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On the Run: Wanted Men in a Philadelphia Ghetto
Author(s): Alice Goffman
Source: American Sociological Review, Vol. 74, No. 3 (Jun., 2009), pp. 339-357
Published by: American Sociological Association
Stable URL: http://www.jstor.org/stable/27736067
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On the Run: Wanted Men in a
Philadelphia Ghetto
Alice Goffman
Princeton University
Although recent increases in imprisonment are concentrated in poor Black communities,
we know little about how daily life within these neighborhoods is affected. Almost all
ethnographic work in poor minority neighborhoods was written before the expansion of
the criminal justice system, and the bulk of research on "mass imprisonment" relies on
survey data, field experiments, or interviews, conceptualizing its impact in terms of
current or former felons and their families. Drawing on six years offieldwork in
Philadelphia, this article shifts the focus from imprisonment and criminal records to the
increase in policing and supervision in poor Black neighborhoods, and what this has
meant for a growing status group of wanted people. For many young men, avoiding jail
has become a daily preoccupation: they have warrants out for minor infractions, like
failing to pay court fees or breaking curfew, and will be detained if they are identified.
Such threat of imprisonment transforms social relations by undermining already tenuous
attachments to family, work, and community. But young men also rely on their precarious
legal standing to explain failures that would have occurred anyway, while girlfriends and
neighbors exploit their wanted status as an instrument of social control. I discuss the
implications of my ethnographic observations relative to prior treatments of the poor and
policing, and with regard to broader sociological questions about punishment and
surveillance in the modern era.
The
n.
The number of people incarcerated in theUnited States has grow.docxoreo10
The number of incarcerated people in the US has increased sevenfold over the past 40 years, concentrated among poorly educated Black men. This "mass imprisonment" transmits social and economic disadvantages to former prisoners and their families. Drawing on ethnographic research in a poor Black Philadelphia neighborhood, the author finds that many young men have outstanding warrants for minor infractions and live in constant fear of being detained. This threat of imprisonment undermines family and community ties as young men avoid places they could be identified. However, being wanted is also used to excuse failures or as an instrument of social control over each other.
BMET-323 Lab final BMET Individual ECG Lab Project.docxAASTHA76
This document outlines an individual ECG lab project to be completed over three weeks. It involves designing and testing high-pass and low-pass filters, building an instrumentation amplifier circuit, connecting the circuits in series, and using the combined circuit to display an ECG signal by connecting electrodes. A formal report on the project is required, following a specific format of cover page, objective, introduction, data/waveforms, discussion, and conclusion.
Lgbt identity, violence, and social justiceIim Ibrahim
This document discusses LGBT identity, violence, and social justice. It begins by reviewing statistics on violence against LGBT people internationally and in the US. Reasons for this violence include challenging gender norms and laws/policies that criminalize LGBT identities. The psychological effects of victimization are also discussed. The document argues that mental health professionals should play a greater role in advocating for LGBT social justice issues and rights.
how much per page 500 wordsby Emma Schaefer-Whittall - (Sh.docxpooleavelina
The document discusses two academic articles that analyze themes of presumed heterosexuality and the appropriation of minority sexualities in white culture. It notes that both articles portray similar narratives of exaggerated heterosexuality through behaviors like "bicuriousness" and hyper-masculine displays. The document also provides context about the party culture at UC Santa Barbara and explores reasons why heterosexual college women engage in same-sex kissing at parties, including to attract male attention, for sexual experimentation, and due to genuine same-sex desire.
CJ302 Final Exam1. What is your response to the argument t.docxmonicafrancis71118
CJ302 Final Exam
1. What is your response to the argument that the death penalty is disproportionately imposed on minorities and the poor? Consider the following: What was the finding of the U.S. Supreme Court in the case of McCleskey v. Kemp, and how has this case changed the approach used by defense attorneys in capital cases? Finally, state your opinion on the Supreme Courts’ holdings in McCleskey v. Kemp.
The death penalty is the ultimate punishment for a criminal offender but as with other aspects of the criminal justice system there is a potential bias for the minority. In fact critics of the death penalty find the death penalty is disproportionately imposed on minorities and they would be correct. It is a well known fact there are more minorities on death row and in fact in some states the difference in minorities and non minorities on death row is significant. For example in Texas 70% of criminal offenders on death row are minorities (Dieter, 2013). The problem is in Texas minorities make up less than 25% of the entire population.
In the case of McCleskey v. Kemp, McClesky claimed based on a quantitative study conducted by Professor David Baldus of the University of Iowa Law School the Georgia's death penalty is racially biased. The Supreme Court ruled the claim made by McCleksy was too broad and any racial discrimination must apply to his individual case with actors in the criminal justice system violating his constitutional rights. Based on this ruling a criminal defendant cannot claim a system-wide pattern of racial disparity but must instead prove a specific actor involved in their case caused the constitutional violation. This ruling is wrong because it is far more important to recognize a system-wide pattern of racial disparity.
Dieter, R. (2013). The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides. Retrieved June 26, 2013 from http://www.deathpenaltyinfo.org/death-penalty-black-and-white-who-lives-who-dies-who-decides
2. Name at least three unintended consequences of an ever-increasing prison population? Give concrete examples of each. Discuss the political and social effects of these consequences. Are they acceptable? Explain your reasoning.
America currently has the largest prison population in the world and as a result the prisons are extremely overcrowded. When prisons are overcrowded there is no room for criminal offenders. The prison will have to get creative in housing the criminal offender. In some cases prison inmates are warehoused in the common areas of the prison or they are crammed into two man cells (Howard, 2002). One consequence from the overcrowding is a reduction in safety for both the inmate and prison guard. The overcrowding makes it difficult for prison staff to properly control prisoners making their job more difficult.
The second consequence is poor living conditions. When prisons are overcrowded the correctional system just struggles to house the inmates. Providing med.
The document discusses prison gangs and their role in inmate victimization. It examines a study by Fox et al. (2012) that analyzed the relationship between gang membership, perceptions of social disorganization, and victimization among prison inmates. The study found that gang members were more likely to be victimized than non-gang members and that perceptions of social disorganization were associated with higher rates of victimization among inmates. Interviews with inmates in a Texas prison were used to assess gang involvement, experiences with crime and victimization, and perceptions of neighborhood conditions.
This document summarizes a paper on mass incarceration in the United States. It notes that the US has only 5% of the world's population but 25% of the world's prisoners. Over the past 50 years, the US penal system has grown from a balanced system to one that is biased and unchecked. This push toward mass incarceration has led to increased rates of recidivism, homelessness, welfare reliance, substance abuse, and generational poverty among inmates. The document argues that alternative methods need to be used for nonviolent crimes to cut costs and enable citizens to lead better lives. A survey found most Americans support probation, community service, and rehabilitation for nonviolent offenders over incarceration.
This document summarizes research on discrimination faced by transgender youth in the juvenile justice system. It finds that transgender youth are more likely to experience family conflict, homelessness, and involvement in the juvenile system due to higher rates of rejection by families. Once in the system, they face discrimination from adults and peers, including failure to provide adequate treatment or protect their rights. Authoritative adults have conscious and unconscious biases that hinder rehabilitation and perpetuate mistreatment of transgender youth.
The number of people incarcerated in theUnited States has grow.docxoreo10
The number of incarcerated people in the US has increased sevenfold over the past 40 years, concentrated among poorly educated Black men. This "mass imprisonment" transmits social and economic disadvantages to former prisoners and their families. Drawing on ethnographic research in a poor Black Philadelphia neighborhood, the author finds that many young men have outstanding warrants for minor infractions and live in constant fear of being detained. This threat of imprisonment undermines family and community ties as young men avoid places they could be identified. However, being wanted is also used to excuse failures or as an instrument of social control over each other.
BMET-323 Lab final BMET Individual ECG Lab Project.docxAASTHA76
This document outlines an individual ECG lab project to be completed over three weeks. It involves designing and testing high-pass and low-pass filters, building an instrumentation amplifier circuit, connecting the circuits in series, and using the combined circuit to display an ECG signal by connecting electrodes. A formal report on the project is required, following a specific format of cover page, objective, introduction, data/waveforms, discussion, and conclusion.
Lgbt identity, violence, and social justiceIim Ibrahim
This document discusses LGBT identity, violence, and social justice. It begins by reviewing statistics on violence against LGBT people internationally and in the US. Reasons for this violence include challenging gender norms and laws/policies that criminalize LGBT identities. The psychological effects of victimization are also discussed. The document argues that mental health professionals should play a greater role in advocating for LGBT social justice issues and rights.
how much per page 500 wordsby Emma Schaefer-Whittall - (Sh.docxpooleavelina
The document discusses two academic articles that analyze themes of presumed heterosexuality and the appropriation of minority sexualities in white culture. It notes that both articles portray similar narratives of exaggerated heterosexuality through behaviors like "bicuriousness" and hyper-masculine displays. The document also provides context about the party culture at UC Santa Barbara and explores reasons why heterosexual college women engage in same-sex kissing at parties, including to attract male attention, for sexual experimentation, and due to genuine same-sex desire.
CJ302 Final Exam1. What is your response to the argument t.docxmonicafrancis71118
CJ302 Final Exam
1. What is your response to the argument that the death penalty is disproportionately imposed on minorities and the poor? Consider the following: What was the finding of the U.S. Supreme Court in the case of McCleskey v. Kemp, and how has this case changed the approach used by defense attorneys in capital cases? Finally, state your opinion on the Supreme Courts’ holdings in McCleskey v. Kemp.
The death penalty is the ultimate punishment for a criminal offender but as with other aspects of the criminal justice system there is a potential bias for the minority. In fact critics of the death penalty find the death penalty is disproportionately imposed on minorities and they would be correct. It is a well known fact there are more minorities on death row and in fact in some states the difference in minorities and non minorities on death row is significant. For example in Texas 70% of criminal offenders on death row are minorities (Dieter, 2013). The problem is in Texas minorities make up less than 25% of the entire population.
