used in the practice of self-mortification or as an instrument of chastisement in certain religious communities. a branch of instruction or learning: the disciplines of history and economics. Basically discipline is what is needed in order for order and control to be maintained.

The definition of respect is:

  1. A feeling of appreciative, often deferential regard; esteem. See synonyms at regard.
  2. The state of being regarded with honor or esteem
  3. Willingness to show consideration or appreciation.
  4. respects Polite expressions of consideration or deference: pay one’s respects.
  5. A particular aspect, feature, or detail. A lot of people who enlist in the Army do not understand the importance of the step they make.

They do not understand that civilian life with its rules, the life they used to live is left behind. Beginning basic training they learn the new discipline, the Army discipline, and not everybody is able to comprehend its importance. Discipline in the Army is important because of the stakes involved. In civilian world a lack of discipline may case some discomfort or may be some problems with the law.In the Army poor discipline could result in the unnecessary loss of soldiers’ lives – a cost too you much to pay. As a discipline soldier you place the unit’s mission above your personal welfare.

It simply means the understanding your task and obeying orders promptly because your fellow soldiers and leaders depend on you to do so. The purpose of discipline is to make soldiers to be well trained so that they carry out orders quickly and intelligently under the most difficult conditions. Insistence of performing tasks properly enhance military discipline. For example, ensuring soldiers wear their uniforms properly, following orders, march well or repeat tasks until they do them correctly are part of military discipline. This no harassment or punishment.

Proper and prompt execution of orders will save lives in combat. This is no way means you should not exercise initiative to solve a problem or to ensure the job gets done. American soldiers have a long tradition of displaying initiative and discipline soldiers focus their efforts toward the success of the team. Discipline in routine things like saluting , police calls and physical training leads to discipline in the difficult things like advancing under fire, disposing of unexploded ordnance, and safeguarding enemy prisoners of war.

That is why the Army insists on training to standards. It starts with self-discipline but grows with pride in the unit. In the film saving private ryan a soldier lost his discipline for the mission at hand at the sight of a frightened child and the result for his loss of discipline caused him to also lose focus on his surroundings and was shot by a nazi sniper hiding out in a tower just down the street, also in the same film a young corpral was takin out of his comfort zone as a writer to perform the mission of retrieving private ryan.

During the mission they came across an open area guarded by to machine guns and in the success of bringing bringing down the gunman was torn in a moral delima to let the German soldier live and later on it came back around on him as that same German soldier led a squad to the same location that they traveled to and killed many of the men in the operation two of which were in a building laying down suppressive fire while the corpral was bringing them ammo because of the corpral lack of discipline he coward down and hid while the German soldier killed the two men in the building.

Another military film that shows lack of discipline is Jarhead in this film the one scene that stands out the most in my mind is where the main character talks another fellow soldier into taking his guard shift so he could drink with his buddys that night and the result from the carless actions was a trailor caught fire and a bunch of fireworks and flares were set off and possibly gave away there position, the sitiuation could have been a lot worse then what it was.

With the examples used from those two films it shows that with the lack of discipline the effect on the unit can be dangerous and life threatning, just like a chain it only works properlly if every link does its job, if one gets in trouble we all get in trouble, one broken link and the whole chain is no good Do to my irresponsibility and lack of discipline to wake up and be at the gym at 0530 like normal I decided to sleep in and then was late to the 0630 PT formation which caused PFC Bucini to run around through out the entire hanger and out to the barracks in order to locate me and also me being late not just looks bad on me but it also looks bad on the platoon and the company. I made it look bad on my Platoon Seargeat ( SFC Duffy) in front of the other platoons of not knowing where his soldiers are and to the First Seargeant. To understand how standards and discipline are related, you have to start with the basic premise of how we grow sergeants in the army. This is a three step process. Step one; establish a standard.

Army regulation 670-1, wear of the uniform, is a stadard that tells us how to wear the uniform, items on the uniform and all the accessories. It guides our unifor in the field. The items we wear on the uniform or carry with us is a standard usually IAW a unit SOP. The PMCS we perform on our hummv in the motor pool is done to outlined in the operators manual. A patrol of soldiers coming off mission in Baghdad, Iraq clear their weapons upon entering their base camp IAW the standard published in the weapons handling procedures developed by the safety center. Now with an understanding of standards, step two is put someone in charge of enforcing the standards.

This is where the sergeant is now responsible for his or her piece of the army, those three or four soldiers. It is the sergeant who conducts daily inspections of soldiers uniforms. It is the sergeant who conducts pre-conduct checks (pcc) of his or her soldiers arms and equipment before going out on patrol. It is the sergeant who supervises the PMCS of the HUMMV during maintenance periods, and it is the sergent who over-watches the soldiers coming off patrol to ensure all have cleared their weapons to standard. Step three in growing our leaders is to hold the sergeant accountable. This is where the more senior leaders above the sergeant have their resopnsibility. To see what is being done to standard, senior leaders have to inspect.

A soldier on patrol missing a piece of equipment means it was missed during PCCs by the sergeant and obviously missed by a more senior leader during the pre-combat inspection (PCI). This same analogy extends to every standard we set for our units and our sergeants to enforce. So for the more senior leaders above the sergeant you must always remember your role in growing sergeants. Lead by example by demonstrating the standard in all that you do. This leading by example empowers the sergeant to enforce standards on their small piece of the army. We have always said when a more senior leader demonstrates a lesser standard; this demonstration now becomes the new standard. The demonstration of a lesser standard goes far deeper than just setting a new standard, it circumvents the authority of the sergeant.

I have learned that the two basic building blocks for a sergeant to establish his or her authority and establish discipline in the organization begin with basic uniform and saluting standards. Enforcing basic standards and holding sergeants accountable for their soldiers is critical to developing these young leaders. In every case where a soldier has died because of an accident and the cause of death was negligence by sergeants to enforce standards and how these were enforced and the discipline within the organization. In every case where the sergeant stops enforcing fundamental standards and senior leaders do not hold him accountable, the enforcement of standards in other areas begins to slip.

Short cuts in performing PMCS begin to become routine, soldiers stop wearing seatbelts, PCCs are not performed in detail, complacency begins to set in and sergeants stop making on the spot corrections. The importance of the squad and platoon leadership in establishing standards and holding sergeants accountable is critical to the performance of the organization when you walk into an organization as an outsider and you see everyone in the same uniform, vehicle load plans are organized, basic fundamental drills are performed aas routine, you learn a lot about the units discipline. You know as an outsider that standards are established, everyone knows the standard, and there is a leader in charge. The bottom line , be the standard, know the standard, and enforce the standard. The army is an old institution.

In this country it dates back to the washingtons time in 1775-76 when the Revolutionary war took place to proclaim our freedom from the British. One particular thing which washingtons army had in common with our modern army today is discipline. This is very important in order to keep ou forces organized. A well disciplined army will always come out the victor in battle. Take a look at musolini’s army in italy in the last war. When the going got tough, their troops got disorganized, failed to obey orders, and finally decided it was time to surrender. And so it happened with Hitler’s Third Reich. His troops got disorganized from the lack of proper discipline and as the proverb goes, “united we stand, divided we fall”. The Third Reich fell.

Our american army is a well organized fighting force and always will be, with the proper kind of discipline which we have now. The officers in charge of each army, corps, division, regiment, down to the platoon and squad are all experienced , level headed men and women, whose job it is to keep the men and women under them disciplined as well as informed as to what is goin on and thereby gaining the men’s and womens cooperation. From the five star general down to the lowly private, it is his duty to see that whatever his job is, it will be done properly. With such a fighting force, how can we lose? Remember “united we stand, devided we fall”. We shall not fall.

With so many distractions around you, what does it take to stay focused on your goal and keep going until you succeed? The answer is, self discipline. Self discipline, absolutely must be developed in order to succeed. Self discipline is the ability to force yourself to do something you know you should do, whether you feel like it or not. Whilst you may not have a global corporation or a country to run (and so can probably get away with a few extra hours in bed! ) the point is, successful people dislike the same things you dislike but discipline themselves to do it anyway. Why do we do things we dislike? Because we know that is the price to pay for success.