In the case of McCleskey v. Kemp, McClesky claimed based on a quantitative study conducted by Professor David Baldus of the University of Iowa Law School the Georgia's death penalty is racially biased. The Supreme Court ruled the claim made by McCleksy was too broad and any racial discrimination must apply to his individual case with actors in the criminal justice system violating his constitutional rights. Based on this ruling a criminal defendant cannot claim a system-wide pattern of racial disparity but must instead prove a specific actor involved in their case caused the constitutional violation. This ruling is wrong because it is far more important to recognize a system-wide pattern of racial disparity.
Dieter, R. (2013). The Death Penalty in Black and White: Who Lives, Who Dies, Who Decides. Retrieved June 26, 2013 from http://www.deathpenaltyinfo.org/death-penalty-black-and-white-who-lives-who-dies-who-decides
2. Name at least three unintended consequences of an ever-increasing prison population? Give concrete examples of each. Discuss the political and social effects of these consequences. Are they acceptable? Explain your reasoning.
America currently has the largest prison population in the world and as a result the prisons are extremely overcrowded. When prisons are overcrowded there is no room for criminal offenders. The prison will have to get creative in housing the criminal offender. In some cases prison inmates are warehoused in the common areas of the prison or they are crammed into two man cells (Howard, 2002). One consequence from the overcrowding is a reduction in safety for both the inmate and prison guard. The overcrowding makes it difficult for prison staff to properly control prisoners making their job more difficult.
The second consequence is poor living conditions. When prisons are overcrowded the correctional system just struggles to house the inmates. Providing med.
The document discusses prison gangs and their role in inmate victimization. It examines a study by Fox et al. (2012) that analyzed the relationship between gang membership, perceptions of social disorganization, and victimization among prison inmates. The study found that gang members were more likely to be victimized than non-gang members and that perceptions of social disorganization were associated with higher rates of victimization among inmates. Interviews with inmates in a Texas prison were used to assess gang involvement, experiences with crime and victimization, and perceptions of neighborhood conditions.
This document summarizes a paper on mass incarceration in the United States. It notes that the US has only 5% of the world's population but 25% of the world's prisoners. Over the past 50 years, the US penal system has grown from a balanced system to one that is biased and unchecked. This push toward mass incarceration has led to increased rates of recidivism, homelessness, welfare reliance, substance abuse, and generational poverty among inmates. The document argues that alternative methods need to be used for nonviolent crimes to cut costs and enable citizens to lead better lives. A survey found most Americans support probation, community service, and rehabilitation for nonviolent offenders over incarceration.
This document summarizes research on discrimination faced by transgender youth in the juvenile justice system. It finds that transgender youth are more likely to experience family conflict, homelessness, and involvement in the juvenile system due to higher rates of rejection by families. Once in the system, they face discrimination from adults and peers, including failure to provide adequate treatment or protect their rights. Authoritative adults have conscious and unconscious biases that hinder rehabilitation and perpetuate mistreatment of transgender youth.
1) The document discusses sociological theories that help explain gang activity in impoverished urban communities like the Robert Taylor Homes in Chicago. Labeling theory and anomie theory suggest that negative societal perceptions of these communities can lead youth to join gangs.
2) Life in the Robert Taylor Homes was characterized by poor conditions, violence, and lack of support from authorities. Gangs provided some services to residents that the government did not.
3) Research found that media portrayals exaggerated the involvement of gangs in drug dealing but that economic pressures and learning deviant behaviors from family/community influenced youth to engage in illegal activities. As long as social stigma toward these communities exists, gang activity will likely
Rape Myth Acceptance examines common myths and misconceptions about rape that serve to justify or minimize its seriousness. The document discusses FBI statistics on reported rape cases and how the legal definition of rape has changed. It also explores research finding that those with higher sexual knowledge are less likely to accept rape myths, though increasing knowledge alone cannot solve the problem of rape myth acceptance.
The document discusses whether minors who commit violent crimes should be tried as adults. It notes that trying minors as adults could negatively influence them in regular prisons and make them more violent. However, minors can be held accountable for their violent actions. The document then discusses the history of expanding rules to try more juveniles as adults since the 1990s. It also discusses the risks of incarcerating juveniles with adults, such as higher rates of sexual assault. The document concludes by arguing that specialized correctional facilities are needed for juvenile criminals.
From the Administrator For more than half a century, gangs.docxhanneloremccaffery
This document summarizes research on why youth join gangs and effective gang prevention programs. It finds that youth are attracted to gangs for protection, enjoyment, respect, money, or because friends are in gangs. Youth are more likely to join gangs if they are delinquent, aggressive, experience family problems, or associate with other gang members. Effective prevention programs strengthen families and schools, improve community supervision, and teach interpersonal skills to youth. The document identifies nine programs shown to be effective in preventing gang involvement.
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Forum on Public Policy
1
―Education Or Incarceration: Zero Tolerance Policies And The School To
Prison Pipeline”
Nancy A. Heitzeg, Professor of Sociology and Program Director, Critical Studies of
Race/Ethnicity, St. Catherine University, St. Paul, MN
Abstract
In the past decade, there has been a growing convergence between schools and legal systems. The school to prison
pipeline refers to this growing pattern of tracking students out of educational institutions, primarily via ―zero
tolerance‖ policies, and , directly and/or indirectly, into the juvenile and adult criminal justice systems. The school
to prison pipeline has emerged in the larger context of media hysteria over youth violence and the mass
incarceration that characterize both the juvenile and adult legal systems.
While the school to prison pipeline is facilitated by a number of trends in education, it is most directly
attributable to the expansion of zero tolerance policies. These policies have no measureable impact on school safety,
but are associated with a number of negative effects‖ racially disproportionality, increased suspensions and
expulsions, elevated drop-out rates, and multiple legal issues related to due process. A growing critique of these
policies has lead to calls for reform and alternatives.
The School to Prison Pipeline Defined
“In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice
system have seeped into our schools, serving to remove children from mainstream educational
environments and funnel them onto a one-way path toward prison….
The School-to-Prison Pipeline is one of the most urgent challenges in education today.”
(NAACP 2005)
The promise of free and compulsory public education in the United States is a promise of equal
opportunity and access to the ―American Dream‖. This ideal is billed as the great democratic
leveler of the proverbial playing field, and proclaims educational attainment as a source of
upward social mobility, expanded occupational horizons, and an engaged, highly literate
citizenry. This promise has proven to be an illusionary one, marred by a history of segregation-
de jure and de facto, by class and race disparities, and by gulfs in both funding and quality.
Despite some fleeting hope in the early years of the post-Civil Rights eras, the promise remains
elusive for many. Indeed, shifts in educational policy in the past 15 years have exacerbated the
inherent inequities in public education. Rather than creating an atmosphere of learning,
engagement and opportunity, current educational practices have increasingly blurred the
distinction between school and jail. The school to pri.
This study analyzed the level of sexual violence portrayed in pornographic magazines, videos, and stories from an Internet newsgroup. It found an increase in violence from magazines to videos to newsgroup stories, with magazines containing the least violence (26.9% of scenes) and newsgroup stories containing the most (48.0% of scenes). Additionally, magazines and videos portrayed violence as more consensual while newsgroup stories depicted it as more nonconsensual, and magazines showed women as perpetrators more than men while newsgroups showed men as perpetrators more often. The authors suggest increased competition among men on the newsgroup may help explain the differences found across media.
This document summarizes the introduction to an article that argues for a queer/trans politics of prison abolition. It provides 10 reasons why queer, trans, and gender non-conforming communities should fight against the prison industrial complex using a queer/trans analysis. Historically, queer and trans people have faced criminal punishment for transgressing gender norms, and continue to experience high rates of targeting and criminalization. A queer/trans analysis questions the idea that prisons protect communities and recognizes that the system disproportionately controls and punishes marginalized groups.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
This document summarizes an article that examines how Olmec monumental sculptures depicted beauty and ugliness. It argues that while Western art has valued naturalism, Olmec art showed the opposite - they appreciated anthropomorphic statues that incorporated feline features, seeing them as representing power and fertility, but disliked the very naturalistic style of colossal heads. These heads likely depicted defeated enemies in ritual battles who could not claim the divine patronage of jaguars and so had to appear as "plain" and ugly people. The document provides examples and descriptions of different Olmec sculptures including emergence monuments, colossal heads, and were-jaguars to support this thesis.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
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Forum on Public Policy
1
―Education Or Incarceration: Zero Tolerance Policies And The School To
Prison Pipeline”
Nancy A. Heitzeg, Professor of Sociology and Program Director, Critical Studies of
Race/Ethnicity, St. Catherine University, St. Paul, MN
Abstract
In the past decade, there has been a growing convergence between schools and legal systems. The school to prison
pipeline refers to this growing pattern of tracking students out of educational institutions, primarily via ―zero
tolerance‖ policies, and , directly and/or indirectly, into the juvenile and adult criminal justice systems. The school
to prison pipeline has emerged in the larger context of media hysteria over youth violence and the mass
incarceration that characterize both the juvenile and adult legal systems.
While the school to prison pipeline is facilitated by a number of trends in education, it is most directly
attributable to the expansion of zero tolerance policies. These policies have no measureable impact on school safety,
but are associated with a number of negative effects‖ racially disproportionality, increased suspensions and
expulsions, elevated drop-out rates, and multiple legal issues related to due process. A growing critique of these
policies has lead to calls for reform and alternatives.
The School to Prison Pipeline Defined
“In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice
system have seeped into our schools, serving to remove children from mainstream educational
environments and funnel them onto a one-way path toward prison….
The School-to-Prison Pipeline is one of the most urgent challenges in education today.”
(NAACP 2005)
The promise of free and compulsory public education in the United States is a promise of equal
opportunity and access to the ―American Dream‖. This ideal is billed as the great democratic
leveler of the proverbial playing field, and proclaims educational attainment as a source of
upward social mobility, expanded occupational horizons, and an engaged, highly literate
citizenry. This promise has proven to be an illusionary one, marred by a history of segregation-
de jure and de facto, by class and race disparities, and by gulfs in both funding and quality.