This is why self discipline is so important in achieving success. Self discipline means overcoming your natural urge to do what is fun, easy and quick. Self discipline takes time to develop, but just like any other skill the more you practice using self discipline the stronger it will become. Every act of self discipline you practice will strengthen your level of self discipline. Over time it will also strengthen your character, confidence and self esteem. If you can force yourself to do what you should do, whether you feel like it or not, your success is virtually guaranteed. Now that you are aware of what it takes to be successful, is success what you truly want?

Or are you happier living the lif you currently live? Because if you want success, you can have it, anyone can. Just like in a shop you must first decide what you want, pay the price and it will be yours. “discipline is the soul of the army, it makes small numbers formidable procures success to the weak, and esteem to all” –George Washington. Among the many issues facing us, discipline proved critical in understanding what went wrong in Somalia. Much of the problem of the CAR as a unit, most of the incidents that occurred during the preparation stage in Canada, and the many troubling incidents involving Canadian soldiers in Somalia all have a common origin – a lack of discipline.

For the ordinary citizen who has little exposure to the military, discipline is understood to be the cornerstone of armies, the characteristic that one would have expected to be much in evidence in an armed force as renowned for its professionalism as the Canadian forces. It was the difference between this public expectation and the actual events of the Somalia mission that captured the attention of Canadians and contributed to the call for this inquiry. For example, there were 20 incidents of accidental or negligent discharge of a personal weapon and two incidents of accidental or negligent discharge of crew served weapons in theatre. One caused an injury and another killed a Canadian forces soldier.

The board of inquiry into the leadership, discipline, operations, actions, and procedures of the Canadian airborne regiment battle group remarked that these accidental discharges occurred “to an unacceptable degree”. These incidents call into question the standard of self discipline in the Canadian contingent. Few professions are as dependent on discipline as the military. An army is best seen as a collection of individuals who must set aside their personal interests, concerns, and fears to pursue the purpose of the group collectively. The marshalling of individual wills and talents into a single entity enables an army to face daunting challenges and great adversity and therefore to achieve objectives unattainable except through concerted effort. The instrument by which this is accomplished is discipline.

The chief purpose of military discipline is the harnessing of the capacity of the individual to the needs of the group. The sense of cohesion that comes from combining the individual wills of the group members provides unity of purpose. The group that achieves such cohesiveness is truly a unit. Effective discipline is a critical factor at all levels of the military, and nowhere more so than at the unit level. However discipline plays a vital role at all levels within the military. Too frequently armies treat discipline as a concern regarding the lower levels: a matter to be attended to primarily by non commissioned officers at the unit level and below.

But discipline is important for the proper functioning of the chain of command throughout the military. Undisciplined staff officers of commanders who hold themselves above the rigours of discipline can do far more harm to the collective effort of the military than any soldier in the rankes. We have determined that the CAR displayed definite signs of poor discipline in the early 1990s in spite of the remedies recommended in the 1985 Hewson report examining disciplinary infractions and anti social behavior. A number of factors contributed to the disciplinary problems in the CAR, specifically in two commando, prior to deployment, including periodic lack of commitment on the part of the CAR’s parent regiments to ensure that their best members ere sent to the CAR; the inferior quality of some junior officers and NCOs; doubtful practices in two commando in the recruitment of NCOs; the ambiguous relationship between master corporals and soldiers; the high turnover rate within the CAR and the sub units; mutual distrust and dislike among a significant number of the CARs officers and NCOs; questionable suitability of individual officers for the CAR and the ranks they occupied; a tendency to downplay the significance of disciplinary infractions or to cover them up entirely; and the continuing ability of CAR members to evade responsibility for disciplinary infractions. The CAR was simply unfit to undertake a mission in the autumn of 1992, let alone a deployment to Somalia.

The three incidents of October 2 and 3, 1992, indicated a significant breakdown of discipline in 2 commando during the critical period of training and preparation for operations in Somalia. Military pyrotechnics were discharged illegally at a party in alognquin park. The illegal possession of these pyrotechnics was the result of theft from DND and the making of false statements. A search conducted on the soldiers’ premises uncovered ammunition stolen from DND, as well as 34 Confederate flags. These incidents were so serious that LCOL morneault proposed to leave 2 Commando in Canada unless the perpetrators came forward. BGEN Beno, after consulting MGEN MacKenzie, opposed this plan. Almost everyone suspected of participating in the October incidents was permitted to deploy.

Several of these individuals created difficulties in Somalia. In spite of established doctrine, practice, and procedures, there were problems at the senior levels of the chain of command in providing adequate supervision, resulting in poor discipline, fualty passage of information, untimely reaction through advice or intervention, and ineffective remedial action. Such problems appear to have been so frequent as to indicate a significant systemic failure in the exercise of command. In short, the attitude of all ranks toward the importance of good discipline, from junior soldiers to the most senior commanders in the Canadian forces, was decidedly weak.

When there is insufficient respect for and attention to the need for discipline as a first principle, military operations can be expected to fail. And in respect of discipline, the mission to Somalia was undoubtedly a failure. The fact is that , at the time of the Somalia mission, discipline was simply taken for granted. It seems to have been assumed that trained soldiers in a professional military would naturally be well disciplined. The matter was tracked and reported on indifferently and inconsistently, with no central co-ordination or sharp focus at the highest levels. Above all, discipline was the subject of inadequate attention, supervision, guidance, enforcement, or remedy by the senior levels of the chain of command; it was, shockingly, simply ignored or downplayed.

In facing the future, the first requirement is to take steps to recognize the importance of discipline and the role it must play as a matter of fundamental policy. Discipline requires not only policy definition and emphasis in doctrine, training and education, but also a prominent and visible focus in the interests and concerns of the most senior leadership. Under the UCMJ, the noncommissioned officer (NCO) does not have the same authority as the commissioned officer. Principally, NCOs do not have authority to punish personnel under their supervision. Punishment is administered only through the use of article 15 or courts-martial. Since NCOs punitive authority, what actions can they take to ensure discipline among their people?

These questions will be answered as we consider the need for discipline in the military. I will focus on the NCOs role in dealing with discipline problems. If preventive techniques fail, NCOs should be aware of methods available to them for correcting subordinates when their behavior impairs mission accomplishment. Indeed the NCO plays an important role in influencing punishment when it is necessary in achieving mission readiness. Discipline can best be defined as “a state of training, resulting in orderly conduct. ” This state of training must be achieved and maintained during peacetime so that our forces will be prepared for war time contingencies.

It is too late to prepare for war once war has started, which is sometimes a difficult concept for lesser experienced NCOs to accept. often the feeling is, we are a technical force; technicians do not need to same state of disciplined readiness as combat soldiers. This feeling perhaps fosters a false assumption that air force members will not be expected to fight during wartime; instead, we will maintain a support role (i. e. , aircraft maintenance, supply, personnel, etc). the questions then become “is it necessary for air force people to maintain a high state of readiness? Is it really necessary to be disciplined for war? These questions must be answered by all NCOs who are ultimately responsible for achieving success in peacetime readiness as well as in actual warfare.

History shows us that we cannot leave this state of readiness to pure chance; we must prepare for any emergency. Discipline, of course, is vital. Rudyard kipling recognized this need for discipline when he had one of his tommy atkinses explain: We was rotten ‘for we started- we was never disciplined; we made it out a favor- if an order was obeyed. Yes every little drummer ad is rights and wrongs to mind, so we had to par for teaching- and we paid! General George patton, a strong disciplinarian who was equally as adamant about preparedness, told his commanders if they did not enforce and maintain perfect discipline, they were potential murders.

He went on to say “that is a blunt way of putting it, but war is blunt, and war is what we must all prepare for. ” General Robert E. Lee, one of the greatest military leaders of all time, was equally firm when it came to discipline. He wanted his soldiers to understand that, in addition to efficiency, discipline guaranteed a soldiers safety; that if his forces did not prepare themselves for war when they had a chance they would pay dearly. The Air Force, recognizing the need for discipline, published AFR 30-1 air force standards, in which four types of discipline are identified: task, group, imposed, and self. Task discipline is defined as how well we meet the challenges of the job.

First, we must recognize that the job is important, and how well we perform will influence the effectiveness of our work section and our unit. Task discipline requires a strong sense of responsibility in performing our jobs to the best of our abilities, volunteering for the tough jobs, and working overtime, if necessary, to accomplish our mission as it relates to the air force mission. Group discipline means teamwork. Since most air force jobs require that several people work effectively as a team, group discipline is very important. Just as we must have a sense of responsibility to our job, we should also have a sense of group responsibility and effective team membership.