Despite some fleeting hope in the early years of the post-Civil Rights eras, the promise remains
elusive for many. Indeed, shifts in educational policy in the past 15 years have exacerbated the
inherent inequities in public education. Rather than creating an atmosphere of learning,
engagement and opportunity, current educational practices have increasingly blurred the
distinction between school and jail. The school to pri.
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BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
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August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
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range of content in a trusted digital archive. We use information technology and tools to increase productivity and
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All use subject to http://about.jstor.org/terms
P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
How to Make a Field Mandatory in Odoo 17Celine George
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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American Sociological Association is collaborating with JSTO.docx
1. American Sociological Association is collaborating with
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On the Run: Wanted Men in a Philadelphia Ghetto
Author(s): Alice Goffman
Source: American Sociological Review, Vol. 74, No. 3 (Jun.,
2009), pp. 339-357
Published by: American Sociological Association
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3. increase in policing and supervision in poor Black
neighborhoods, and what this has
meant for a growing status group of wanted people. For many
young men, avoiding jail
has become a daily preoccupation: they have warrants out for
minor infractions, like
failing to pay court fees or breaking curfew, and will be
detained if they are identified.
Such threat of imprisonment transforms social relations by
undermining already tenuous
attachments to family, work, and community. But young men
also rely on their precarious
legal standing to explain failures that would have occurred
anyway, while girlfriends and
neighbors exploit their wanted status as an instrument of social
control. I discuss the
implications of my ethnographic observations relative to prior
treatments of the poor and
policing, and with regard to broader sociological questions
about punishment and
surveillance in the modern era.
The
number of people incarcerated in the
4. United States has grown seven times over
the past 40 years, and this growth has been con
centrated among Black men with little educa
tion (Garland 2001; Western 2006). For Black
men in recent birth cohorts, the experience of
incarceration is now typical: 30 percent of those
with only high school diplomas have been to
Direct correspondence to Alice Goffman,
Department of Sociology, Wallace Hall, Princeton
University, Princeton, NJ 08544 ([email protected]
ton.edu). I thank Mitchell Duneier for invaluable
support and guidance. Also in Princeton, I am grate
ful to Viviana Zelizer, Paul DiMaggio, Devah Pager,
Bruce Western, and Marvin Bressler. ASR coeditor
Vincent Roscigno, Howard Becker, Philip Kasinitz,
Jack Katz, William Labov, Steven Lopez, Gillian
Sankoff, Harvey Molotch, Colin Jerolmack, John
Sutton, and the anonymous reviewers gave out
standing suggestions.
prison, and 60 percent of those who did not
finish high school have prison records by their
mid-30s (Pettit and Western 2004). One in four
5. Black children born in 1990 had a father impris
oned (Wildeman 2009). Such "mass imprison
ment" (Garland 2001) transmits social and
economic disadvantage, to be sure. African
American former felons face significant dis
crimination in the labor market, as well as health
costs, obstacles to housing, and large-scale dis
enfranchisement (Hammett, Harmon, and
Rhodes 2002; Pager 2007; Rubenstein and
Mukamal 2002; Uggen and Manza 2002;
Western 2006). Moreover, imprisoned and for
merly imprisoned men have difficulties partic
ipating in sustained ways in the lives of their
families (see Nurse 2002; Western, Lopoo, and
McLanahan 2004). Their partners and children
consequently become socially and economi
cally disadvantaged in the process (for reviews,
American Sociological Review, 2009, Vol. 74 (}une:339-357)
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340 AMERICAN SOCIOLOGICAL REVIEW
6. see Comfort 2007; Hagan and Dinovitzer
1999).1
Expansions in incarceration have been
accompanied by increases in policing and
supervision in poor communities. While the
police were scarcely present in the ghetto
decades ago, today, police helicopters can reg
ularly be heard overhead, cameras now monitor
people on the streets, and large numbers of
young men?including many who have never
been convicted of felonies?have pending cases
in the criminal courts, are on probation, released
on bail, issued low-level warrants, and are rou
tinely chased, searched, questioned, and arrest
ed by the police. How does this affect daily life
in poor Black communities? Unfortunately, we
know little in this regard. Indeed, much of the
research literature, which relies on statistical
data, field experiments, or interviews, most
often centers on the consequences of going to
prison. Although ethnographic accounts should
7. arguably capture what enhanced policing and
supervision has meant for the dynamics of daily
life in poor minority communities, most ethno
graphies were written before the criminal jus
tice system became such a prevalent institution
in the lives of the poor (see, e.g., Anderson
1978; Liebow 1967; Stack 1974).2
This article, building on prior work pertain
ing to the urban poor, as well as broader con
ceptions of power in the modern era (e.g.,
Foucault 1979), draws on six years of field
work with a group of poor African American
young men in Philadelphia. In doing so, it offers
an extended ethnographic look at life in the
policed and surveilled ghetto that has taken
shape in the era of mass imprisonment. As the
1
Although this body of research points over
whelmingly to the detrimental effects of incarcera
tion and its aftermath, this picture is complicated by
close-up accounts of prisoners and their families.
Comfort (2008) shows how women visiting incar
8. cerated spouses find that the prison's regulations in
some ways enhance their relationships. As romantic
partners, inmates contrast favorably to "free men."
2
Ethnographies of ghetto life published more
recently rely on fieldwork conducted in the 1980s and
early 1990s, before the change in policing practices
and crime laws took their full effect (see, e.g.,
Anderson 1999; Bourgois 1995; Venkatesh 2006;
Wacquant 2004; for exceptions, see Jacobs 1999;
LeBlanc 2003).
findings reveal, the dealings these young men
have with the police, the courts, and the proba
tion and parole board grant them an illegal or
semilegal status and instill an overriding fear of
capture. Suspicious even of those closest to
them, young men cultivate unpredictability or
altogether avoid institutions, places, and rela
tions on which they formerly relied. Yet because
being wanted is understood to be deeply con
straining, it can, within the context of limited
9. opportunity, serve as an excuse for obligations
that may have gone unfulfilled anyway. The
result is a complex interactive system in which
ghetto residents become caught in constraining
legal entanglements while simultaneously call
ing on the criminal justice system to achieve a
measure of power over one another in their daily
lives.
THE URBAN POOR AND POLICING
Ethnographic accounts of poor urban commu
nities have long included descriptions of peo
ple who commit serious crimes, stand trial, go
to jail, or find themselves on the run from the
police (see, e.g., Anderson 1978; Liebow 1967).
Until recently, these people comprised only a
small group of criminals in a neighborhood:
most residents of poor Black communities did
not interact much with the authorities. Before
the 1990s, in fact, the ghetto was frequently
described as nearly abandoned by law enforce
ment.
Anderson (1978:2), writing about street-cor
ner men in Chicago in the early 1970s (he
devotes a whole chapter to hoodlums), reports
that "the police glance over and slow down, but
they seldom stop and do anything. Ordinarily
10. they casually move on, leaving the street-corner
men to settle their own differences." Venkatesh's
(2008) description of the Chicago projects some
20 years later depicts a similar scene, noting that
police simply do not come when called. Instead,
gang leaders step in and maintain an informal,
de facto system of justice with the help of proj
ect leaders and a few neighborhood cops. In
Crack House, Williams (1992:84) likewise
describes how, in New York during the late
1980s and early 1990s at the peak of the crack
boom, police typically did not disturb open air
crack sales:
The police have firm knowledge about selling
spots, but they usually ignore the spots until com
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WANTED MEN IN A PHILADELPHIA GHETTO 341
munity pressure builds to a level that forces them
to take action.... For the most part, the police
stay away.... One night I watched a police car, with
11. lights flashing, move down this street past hundreds
of buyers, runners, touts, and dealers marching
by continually making exchanges. Over the car's
loudspeaker an officer kept saying, "Move on off
the block everybody. This is the police." The buy
ers and sellers paid no attention.
Times, however, have changed. The past few
decades have seen the war on crime, the war on
drugs, a blossoming of federal and state police
agencies and bureaus, steeper sentencing laws,
and a near unified endorsement of "zero-toler
ance" policies from police and civic leaders
(Beckett 1997; Simon 2007). The number of
police officers per capita increased dramatical
ly in the second half of the twentieth century in
cities across the United States (Reiss 1992). In
2006, more than 14 million people were arrest
ed and charged with a criminal offense in the
United States, and more than five million peo
ple were under probation or parole supervision
(Glaze and Bonzcar 2006; U.S. Department of
12. Justice 2007).
In Philadelphia?my field site?the number
of police officers increased by 69 percent
between 1960 and 2000, from 2.76 officers for
every 1,000 citizens to 4.66 officers.3 The
Philadelphia Adult Probation and Parole
Department supervised more than 60,000 peo
ple in 2006. These people paid the city more
than 10 million dollars in restitution, fines,
court costs, and supervisory fees that year. In
Philadelphia, 12,000 people violated the terms
of their probation or parole and were issued
warrants for their arrest (Philadelphia Adult
Probation and Parole Department 2007). Even
more people were issued bench warrants for
missing court or for unpaid court fees, or arrest
warrants for failure to turn themselves in for a
crime. Such surveillance, policing, and super
vision raise important sociological questions
about the role of the state in managing poverty
and maintaining racial inequality (Wacquant
2001). They also raise questions about the nature
3
Data on the number of police officers in
Philadelphia is taken from the Federal Bureau of
Investigation, Uniform Crime Reports (1960 through
13. 2000). Population estimates of Philadelphia are taken
from the U.S. Bureau of the Census.
and consequences of modern surveillance and
power.