We must pull our own weight and at times we may have to deny some personal preferences for the good of our work section, unit, or group. Imposed discipline is known as enforced obedience to legal orders and regulations. It is absolutely essential in combat or in emergencies when there is no time to explain or discuss an order. Most air force training teaches us to carry out orders quickly and efficiently. During peacetime, a continuation of this type of discipline provides the structure and good order necessary throughout the organization to accomplish the mission or task, regardless of the situation. Self discipline is a willing and instinctive sense of responsibility that leads us to do whatever needs to be done.

Getting to work on time, knowing all aspects of the job, setting priorities, and denying some personal preferences for more important values or duties are all measures of self discipline. Far above our acceptance of imposed discipline, self discipline reflects our personal commitment and sense of duty. Often we emphasize one type of discipline at the expense of another. For instance, we allow ourselves to become so task disciplined that we fail to recognize the necessity for discipline of other types. The ultimate solution for the NCO is to create an environment where the necessity for imposed discipline is minimized or eliminated, but this is not always possible. Therefore, we must understand how to impose discipline when it is clearly indicated.

Three general approaches can be taken in dealing with discipline: the preventive approach, the corrective approach, and the punitive approach. Initial consideration should be given to the preventive approach because it is logically first and is positive and constructive in its development. The preventive approach includes understanding human behavior, using good management and leadership techniques, setting the examples, and enforcing the standards. These are not all inclusive; however, they represent the majority of preventive techniques to discipline problems. There are numerous lessons in dealing with preventive techniques, and most of our NCOs fully understand these techniques for preventing discipline problems.

Organizations usually have a few people who do not respond well to preventive techniques, which leads us to the next approach in dealing with discipline problems: correcting the individual who has not responded to preventive techniques. The NCO supervisor is limited in his use of preventive and corrective approaches, since only officer commanders can use the punitive approach. This fact alone creates the undeniable necessity for NCOs to understand and employ fully the corrective actions available to them. The first action available to NCOs for correcting individuals who have not responded to preventive techniques is the verbal reprimand. Verbal reprimands should be given only for performance or conduct and should never leave an individual feeling personally attacked. In other words, individuals should be reprimanded for unacceptable behavior not personality.

A memorandum for record should be kept to be used for later action, if necessary. The second corrective action is the documented counseling. The documented counseling does not have to follow any prescribed format; in fact, most major air commands have their own forms. Individuals reviewing subsequent case files will have a better understanding of the situation if they include the following items: a statement of the problem, a discussion of the problem, and personal observations. This documented counseling should be filed in a general correspondence folder, marked specifically with the action included in the folder (i. e. , disciplinary action).

The third corrective action NCOs can take is the letter of admonishment/reprimand. Administrative reprimands and admonitions are management tools available to commanders, supervisors, and other superiors to instruct and reprove subordinates for departing from acceptable norms of performance, conduct, or bearing. There is no prescribed format for writing this letter. A reprimand is more severe than an admonition and carries a strong implication of official censure. The letter of admonition should be written when no unfavorable information file is necessary, although either the letter of admonition or reprimand can be placed in the individuals uif.

The letter of admonition may also be filed in the same manner as the documented counseling. However, since the letter of reprimand is more severe than a letter of admonition, it should be forwarded through the individuals uif. Supervisors can write a letter of reprimand, but only commanders can forward it to the cbpo for placement in the uif. The last and final action is administrative discharge action under the provisions of AFR 39-10 or AFM 39-12. These procedures are too complex to address in this article. However, it should be pointed out that if all the preceding preventive, corrective, and punitive actions have not disciplined the individual, then discharge is the next step.

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Spanking as a Way of Child Discipline

Parents use discipline to teach their children the difference between right and wrong. The type of discipline parents use is entirely up to them but, “ninety percent of parents say that they have used [pking] as a mean of discipline on their child, and most parents say that it was used on them when they were youngsters” (James). Spanking is a form of discipline that has been used by many parents; but it is now becoming the method that is being frowned upon by most doctors and many parents.

The American Academy of Pediatricians say that pking might actually do more harm than good”(Eisenhauer), meaning that the pking will not correct the problems that the child has, but only make them worse. In some countries around the globe, such as Norway and Sweden, elected officials have made it totally illegal for parents to pk their child. Since this happened Oakland, California has established an official “No Spanking Zone. ” This proposes a question, is pking a good form of discipline?

From what the doctors say it certainly appears not to be and I think most parents tend to agree with them that pking is not an acceptable form of discipline anymore. But according to the Critique of Anti-Spanking Study, found in Assertive Discipline, “experts do not all agree that pking is harmful and some believe that mild pking is a useful form of discipline” (Canter). Also the same study said “72% of people surveyed still find it acceptable to punish a child by pking them” (Canter). These are very different conclusions than the one found by the other doctors and people asked above.

Bringing the reader to the conclusion that all discipline is a form of opinion. Most opinions still lean toward pking being a form of abuse and that pking a child is totally unacceptable because striking a young child will not actually teach them to be good. Spanking also hurts children mentally and pking a child is no different from hitting some one else. The majority of parents that hit their kids are at the point of frustration and anger where they feel that pking is the last thing left for them to do. First, striking a child will not teach them to be good; it actually makes them change the way that they look at things.

In fact Parents News says “pking [children] may have some potentially long term effects such as increasing the misbehavior, aggression, violent or criminal behavior, impaired learning, depression, and in worst case suicide” (Kuttner 46). The items that are cited here are very alarming and they express the concern that pking is more than just a punishment. As said before pking “is the least effective way to discipline” a child for two reasons; both reasons teach the child nothing about the difference between right and wrong.

The first fact is that pking confuses the child. How can they tell what [the pking] means” (James)? The reason that pking confuses them is simply this; “parents are the example of the difference between right and wrong” (Edwards). Basically all pking is doing is telling the child is that every time somebody does something wrong they should be smacked for the mistake they made. Secondly, pking simply installs a sense of “fear and resentment” towards the parent. The only result that comes from making a child fear the parent is just reverse what is trying to be accomplished; discipline.

On top of fearing the parent, the child will also lose respect for their parent and make the relationship between parent and child become very weak. “Discipline will not work if parents do not have a good relationship with their child” says Dr. Mark Wolraich (Canter). This quote just highlights how pking a child will weaken the respect that is needed between child and parent. In turn, the child does not know that he/she did anything wrong because the child has no respect for the parent any more. These examples show how pking does not teach the child to be good, but it changes the way that children approach things.

Secondly, hitting a child also hurts them mentally. Children that are pked not only lose respect for their parents but they also lose respect in themselves. They start to believe that they are bad kids and they may also think that their parents do not like them. But not only are these children troubled at home by being pked, they are also troubled at school: “There is some evidence from a British study that [children] may be less able to learn because physical punishment reduces a child’s I. Q. ” (Burnett). This is one good example of how pking is the wrong type of discipline because it show how the learning process is effected.

The only thing that pking helps children learn is that it is acceptable for them to use violence as a cure for any problem. Parents do not even know that they are mentally injuring their child as shown here: “although most parents who pk have good intentions, they may actually cause harm by training their children to deal with conflict by using violence” (Kuttner 48). Mental health is really affected by pking because the child is confused between the difference of what is right and what is wrong.

Spanking kids can also lead to mental problems down the road too. The life stories of notorious individuals- Adolf Hitler amongst them- record excessive physical punishment during childhood” (Edwards). This represents that pking may have good short-term effects, but down the road physical punishment will cause your child to have severe mental problems. The worst part about pking children is that it actually does not teach them to be better people, in fact it will only make them more aggressive towards others. It is just as bad to pk a child because it causes them to want to use force to solve their own problems.

Hitting a child is no different than hitting someone else. Parenting Magazine says “hitting a child doesn’t make teach them anything but to have a ‘might makes a right’ attitude towards others” (Kuttner 52). This means that using pking as a disciplinary method only teaches them that hitting someone when they do something wrong is the right thing to do. Another magazine that deals with parenting issues basically says the same thing about physical punishment.