Foucault (1979) suggested that the modern
era would increasingly be characterized by sur
veillance and that state monitoring of citizens
would become increasingly complete. Building
on ethnographic insights, my conclusions high
light ways in which contemporary surveillance
may indeed be taking the forms Foucault
described in his analysis of panoptic power. Yet
my conclusions also suggest that the conse
quences of such surveillance for everyday life
may differ from those envisioned by Foucault.
Rather than encouraging self-monitoring, the
forms of supervision and policing found in the
neighborhood I observed foster a climate of
fear and suspicion in which people are pressured
to inform on one another. Young men do not live
as well-disciplined subjects, but as suspects and
fugitives, with the daily fear of confinement.
14. FIELDWORK, THE 6TH STREET
BOYS, AND NEIGHBORHOOD
CONTEXT
When I was an undergraduate at the University
of Pennsylvania, I tutored a high school student,
Aisha (names of people and streets are ficti
tious). I began to get to know some of her friends
and neighbors, and in the fall of 2002 I moved
into an apartment in the poor to working-class
Black neighborhood in which she lived. At this
point, Aisha's mother had begun referring to
me as her "other daughter" and Aisha and I
became "sisters" (Anderson 1978; Stack 1974).
When Aisha's cousin Ronny, age 15, came home
from a juvenile detention center, Aisha and I
started hanging out with him in a neighbor
hood about 10 minutes away called 6th Street.
Ronny introduced me to Mike, who was 21, a
year older than I was. When Mike's best friend
Chuck, age 18, came home from county jail, we
began hanging out with him too.
When I first started spending time with
Ronny and Mike on 6th Street, their neighbors
and relatives remarked on my whiteness and
asked me to account for my presence. Ronny
introduced me as Aisha's "sister," and I men
15. tioned that I lived nearby. After a few months,
Mike decided to "take me under his wing" and
began referring to me as "sis." Bit by bit, other
young men in the group started introducing me
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342 AMERICAN SOCIOLOGICAL REVIEW
to others as their cousin or as a "homie" who
"goes way back."
The five blocks known as 6th Street are 93
percent Black, according to a survey of residents
that Chuck and I conducted in 2007. At the
busiest intersection, men and boys stand outside
offering bootleg CDs and DVDs, stolen goods,
and food to drivers and passersby. The main
commercial street includes a bullet-proofed
Chinese food store selling fried chicken wings,
"loosie" cigarettes, condoms, baby food, and
glassines for smoking crack. The street also
includes a check-cashing store, hair dresser,
16. payday loan store, Crown Fried Chicken restau
rant, and a pawnshop. On the next block, a
Puerto Rican family runs a corner grocery.
Of the 217 households surveyed, roughly one
fourth received housing vouchers. In all but
two households, members reported receiving
some type of government assistance in the past
three years. The neighborhood also contains
many people who make their living as teachers,
bus drivers, parole officers, health care work
ers, and so on. Aisha's neighbors commonly
referred to the area of 6th Street as "nice and
quiet," and a place they would move if they had
enough money.
Chuck, Mike, and Ronny were part of a loose
group of about 15 young men who grew up
around 6th Street and were joined by the fact that
they were, for the most part, unemployed and
trying to make it outside of the formal econo
my. They occasionally referred to their group as
"the 6th Street Boys" when distinguishing them
selves from other street-corner groups, and five
17. of them had "6th Street" tattooed on their arms.
Among the 15 young men, eight were 18 or 19
years old when I met them, four were in their
early 20s, and one was age 23. Ronny was 14
and Reggie was 15. Six years later, Mike was
the only one to have graduated from high school.
Alex worked steadily in his father's heating and
air-conditioning repair shop, and four others
occasionally found seasonal construction jobs
or low-skilled jobs at places like Taco Bell and
McDonald's. By 2002, the crack trade was in
decline, as it was in other parts of the country
(Jacobs 1999). Seven of the young men worked
intermittently as low-level crack dealers; others
sold marijuana, Wet (PCP and/or embalming
fluid), or pills like Xanax. Some of the men
occasionally made money by robbing other drug
dealers. One earned his keep by exotic dancing
and offering sex to women.
All but two of the young men lived with
female relatives, although about half got evict
ed and slept on other people's couches or on the
streets for months or years at a time. Anthony
18. slept in an abandoned truck on 6th Street for
most of the time I knew him, although Chuck
later let him sleep in his basement or got the
women he was seeing to let Anthony sleep on
the floor when Chuck spent the night.
Between January 2002 and August 2003, I
conducted intensive observation "on the block,"
spending most of my waking hours hanging out
on Chuck's back porch steps, or along the alley
way between his block and Mike's block, or on
the corner across from the convenience store. In
the colder months, we were usually indoors at
Chuck's and a few other houses in the area. I also
went along to lawyers' offices, court, the pro
bation and parole office, the hospital, and local
bars and parties. By 2004, some of the young
men were in county jails and state prisons; for
the next four years I spent between two and six
days a week on 6th street and roughly one day
a week visiting members of the group in jail and
prison. I also kept in touch by phone and through
letters.
The young men agreed to let me take field
notes for the purpose of one day publishing the
material, but I generally did not ask direct ques
tions and most of what is contained here comes
19. from observations I made or conversations I
heard.4 Over the course of this research I also
interviewed two lawyers, a district attorney,
three probation officers, two police officers,
and a federal district court judge.
On Being Wanted
By 2002, curfews were established around 6th
Street for those under age 18 and video cameras
had been placed on major streets. During the
41 use quotes when I wrote down what people said
as they spoke (by typing it directly onto a laptop or
by using a cell phone text message). I omit the quotes
when I noted what people said after an event or con
versation, and I paraphrase when I wrote down what
people said at the end of the day in my field notes.
Since I did not use a tape recorder, even the speech
in quotes should be taken only as a close approxi
mation.
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20. WANTED MEN IN A PHILADELPHIA GHETTO 343
first year and a half of fieldwork, I watched
the police stop pedestrians or people in cars,
search them, run their names to see if any war
rants came up, ask them to come in for ques
tioning, or make an arrest at least once a day,
with five exceptions. I watched the police break
down doors, search houses, and question, arrest,
or chase suspects through houses 52 times.
Police helicopters circled overhead and beamed
search lights onto local streets nine times. I
noted blocks taped off and traffic redirected as
police searched for evidence or "secured a crime
scene" 17 times. I watched the police punch,
choke, kick, stomp on, or beat young men with
night sticks 14 times during this first year and
a half.
Children learn at an early age to watch out for
the police and to prepare to run. The first week
I spent on 6th Street, I saw two boys, 5 and 7
years old, play a game of chase in which one
assumed the role of the cop who must run after
the other. When the "cop" caught up to the other
child, he pushed him down and cuffed him with
imaginary handcuffs. He patted the other child
down and felt in his pockets, asking if he had
warrants or was carrying a gun or any drugs. The
21. child then took a quarter out of the other child's
pocket, laughing and yelling, "I'm seizing that!"
In the following months, I saw children give up
running and simply stick their hands behind
their backs, as if in handcuffs, or push their
bodies up against a car, or lie flat on the ground
and put their hands over their head. The children
yelled, "I'm going to lock you up! I'm going to
lock you up, and you ain't never coming home."
I once saw a 6-year-old child pull another child's
pants down and try to do a "cavity search."
When Chuck, Mike, and Steve assembled
outside, the first topic of the day was frequent
ly who had been taken into custody the night
before and who had outrun the cops and gotten
away. They discussed how the police identified
and located the person, what the charges were
likely to be, what physical harm had been done
to the man as he was caught and arrested, and
what property the police had taken and what had
been wrecked or lost during the chase.
People with warrants out for their arrest for
failure to turn themselves in when accused of a
crime understand that the police may employ a
number of strategies in attempting to locate
them. In an interview, two police officers
22. explained that when they are looking for a sus
pect, they access Social Security records, court
records, hospital admission records, electric
and gas bills, and employment records. They
visit a suspect's "usual haunts" (e.g., his home,
his workplace, and his street corner) at the times
he is likely to be there, threatening his family
or friends with arrest, particularly when they
have their own lower-level warrants or are on
probation or have a pending court case. The
police also use a sophisticated computer map
ping program that tracks people who have war
rants or are on probation, parole, or released on
bail. The police round up these potential inform
ants and threaten them with jail time if they do
not provide information about the suspect they
are looking for.
In the 6th Street neighborhood, a person was
occasionally "on the run" because he was a sus
pect in a shooting or robbery, but most people
around 6th Street had warrants out for far more
minor infractions. In the survey that Chuck and
I conducted in 2007, of the 217 households that
make up the 6th Street neighborhood, we found
23. 308 men between the ages of 18 and 30 in res
idence.5 Of these men, 144 reported that they
had a warrant issued for their arrest because of
either delinquencies with court fines and fees
or for failure to appear for a court date within
the past three years. Also within the past three
years, warrants had been issued to 119 men for
technical violations of their probation or parole
(e.g., drinking or breaking curfew).6
51 counted men who lived in a house for three days
a week or more (by their own estimates and in some
cases, my knowledge) as members of the household.
I included men who were absent because they were
in the military, at job training programs (like
JobCorp), or away in jail, prison, drug rehab centers,
or halfway houses, if they expected to return to the
house and had been living in the house before they
went away.
6
These violations are not the same as the "disor
derly conduct" that became the focus of "quality of
life" policing in places like New York during the
1990s. "Quality of life" policing arrests people for
minor offenses like urinating in public, jumping turn
24. styles, or public drinking (Duneier 1999). The young
men in this study were initially arrested for more seri
ous offenses such as drug offenses, and then were
served warrants when they failed to show up for
court dates during the pretrial and trial, to pay court
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344 AMERICAN SOCIOLOGICAL REVIEW
Young men worried that they would be picked
up by the police and taken into custody even
when they did not have a warrant out for their
arrest. Those on probation or parole,
on house
arrest, and who were going through a trial
expressed concern that they would soon be
picked up and taken into custody for some vio
lation that would "come up in the system." Even
those with no pending legal action expressed
concern that the police might "find some rea
son to hold them" because of what they had
done, who or what they knew, or what they car
25. ried on their person. In this sense, being "on the
run" covers a range of circumstances. I use the
term to mean anyone whose claim to a life out
side of confinement is not secure or legitimate
and who may be taken into custody if they
encounter the authorities. People "on the run"
make a concerted effort to thwart their discov
ery and apprehension, as Chuck, age 19,
con
cisely put it in speaking to his 12-year-old
brother:
You hear the law coming, you merk on [run away
from] them niggas. You don't be having time to
think okay, what do I got on me, what they going
to want from me. No, you hear them coming, that's
it, you gone, period. Because whoever they look
ing for, even if it's not you, nine times out of ten
they'll probably book you.