“We do not say to our children (most of us, anyway), ‘Hitting is right’ or ‘Hitting is a good thing to do. We do not really believe that it is a good thing to hit people. Most of us are not ‘in favor’ of hitting children. However, many of us (most of us, actually) behave as if it is a good thing to do” says Murray Straus, a journalist for Parents. I think that the main problem is that parents are not informed well enough on the issue that pking is so bad.

The last quote shows that parents are totally unaware that they are even hurting their child because the parents “behave as if it is a good thing to do. Another thing that was brought to my attention was this: “studies of whole prisons populations all over the Western world show that criminals who used violence on their victims almost invariably had violence used against them when they were children” (Straus 131). I think that this also ties back to hitting being a way to solve problems, but in these circumstances the inmates used much more than just hitting. This also shows that when you hit a child it will effect them sometime in their life.

Aggression is another thing that has been found to be effected by physical punishment. “Children have been found to be more aggressive when pked for punishment than other children that have been disciplined by other means,” says Nancy Breen (Breen). Spanking is a type of discipline that brings out aggression in children and teaches child that it is acceptable for them to hit others. In turn, hitting a child is no different than hitting someone else. The main reason that parents still insist on using pking as a form of discipline is because they see quick results.

We felt the time outs and things weren’t working for him and so we found that just a little smack on the behind would get his attention enough to where you could discipline him”, said Andrea Fouriezos in an interview with Parenting Magazine. But this simply means that the parents are using pking as a last resort type of punishment. This is really bad because they are using it out of frustration and when nothing else is working. I think Dr. Mark Wolraich said it best we he said, “we’re encouraging [parents] to look for other alternatives which have been shown to be effective” (Straus 128).

If a doctor encourages other forms of discipline than one has to know that pking is the wrong approach to disciplining your child. In conclusion to pking your child, I feel it is a very bad approach when attempting to discipline your child. Not only does pking effect them mentally it also does not teach them to be good. Plus, pking teaches children that violence is the cure to every problem. So next time when your child does something wrong please consider an alternative method of discipline other than pking them because it will only lead to more problems when the child gets older.

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Review of Sociology as an Academic Discipline

Description of an academic discipline. Sociology is, in the broadest sense, the study of human interactions as well as social trends and phenomena that impact behaviors of individuals. (Dressler, 1973) It is generally classified as one of the social sciences along with economics, psychology, and anthropology and was established as a subject in the late 18th century.

Karl Marx, the founder of modern Communism, succeeded in stimulating the general public’s interest in the subject more than anyone else even though he lived and wrote in a period before Sociology became fully recognized as an academic discipline. Scientific approach of sociology is vastly influenced by the fact that people are able to exist only in groups. In this sense, the focus of the sociologist’s attention is group behavior. The following is a brief example.

While most individuals of the western world are convinced they are free to make choices for themselves and that no one is allowed to dictate their lives, in reality following general behavioral trends is a natural aspect of belonging to a society. For instance, the trend of lifelong career development has caused millions of women to choose—often unintentionally—career over full reproductive potential (Hilgeman & Butts, 2009).

Commonsense ideas and explanations represent a form of social perspective since they claim to represent the things that “everyone knows” about the social world and human behavior. These ideas, whatever they may be, are not necessarily incorrect, but they do tend to have one characteristic that sets them apart from sociological forms of knowledge, namely that commonsense ideas are simply assumed to be true. Sociological knowledge, however, has greater validity than most forms of commonsense knowledge because it has been carefully tested.

To put the matter differently, sociologists try to base their statements about human behavior on evidence rather than simple assumption. To do so, they apply systematic ways of studying social behavior like questionnaires, observations and experiments. References: 1. Dressler, D. (1973). Sociology: The study of human interaction (2nd ed. ). 2. Hilgeman, C. , and Butts, T. (2009). Women’s employment and fertility: A welfare regime paradox [Electronic version]. Social Science Research, 38(1), 103-117. Accessed October 14, 2012.

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Abuse and Proper Discipline

I have experienced many things in my life. All of my life experiences have affected me in different ways. Some experiences were good and some were not. The physical abuse I experienced by my father was the most impact experience. A parent is supposed to create a safe, stable, and loving home. Instead my father created a home of fear, instability, and inconsistency. This affected my behavior in school, and how I react to things later in life. I was born in Florida.