Police, jail, and court language permeates
general conversation. Young men refer to their
girlfriends as "Co-Ds" (codefendants) and speak
of "catching a case" (to be arrested and charged
26. with a crime) when accused of some wrong by
their friends and family. "Call List," the term for
the phone numbers of family and friends one is
allowed to call from prison or jail, becomes the
term for one's close friends.
One way to understand the quantity and qual
ity of young men's legal entanglements is to
look at nine members of the group during one
month. In December 2003, Anthony, who was
22 years old and homeless, had a bench warrant
out for his arrest because he had not paid $173
in court fees for a case that had ended the year
before. He had spent nine of the previous 12
months in jail awaiting the decision. Later in the
month, two neighbors who knew that Anthony
fees at the end of the cases, or to follow the dictates
of probation and parole sentences they were issued
after or instead of completing time in jail or prison.
had this bench warrant called the police and got
him arrested because they said he had stolen
three pairs of shoes from them. Shawn, a 21
-
year-old exotic dancer, was in county jail await
ing trial for selling crack, a charge that would
ultimately be dismissed. Chuck, age 18, had a
27. warrant because he had not paid $225 in court
fees that were due a few weeks after his case for
assault was dismissed. He spent almost his
entire senior year of high school in county jail
awaiting trial on this case.
Reggie, then age 16, and his neighbor Randy,
age 19, had detainers out for violating the terms
of their probation, Randy for drinking and
Reggie for testing positive for marijuana (called
"hot piss"). Alex, age 22, was serving a proba
tion sentence, and Steve, age 19, was under
house arrest awaiting the completion of a trial
for possession of drugs. Ronny, age 16, was in
a juvenile detention facility, and Mike, age 21,
was in county jail awaiting trial.
Between 2002 and 2007, Mike spent about
three and a half years in jail or prison. Out of
the 139 weeks that he was not incarcerated, he
spent 87 weeks on probation or parole for five
overlapping sentences. He spent 35 weeks with
a warrant out for his arrest, and in total had 10
warrants issued on him. Mike had at least 51
court appearances over this five-year period,
47 of which I attended.
The fact that some young men may be taken
into custody if they encounter the authorities is
a background expectation of everyday interac
tion in this community. It is a starting principle,
28. central to understanding young men's relations
to family and friends, as well as the reciprocal
lines of action between them.
PATHS TO PRISON AND STRATEGIES
OF EVASION
Once a man finds that he may be stopped by the
police and taken into custody, he discovers that
people, places, and relations he formerly relied
on, and that are integral to maintaining a
respectable identity, get redefined as paths to
confinement. I am concerned here with the
kinds of relations, localities, and activities that
threaten a wanted man's freedom, with the tech
niques he commonly employs to reduce these
risks, and with some of the contingencies asso
ciated with these techniques.
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WANTED MEN IN A PHILADELPHIA GHETTO 345
29. Hospitals and Jobs
Alex and his girlfriend, Donna, both age 22,
drove to the hospital for the birth of their son.
I got there a few hours after the baby was born,
in time to see two police officers come into the
room and arrest Alex. He had violated his parole
a few months before by drinking alcohol and had
a warrant out for his arrest. As an officer hand
cuffed him, Donna screamed and cried, and as
they walked Alex away she got out of the bed
and grabbed hold of him, moaning, "Please
don't take him away. Please I'll take him down
there myself tomorrow I swear, just let him stay
with me tonight." The officers told me they had
come to the hospital with a shooting victim
who was in custody and, as was their custom,
ran the names of the men on the visitors list.
Alex came up as having a warrant out for a
parole violation, so they arrested him along
with two other men on the delivery room floor.
After Alex was arrested, other young men
expressed hesitation to go to the hospital when
their babies were born. Soon after Chuck turned
21, his girlfriend, age 22, was due with their sec
ond child. Chuck told her that he would go to
30. the hospital, even though he had a detainer out
for a probation violation for breaking curfew.
Chuck stayed with her until she was driven to
the hospital, but at the final moment he said she
should go ahead without him and that he would
come soon. He sat with me later and discussed
the situation. As we spoke, his girlfriend called
his cell phone repeatedly, and he would mute the
sound after a ring and stare at her picture as it
came up on the screen each time. He said:
I told her I was on my way. She mad as shit I ain't
there. I can hear her right now. She going to be like,
"You broke your promise." I'm not trying to go out
like Alex [get arrested], though. You feel me?
Alex spent a year back upstate on the parole
violation. Just after his son's first birthday he
was re-released on parole, with another year
left to complete it. He resumed work at his
father's heating and air-conditioning repair shop,
stopped smoking marijuana, and typically came
home before his curfew. Three weeks before
Alex was due to complete his parole sentence,
he was on his way home from 6th Street when
a man with a hooded sweatshirt covering his face
stepped .quickly out from behind the side of a
store and walked Alex, with a gun in his back,
into the alley. Alex said the man took his money
and pistol-whipped him three times, then
31. grabbed the back of his head and smashed his
face into a concrete wall.
Alex called Mike and me to come pick him
up. When we arrived, Alex was searching on the
ground for the three teeth that had fallen out, and
the blood from his face and mouth was stream
ing down his white T-shirt and onto his pants and
boots. His jaw and nose were swollen and looked
as if they might be broken. I pleaded with him
to go to the hospital. He refused, saying that his
parole officer might hear of it and serve him a
violation for being out past curfew, for fighting,
for drinking, or any other number of infrac
tions.
That night, Alex called his cousin who was
studying to be a nurse's assistant to come stitch
up his face. In the morning, he repeated his
refusal to avail himself of medical care:
All the bullshit I done been through [to finish his
parole sentence], it's like, I'm not just going to
check into emergency and there come the cops ask
ing me all types of questions and writing my infor
32. mation down and before you know it I'm back in
there [in prison]. Even if they not there for me some
of them probably going to recognize me then they
going to come over, run my shit [run a check on
his name]_I ain't supposed to be up there [his
parole terms forbade him to be near 6th Street,
where he was injured]; I can't be out at no two
o'clock [his curfew was ten]. Plus they might still
got that little jawn [warrant] on me in Bucks
County [for court fees he did not pay at the end of
a trial two years earlier]. I don't want them running
my name, and then I got to go to court or I get
locked back up.
Alex later found out that the man who beat
him had mistaken him for his brother, who had
apparently robbed him the week before. Alex's
jaw still bothers him and he now speaks with a
kind of muffled lisp, but he did not go back to
prison. Alex was the only member of the group
to successfully complete a probation
or parole
33. sentence during the six years I spent there.
Like hospitals, places of employment become
dangerous for people with a warrant. Soon after
Mike, age 24, was released on parole to a
halfway house, he got a job through an old
friend who managed a Taco Bell. Mike refused
to return to the halfway house in time for cur
few one night, saying he could not spend anoth
er night cooped up with a bunch of men like he
was still in jail. He slept at his girlfriend's house,
and in the morning found that he had been
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346 AMERICAN SOCIOLOGICAL REVIEW
issued a violation and would likely be sent back
to prison, pending the judge's decision. Mike
said he wasn't coming back and they were going
to have to catch him. Two parole officers arrest
ed him the next day as he was leaving the Taco
Bell. He spent a year back upstate for this vio
lation.
A man with a warrant can get arrested on the
34. job even if the police are not specifically search
ing for him. Chuck, who started working at the
local McDonald's when he was 19, was issued
a probation violation for driving a car (his driv
ing privileges had been revoked as part of his
probation sentence). Although he had a warrant,
Chuck kept working, saying that if the police
came he would simply run out the back door.
A couple of weeks later, an old employee
got into a fight with three other employees, and
the police shut down the McDonald's while they
questioned witnesses and looked for the women
who had been fighting. When the fight began,
Chuck was in the storeroom talking on the
phone with his girlfriend. He came out, he said,
and saw six police officers staring at him. At this
point he called and asked me to come and pick
up his house keys, fairly certain he would be
taken into custody. When I got there he was
driving away in the back of the police car.
The Police and the Courts
Like going to work or to hospitals, using the
police and the courts was risky. After Mike
completed a year in prison he was released on
35. parole to a halfway house. When his mother
went on vacation, he invited a man he met in
prison to her house to play video games. The
next day Mike, Chuck, and I went back and
found his mother's stereo, DVD player, and two
televisions were gone. A neighbor told us he had
seen the man taking these things out of the
house in the early morning.
Mike called the police and gave them a
description of the man. When we returned to the
block, Reggie and Steve admonished Mike
about the risks he had taken:
Reggie: And you on parole! You done got home like
a day ago! Why the fuck you calling the law for?
You lucky they ain't just grab [arrest] both of you.
Steve: Put it this way: They ain't come grab you
like you ain't violate shit, they ain't find no other
jawns [warrants] in the computer. Dude ain't pop
no fly shit [accused Mike of some crime in an
attempt to reduce his own charges], but simple
fact is you filed a statement, you know what I'm
saying, gave them niggas your government [real
name]. Now they got your mom's address in the file
36. as your last known [address], so the next time they
come looking for you they not just going to your
uncle's, they definitely going to be through there
[his mother's house].
Mike returned to the halfway house a few
days later and discovered that the guards were
conducting alcohol tests. He left before they
could test him, assuming he would test positive
and spend another year upstate for the violation.
Three days later the police found him at his
mother's house and took him into custody. He
mentioned that he thought their knowledge of
his new address must have come from the time
he reported the robbery.
Using the courts was no less dangerous.
Chuck, age 22, was working in construction. He
had been arguing with his children's mother for
some months, and she stopped allowing him to
see their two daughters, ages one-and-a-half
and six months. Chuck decided to take her to
court to file for partial custody. At the time,
Chuck was also sending $35 a month to the
city toward payment on tickets he had received
for driving without a license or registration; he
hoped to get into good standing and become
37. qualified to apply for a driver's license. The
judge said that if he did not meet his payments
on time every month, he would issue a bench
warrant for his arrest,7 and Chuck could work
off the traffic tickets he owed in county jail
(fines and fees can be deducted for every day
spent in custody).
Five months into his case for partial custody
in family court, Chuck lost his job working
construction and stopped making the $35 pay
ments to the city for the traffic tickets. He was
unable to discover whether he had been issued
a warrant. Chuck went to court for the child cus
tody case anyway the next month, and when the
children's mother said he was a drug dealer and
not fit to get partial custody of their children,
the judge ran his name in the database to see if
7 In Philadelphia, the courts can issue an arrest war
rant if a person fails to pay fines for traffic violations
or misses a court date in regard to these violations.
A person can also be imprisoned for failing to pay
moving violation fines (Philadelphia County, 33
Pa.B. Doc. No. 2745 and Pa.B. Doc. No. 03-1110).
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WANTED MEN IN A PHILADELPHIA GHETTO 347
any warrants came up. They did not. Walking
out of the courthouse, Chuck said to me and his
mother:
I wanted to run, but it was no way I was getting out
of there?it was too many cops and guards. But my
shit came back clean, so I guess if they is going to
give me a warrant for the tickets they ain't get
around to it yet.
The judge ruled in Chuck's favor, and he was
granted visitation on Sundays at a court-super
vised daycare site. These visits, Chuck said,
made him anxious: "Every time I walk in the
door I wonder, like, is it today? Are they going
to come grab me, like, right out of the daycare?
I can just see [my daughter's] face, like, 'Daddy,
where you going?'" After a month, Chuck was
allowed to go to the mother's house on the week
ends and pick up his daughters. Chuck appeared
thrilled with these visits because he could see
his children without having to interact with the
39. courts and risk being taken into custody for any
warrant that might come up.
While people on probation or parole may
make tentative use of the police and the courts,
men with warrants typically stay away. During
the first year and a half I spent on 6th Street, I
noted 24 instances in which members of the
group contacted the police when they were
injured, robbed, or threatened. These men were
either in good standing with the courts or had
no pending legal constraints. I did not observe
any person with a warrant call the police or
voluntarily make use of the courts during the six
years I spent there. Indeed, young men with
warrants seemed to see the authorities only as
a threat to their safety. This has two important
implications.
First, steering clear of the police means that
wanted men tend not to use the ordinary
resources of the law to protect themselves from
crimes perpetrated against them. This can lead
a person to become the target of those who are
looking for someone to rob.
Ned, age 43, and his long-time girlfriend
40. Jean, age 46, lived on Mike's block. Jean was a
heavy crack user, although Chuck noted, "she
can handle her drugs," meaning she was able to
maintain both a household and her addiction.
Ned was unemployed and occasionally hosted
"dollar parties" (house parties with a dollar
entrance fee and with drinks, food, and games
that all cost a dollar) for extra money and
engaged in petty fraud, such as stealing checks
out of the mail and stealing credit cards. Their
primary income came from taking in foster chil
dren.
Jason lived on Chuck's block and sold mar
ijuana with his younger brother. In January of
2003, the police stopped Jason on a dirt bike and
arrested him for receiving stolen property (they
said the bike came up stolen in California four
years earlier). Jason did not appear for court and
was issued a bench warrant.
Around this time, Ned and Jean discovered
they might be kicked out of their house because
they owed property taxes to the city. Jean called
Jason, telling him to come to the house because
she had some gossip concerning his longtime
41. love interest. According to Jason, when he
arrived on the porch steps, Jean's nephew robbed
him at gunpoint. That night, Jean acknowledged
to me that she would take this money and pay
some of their bills owed to the city. Reggie later
remarked that Jason should have known not to
go to Ned and Jean's house: as the only man on
the block with a warrant out for his arrest at the
time, he was vulnerable to violence or robbery
because he could not call the police.
Second, wanted people's inability to turn to
the police when harmed can lead young men to
use violence to protect themselves or to get
back at others. Black (1983) argues that some
crimes can be understood as people taking mat
ters into their own hands, that is, punishing peo
ple whom they consider to have committed a
crime. This kind of self-help crime is typically
carried out when the police and the courts are
unavailable (in this case, because people have
warrants out for their arrest and may be held in
custody if they contact the authorities).
One winter morning, Chuck, Mike, and I
were at a diner having breakfast to celebrate the
fact that Mike had not been taken into custody
after his court appearance earlier that morning.
Chuck's mother called to tell him that his car had
been firebombed outside her house and that
fire trucks were putting it out. According to
42. Chuck, the man who set fire to his car was
someone who had given him drugs to sell on
credit, under the arrangement that Chuck would
pay him once he had sold the drugs. Chuck had
not been able to pay because the police had
taken the money out of his pockets when they
searched him earlier that week. This was the first
car that Chuck had ever purchased legally, a
'94 Bonneville he had bought the week before
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348 AMERICAN SOCIOLOGICAL REVIEW
for $400 from a used-car lot in northeast
Philadelphia. Chuck was silent for the rest of the
meal, and as we walked to Mike's car, he said:
This shit is nutty, man. What the fuck I'm supposed
to do, go to the cops? "Urn, excuse me officer, I
think boy done blown up my whip [car]." He going
to run my name and shit, now he see I got a war
rant on me; next thing you know my Black ass
locked the fuck up, you feel me? I'm locked up
43. because a nigga firebombed my whip. What the
fuck, I'm supposed to let niggas take advantage?
Chuck and Mike discussed whether it was
better for Chuck to take matters into his own
hands or to do nothing (referred to as "letting
it ride" or "taking an L" [loss]). Doing nothing
had the benefit of not placing him in more legal
trouble, but, as they both noted, "letting it ride"
set them up to be taken advantage of by people
who understood them to be "sweet."
A few days later, Chuck drove over to 8th
Street with Mike and Steve and shot at the
young man whom he believed was responsible
for blowing up his car. Although no one was
injured, a neighbor reported the incident and the
police put out a body warrant for Chuck's arrest
for attempted murder.
Labeling theory suggests that those accord
ed a deviant status come to engage in deviance
because of being labeled as such (Becker 1963;
Lemert 1951). This phenomenon is known as
"secondary deviance" (Lemert 1951:75).
Declining to engage authorities when there may
be concrete reasons for doing so should be con
sidered in this context. Young men's hesitation
to go to the police or to make use of the courts
44. when they are wronged, because of concern
they will be arrested, means they became the tar
gets of theft and violence because it is assumed
they will not press charges. With the police out
of reach, men then resort to more violence as a
strategy to settle disputes.
Family and Friends
Like going to the hospital or using the police and
the courts, even more intimate relations?
friends, family, and romantic partners?may
pose a threat and thus have to be avoided or at
least carefully navigated. My observations of
Alex made this all too clear. When I met Alex,
age 21, he was on parole and living with his girl
friend Donna. Alex had recently gotten a job at
his father's heating and air-conditioning repair
shop. After work, he usually went to see his
friends from 6th street, and occasionally he
would stay on the block drinking and talking
until late at night.
Donna and Alex frequently argued over what
time he came home and his drunken condition.
In these fights, I observed that Donna would
threaten to call his parole officer and say that
45. Alex was in violation if Alex did not return
home at a reasonable hour. Donna also threat
ened to call the parole officer and tell him that
Alex was out past curfew or associating with
known criminals if he cheated on her, or if he
did not contribute enough of his money to the
household. Because Alex was paroled to
Donna's apartment, she could also threaten to
call the parole office and say that she no longer
wanted Alex to live with her. If this were to
happen, she explained to me, Alex would be
placed in a halfway house.
In the early morning after a party, Mike and
I drove Alex back to Donna's apartment. She
was waiting on the step for him:
Donna: Where the fuck you been at?
Alex: Don't worry about it.
Donna: You must don't want to live here no more.
Alex: Come on, Don. Stop playing.
Donna: Matter of fact I'll give you the choice
[between prison or a halfway house].
Alex: Come on, Don.
Donna: Uhn-uhn, you not staying here no more.
46. I'm about to call your P.O. now, so you better
make up your mind where you going to go.
Alex: I'm tired, man, come on, open the door.
Donna: Nigga, the next time I'm laying in the bed
by myself that's a wrap [that's the end].
Later that day, Donna called me and listed a
number of reasons why she needed to threaten
Alex:
I can't let that nigga get locked up for some dumb
shit like he gets caught for a DUI or he gets stopped
in a Johnny [a stolen car] or some shit. What the
fuck I'm supposed to do? Let that nigga roam
free? And then next thing you know he locked up
and I'm stuck here by myself with Omar talking
about "Where Daddy at?"
Donna stopped short of calling the police on
Alex and seemed to see her threats as necessary
efforts at social control. This use of the crimi
nal justice system as threat can be seen as par
allel to the way in which single mothers threaten
to turn fathers over to child-support authorities
if they do not contribute money informally
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WANTED MEN IN A PHILADELPHIA GHETTO 349
(Edin and Lein 1997). I also witnessed women
go a step further and call the police on their
boyfriends or kin to punish them or get back at
them.
Mike and Marie's relationship witnessed just
such a tension. They had a son when they were
seniors in high school and a daughter two years
later. When Mike and Marie were 22, and their
children were 1 and 3 years old, Mike began
openly seeing another woman, Tara. Mike
claimed that he and Marie had broken up and
he could do as he wished, but Marie did not
agree to this split and maintained they were
still together and that he was in fact cheating.