At the age of two my father moved me and my three brothers to New York. At this time my mother was not in the picture for unknown reasons. My father was avid alcoholic, and drank a lot. During his drunken rages he would abuse me and my three brothers. My father moved us around a lot, and we never really stayed In one place for very long. I was never quite sure why this was, but I would guess that maybe someone or somebody became suspicious of what was taking place In our home. This resulted In us taking off before anyone could find out for sure.

My father started beating us while he was drunk, but then eventually started abusing us while he was sober. It became a regular thing for us and almost expected. He would start to hit us based on his moods. If he had a bad day at work, or had a fight with one of his girlfriends. He would choke us, punch us, throw us, and has even gone as far as burn my brother’s arm on the stove. There were times that we did not eat for days. It was not because we did not have any food, but because he wanted to punish us. He also kicked us out of the house, and made us sleep outside. Even In the winter.

I was terrified of my father. Instead of Henning 2 growing up feeling love and trust. I grew up feeling fear and pain. I would often watch sitcoms on TV, and wish that I could just jump into the screen. Daydreaming of a better life was something I did often. I wanted to leave, but this was all I knew. This was my life and nothing was going to change it. My father did not only abuse me when I did wrong, but instead he would abuse me when he was in a foul mood. The abuse was inconsistent, and because of this my behavior was impacted. In school I would lash out at teachers, and was defiant.

My father was not concerned with proper discipline or punishment. I was more of a punching bag for his anger. Therefore I did not understand how to act or behave properly. I was uncontrollable in school. I would Jump on desks, and crawl underneath tables In the lunch room. I even threw chairs at the teacher when I did not want to do something she asked. I was violent with my classmates, and disruptive. The bus ride to school was also a problem. I would Jeopardize the safety of the other children by jumping over the seats, and disrupting the bus driver.

It got would get letters and phone calls from the school, he did not seem to care. My father was more worried about what was going on in his world to care what was happening at my school. After a while the school decided I needed to be enrolled in a special school that was more equipped to handle my behavior issues. No one in the school system even thought twice about the discipline at home. If they had investigated our home they would have found out my father never disciplined us, but abused us instead.

To this day I feel that proper discipline is needed for a child to grow up and become successful in life. The abuse started to get worse as we got older. He became a lot more aggressive. He even ended up sending me to the hospital for bashing my head on the bathroom floor. The reason for the more intense abuse was because of the increase in size of my older brother. My brother was getting older, and was able to fight back. Unfortunately my dad was still Henning 3 a lot bigger than my brother. My dad would often punch holes in the walls when he was mad.

One day I was picking at one of the holes in the wall that my father punched in. He walked by and saw me doing this. Out of nowhere he punched me right in the eye, and I went to school the next day with a black eye. This started causing a scene with my teachers and nurses. I went to school plenty of times with black eyes, and bruises. I could not understand why this one was any different. The ruse must have gotten sick and tired of seeing it, and finally acted. This caused an investigation, and at the age of eight years old I was removed from the hell that I called home.

When I was being removed from my home I remember seeing my neighbor with an unsurprised look on her face. This made me wonder if she had suspected the abuse all along. It also made me wonder how many others knew or suspected what was taken place in my home. After being removed from the house I called home. I was placed with a foster family. The first few months were great. I was not scared and looking over my shoulder anymore. I was happy and felt love for the first time. My foster mom made pancakes and sausages for breakfast in the mornings.

I have never had anyone make breakfast for me before, and it was like heaven. I had warm bed to sleep in, and I even had a TV in my room. It might have seemed that my story was over. However the effects of the abuse were still there, and my behaviors still caused many problems. Throughout my life I had to go through therapy to undo the damage my father caused. I had to relearn how to act and behave properly. Today I am a pretty optimistic person, and I do not like to use my past as a crutch. However I will not deny hat there are some lasting effects that the abuse still holds.

Therapy was very successful for me. It help me deal with what happened, and encouraged me to move on with my life. However therapy cannot remove the memories and the experience. I will forever remember the abuse I endured. Henning 4 The abuse from my father affected me in many ways. I had to struggle, and was not able to have a normal childhood. I grew up in a home full of fear, and lacked the to relearn how to behave properly. I do not regret what happened in the past, for my past is part of who I am. What I have been through and what I endured has only made me stronger.

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