("He don't be telling me we not together when
he laying in the bed with me!") Mike provoked
expressions of jealousy (called "stunting") as he
began riding past Marie's block with Tara on the
back of his ATV motorbike. Marie seemed infu
riated at the insult of her children's father rid
48. ing through her block with another woman for
all of her family and neighbors to see, and she
told him that he could no longer visit their two
children. Mike and Marie spent many hours on
the phone arguing over this. Mike would plead
with her to let him see the children and she
would explain that he would have to end things
with Tara first.
Tara said she wanted to fight Marie and
almost did so one afternoon. Marie stood out
side her house, with six relatives in back of her,
waving a baseball bat and shouting, "Get your
kids, bitch. I got mine!" (Meaning that she had
more claim to Mike than Tara did because they
shared two children.) One of Tara 's girlfriends
and I held her back while she took off her ear
rings and screamed, "I got your bitch, bitch!"
and "I'm going to beat the shit out this fat bitch."
One afternoon when Mike was sitting on a
neighbor's steps, a squad car pulled up and two
police officers arrested him. He had a bench
warrant out for missing a court date. He said
later that he never even thought to run, assum
ing the police were there to pick up the men
standing next to him who had recently robbed
a convenience store. As Mike sat in the police
car, Marie talked at him through the window in
49. a loud voice:
You not just going to dog [publicly cheat on or
humiliate] me! Who the fuck he think he dealing
with? Let that nigga sit for a minute [stay in jail
for a while]. Don't let me catch that bitch up there
either [coming to visit him in jail].
Although Marie did call the cops and get
Mike taken into custody that day, she was the
first person to visit him in county jail after he
got out of quarantine and she continued to visit
him (sometimes wearing a "Free Mike" T-shirt)
throughout his year-long trial. On the day of his
sentencing, she appeared in the courtroom in
a
low-cut top with a large new tattoo of his name
on her chest.
I also observed women use the police and the
courts as a form of direct retaliation. Michelle,
age 16, lived with her aunt on 6th Street. When
Michelle started showing, she claimed that
Reggie (who was 17 at the time) was the father.
Reggie denied he had gotten her pregnant, and
when Michelle said she wanted an abortion, he
refused to help pay for it. Michelle's aunt
declared that she and her niece were cutting off
50. their relationship with Reggie and that he was
no longer welcome in their house. Michelle
threatened to have Reggie beaten up by various
young men she was involved with. Reggie typ
ically stood on the corner only two houses away
from where they lived, and this became a fre
quent verbal conflict.
Around the same time, a newcomer to the
block and to the group shot and killed a man
from 4th Street during a dice game. The slain
man's associates ("his boys") began driving up
and down 6th Street and shooting at Reggie,
Chuck, and Steve. On one of these occasions,
Reggie fired two shots back as their car sped
away; these bullets hit Michelle's house, break
ing the glass in the front windows and lodging
in the living room walls. Although the bullets
did not hit anyone, Michelle was home, and
called her aunt, who called the police. She told
them that Reggie had shot at her niece, and the
police put out a body warrant for his arrest for
attempted murder.
After five weeks, the police found Reggie
hiding in a shed and took him into custody.
Reggie's mother and his brother Chuck tried to
talk Michelle and her aunt out of showing up in
court so that the charges would be dropped and
51. Reggie could come home.8 From jail, Reggie
called his mother and me repeatedly to discuss
8
This is a fairly common thing to do. Some peo
ple get others arrested simply to extort money from
them, which they request in exchange for not show
ing up as a witness at the ensuing trial.
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350 AMERICAN SOCIOLOGICAL REVIEW
the situation. Once when we were both on the
line he said:
Reggie: The bitch [Michelle's aunt] know I was
n't shooting at them. She know we going through
it right now [are in the middle of a series of
shootouts with men from another block]. Why I'm
going to shoot at two females that live on my
block? She know I wasn't shooting at them.
Mother: What you need to do is call her up and
52. apologize [for not taking responsibility for her
niece's pregnancy].
Reggie: True, true.
Reggie did apologize and spread the word that
he was responsible for making Michelle preg
nant. Michelle and her aunt did not show up at
three consecutive court dates, and after six
months the case for attempted murder was
dropped and Reggie came home. Michelle's
aunt seemed pleased with this result:
You not just going to get my niece pregnant, then
you talking about it's not yours, you know what I'm
saying? Fuck out of here, no.... I mean, I wasn't
trying to see that nigga sit for an attempt [get con
victed of attempted murder], but he needed to sit
for a little while. He got what he needed to get. He
had some time to sit and think about his actions,
you dig me? He done got what he needed to get.
While family members, partners, or friends
of a wanted man occasionally call the police on
him to control his behavior or to punish him for
a perceived wrong, close kin or girlfriends also
53. link young men to the police because the police
compel them to do so. It is common practice for
the police to put pressure on friends, girlfriends,
and family members to provide information,
particularly when these people have their own
warrants, are serving probation or parole, or
have a pending trial. Family members and
friends who are not themselves caught up in the
justice system may be threatened with eviction
or with having their children taken away if they
do not provide information about the young
men in their lives.
Reggie, age 17, was stopped by the police for
"loitering" on the corner and allowed the police
to search him. When the police officer discov
ered three small bags of crack in the lining of
his jeans, Reggie started running. The cops lost
him in the chase, and an arrest warrant was
issued for possession of drugs with intent to dis
tribute.
Reggie told me that the police raided his
house the next night at 3:00 a.m. He left through
the back door and ran through the alley before
they could catch him. The officers came back
the next night, breaking open the front door
54. (which remains broken and unlocked to this
day), and ordered Reggie's younger brother and
his grandfather to lie facedown on the floor
with their hands on their heads while they
searched the house. An officer promised
Reggie's mother that if she gave up her son,
they would not tell Reggie she had betrayed
him. If she did not give Reggie up, he said he
would call child protective services and have her
younger son taken away because the house was
infested with roaches, covered in cat shit, and
unfit to live in.
I was present two nights later when the police
raided the house for the third time. An officer
mentioned they were lucky the family owned the
house: if it was a Section 8 building they could
be immediately evicted for endangering their
neighbors and harboring a fugitive. (Indeed, I
had seen this happen recently to two other fam
ilies.) The police found a gun upstairs that
Reggie's mother could not produce a permit
for; they cuffed her and took her to the police
station. When her youngest son and I picked her
up that afternoon, she said they told her she
would be charged for the gun unless she told
them where to find Reggie.
55. Reggie's mother begged him to turn himself
in, but Reggie refused. His grandfather, who
owned the house, told Reggie's mother that he
would no longer allow her to live there with her
kids if she continued to hide her son from the
police:
This ain't no damn carnival. I don't care who he
is, I'm not letting nobody run through this house
with the cops chasing him, breaking shit, spilling
shit, waking me up out of my sleep. I'm not with
the late night screaming and running. I open my
eyes and I see a nigga hopping over my bed try
ing to crawl out the window. Hell no ! Like I told
Reggie, if the law run up in here one more time I
be done had a stroke. Reggie is a grown-ass man
[he was 17]. He ain't hiding out in my damn house.
We going to fuck around and wind up in jail with
this shit. They keep coming they going to find
some reason to book my Black ass.
Reggie's grandfather began calling the police
56. when he saw Reggie in the house, and Reggie's
mother told him that he could no longer stay
there. For two months, Reggie lived in an aban
doned Buick LeSabre parked in a nearby alley
way. Reggie's mother said she missed her son
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WANTED MEN IN A PHILADELPHIA GHETTO 351
and felt she had betrayed him by abandoning
him, even though she had not turned him in to
the police. When the police finally took Reggie
into custody, she expressed relief:
Well, at least he don't have to look over his shoul
der anymore, always worried that the law was
going to come to the house. He was getting real
sick of sleeping in the car. It was getting cold out
side, you know, and plus Reggie is a big boy and
his neck was all cramped up [from sleeping in the
car]_And he used to come to the back like: "Ma,
make me a plate," and then he'd come back in 20
57. minutes and I'd pass him the food from out the win
dow.
Whether a man's friends, relatives, or girl
friend link him to the authorities because the
police pressure them to do so or because they
leverage his wanted status to get back at him or
punish him, he comes to see those closest to him
as potential informants. Mike and Chuck once
discussed how they stood the highest chance of
"getting booked" because of their friends and
relatives' attempts to "set them up." Mike noted:
Nine times out of ten, you getting locked up
because somebody called the cops, somebody
snitching. That's why, like, if you get a call from
your girl like, "Yo, where you at, can you come
through the block at a certain time," that's a red
flag, you feel me? That's when you start to think
like, "Okay, what do she got waiting for me?"
I observed wanted men try to reduce the
chance of their intimates informing by culti
vating secrecy and unpredictability. Chuck and
Reggie referred to this strategy as "dipping and
58. dodging" or "ducking in and out." Chuck, age
20, remarked:
The night is really, like, the best time to do what
ever you got to do. If I want to go see my mizz
[mother], see my girl, come through the block and
holla at [say hello to] my boys I can't be out in
broad day. I got to move like a shadow, you know,
duck in and out, you thought you saw me, then
bam, I'm out before you even could see what I was
wearing or where I was going.
When Steve, age 19, had a bench warrant
out for failure to appear in court, he was deter
mined, he said, never to go back to jail. He slept
in a number of houses, not staying more than a
few nights in any one place. On the phone, he
would lie to his family members, girlfriend, and
fellow block members about where he was stay
ing and where he planned to go next. If he got
a ride to where he was sleeping, he requested to
be dropped off a few blocks away, and then
waited until the car was out of sight before
walking inside. For six months, nobody on the
block seemed to know where Steve was sleep
59. ing.
Cultivating unpredictability helps wanted
men reduce the risk of friends and family
informing on them. In fact, maintaining a secret
and unpredictable routine decreases the chance
of arrest by many of the other paths discussed
previously. It is easier for the police to find a per
son through his last known address if he comes
home at around the same time to the same house
every day. Finding a person at work is easier if
he works a regular shift in the same place every
day. Cultivating secrecy and unpredictability,
then, serve as a general strategy to avoid con
finement.
BEING WANTED AS A MEANS OF
ACCOUNTING
Once a man is wanted, maintaining a stable
routine, being with his partner and family, going
to work, and using the police may link him to
the authorities and lead to his confinement. Yet
when wanted men (or social analysts) imply
that being wanted is the root cause of their
inability to lead "respectable" lives, they are
stretching: long before the rise in imprison
ment, urban ethnographers described the distrust
60. that Black people felt toward the police and
one another, and the difficulties poor Black
men faced in finding work and participating in
the lives of their families (Anderson 1999;
Cayton and Drake [1945] 1993; DuBois [1899]
1996; Duneier 1999; Edin and Lein 1997;
Liebow 1967; Newman 1999; Stack 1974).
While legal entanglements may exacerbate these
difficulties, being wanted also serves as a way
to save face and to explain inadequacies.
Liebow (1967:116) wrote that the unem
ployed men he spent time with accounted for
their failures with "the theory of manly flaws."
For example, instead of admitting that their
marriages failed because they could not support
their spouses, they explained that they were too
manly to be good husbands?they could not
stop cheating, or drinking, or staying out late.
For the young men of 6th Street, being "on the
run" takes the place of, or at least works in con
cert with, the "manly flaws" described by
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61. 352 AMERICAN SOCIOLOGICAL REVIEW
Liebow as a means to retain self respect in the
face of failure.
Mike, age 21, had a bench warrant out
because he did not show up to court for a hear
ing in a drug possession case. During this time,
he was not making what he considered to be
decent money selling drugs, and he had been
unable to pay his son's Catholic school fees for
more than a month. Parents' Day at his son's
school that year was a Thanksgiving fair, and
Mike had been talking about the day for weeks.
The night before the fair, Mike agreed to pick
up his children's mother, Marie, and go to the
school around 10:00 the next morning.
The next morning, Marie began calling
Mike's cell phone at 8:30. She called around 13
times between 8:30 and 9:30.1 asked Mike why
he did not pick up and he said that it was not safe
to go, considering the warrant. At noon, he
finally answered her call. By then the fair was
almost over and Marie had caught the bus back
and forth herself. She was yelling so loudly that
Steve, Chuck, and I could hear her voice through
the phone:
What the fuck good are you on the streets if you
can't even come to your son's fair? Why I got to
62. do everything myself?take him to school, pick
him up from school, take him to the doctor.... And
you on some "I'm falling back. I'm laying low. I
can't be up at no school. I can't do this I can't do
that." What the fuck I'm supposed to tell your
son: "Michael, Daddy can't come to the fair today
because the cops is looking for him and we don't
want him to get booked." Is that what you want me
to say?
Mike called her some names and hung up.
Before going back to sleep, he mentioned what
a "dumb-ass" she was:
Do she want me to get locked up? How I'm going
to be there for my kids if I'm locked up? She don't
be thinking, like, she don't have to look over her
shoulder, you know what I'm saying. She be for
getting I can't just do whatever I want, go wher
ever I want.
Mike seemed convinced that going to the
fair would put him at risk, and at the time I
believed this to be the reason he stayed home.
But a few months later, although he was still
63. wanted for the same bench warrant, he attend
ed a parent-teacher conference.
Alice: I thought you didn't want to go up there.
Remember Marie was mad as shit the other time
you didn't go.
Mike: I'm cool now because I just paid the school
fees. I ain't want dude to come at my neck [get
angry], like, "Where the money at? Why you ain't
pay?" I wasn't trying [didn't want] to hear that bull
shit.
From this, I gathered that Mike had not gone
to Parents' Day earlier in the year at least in part
because he had not paid the school fees and
did not want to confront the school's adminis
tration. Once he paid the bill, he proudly attend
ed the next event, a parent-teacher conference.
The warrant provided him with a way to avoid
going to Parents' Day without admitting that he
did not want to go because he could not pay the
school fees.
Warrants also serve as an important expla
nation for not having a job. Steve had a warrant
out for a few weeks when he was 21, and repeat
64. edly mentioned how he could not get work
because of this warrant:
If I had a whip [car] I'd go get me a job up King
of Prussia [a mall in a neighboring county] or
whatever. But I can't work nowhere in Philly. That's
where niggas be fucking up. You remember when
Jason was at McDonald's? He was like, "No, they
[the police] ain't going to see me, I'm working in
the back." But you can't always be back there,
like sometimes they put you at the counter, like if
somebody don't show up, you know what I mean?
How long he worked there before they [the police]
came and got him? Like a week. They was like,
"Urn, can I get a large fry and your hands on the
counter because your Black ass is booked!" And
he tried to run like shit, too, but they was outside
the jawn [the restaurant] four deep [four police offi
cers were outside] just waiting for him to try that
shit.
Although Steve now and then invoked his
65. warrant as an explanation for his unemploy
ment, the fact was that Steve did not secure a job
during the six years I knew him, including the
times when he did not have a warrant.
James, age 18, moved with his aunt to 6th
Street, and after a while became Reggie's
"young-boy." Like the other guys, he talked
about his court cases or mentioned that he had
to go see his probation officer.
Steve, Mike, Chuck, and I were sitting on
Chuck's back-porch steps one afternoon when
Reggie drove up the alley way and announced:
"Yo, the boy James he clean, dog! He ain't got
no warrant, no detainer, nothing. He don't even
got like a parking ticket in his name."
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WANTED MEN IN A PHILADELPHIA GHETTO 353
Reggie told us he had just been to James's
mother's house across town, and she had com
plained to him that James had not yet found a
66. job. James's mother informed Reggie that James
had no pending cases, no warrants or detainers
or anything "in the system that would hold him"
and so should have no problem finding employ
ment. When Reggie finished explaining this to
us, Mike continued the conversation:
Mike: What happened to that case he caught?
Damn that was a little minute ago [a while ago].
Chuck: I think he spanked that jawn [the case was
dropped].
Reggie: I wish I would get my shit [warrant] lift
ed. I'd be bam, on my J-0 [job], bam, on my A-P
[apartment], bam, go right to the bank, like, "Yeah,
motherfucker, check my shit, man. Run that shit.
My shit is clean, dog. Let me get that account." I
be done got my elbow [driver's license] and every
thing.
Reggie explained how his wanted status
blocks him from getting jobs, using banks,
obtaining a driver's license, and renting an apart
ment. Yet the things that Reggie thought a
"clean" person should do were not things that
67. Reggie himself did when he was in good stand
ing with the authorities over the course of the
years that I knew him. Nor were they things that
most of the other men on the block did. Alex,
Mike, and Chuck looked for jobs when they
did not have warrants out for their arrest, but
others, like Reggie and Steve, did not. None of
them obtained a valid driver's license during
the six years I knew them.9 Only Mike secured
his own apartment during this time, and he kept
it for only three months. To my knowledge,
none of the men established a bank account.
Being wanted serves as an excuse for
a wide
variety of unfulfilled obligations and expecta
tions. At the same time, it is perhaps only
because being wanted is in fact a constraining
condition that it works so well as a means of
9
Obtaining a driver's license requires a birth cer
tificate or passport, a Social Security card, and two
proofs of residence. Obtaining these items, in turn,
requires identification and processing fees. One must
undergo a physical exam by a doctor, pay for and pass
a written permit test, and locate an insured and reg
istered car with which to take the driving test. Because
68. men drove without proper documentation, they got
tickets, which had to be paid before they could begin
the application process.
accounting for failure. Having a warrant may not
be the reason why Steve, for example, did not
look for work, but it was a fact that police offi
cers did go to a man's place of work to arrest
him, and that some of the men experienced this
first-hand. In the context of their ongoing strug
gles, what they said amounted to reasonable
"half-truths" (Liebow 1967) that could account
for their failures, both in their own minds and
in the minds of others who had come to see their
own lives in similar terms.
DISCUSSION
The presence of the criminal justice system in
the lives of the poor cannot simply be measured
by the number of people sent to prison or the
number who return home with felony convic
tions. Systems of policing and supervision that
accompanied the rise in imprisonment have fos
tered a climate of fear and suspicion in poor
communities?a climate in which family mem
bers and friends are pressured to inform on one
69. another and young men live as suspects and
fugitives, with the daily fear of confinement.
Young men who are wanted by the police
find that activities, relations, and localities that
others rely on to maintain a decent and
respectable identity are transformed into a sys
tem that the authorities make use of to arrest and
confine them. The police and the courts become
dangerous to interact with, as does showing up
to work or going to places like hospitals. Instead
of a safe place to sleep, eat, and find acceptance
and support, mothers' homes are transformed
into a "last known address," one of the first
places the police will look for them. Close rel
atives, friends, and neighbors become potential
informants.
One strategy for coping with these risks is to
avoid dangerous places, people, and interac
tions entirely. A young man thus does not attend
the birth of his child, nor seek medical help
when he is badly beaten. He avoids the police
and the courts, even if it means using violence
when he is injured or becoming the target of oth
ers who are looking for someone to rob. A sec
70. ond strategy is to cultivate unpredictability?to
remain secretive and to "dip and dodge." To
ensure that those close to him will not inform
on him, a young man comes and goes in irreg
ular and unpredictable ways, remaining elusive
and untrusting, sleeping in different beds, and
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354 AMERICAN SOCIOLOGICAL REVIEW
deceiving those close to him about his where
abouts and plans. If a man exhausts these pos
sibilities and gets taken into custody, he may try
to avoid jail time by informing on the people he
knows.
Whatever the strategy, a man finds that as
long as he is at risk of confinement, staying
out of prison and participating in institutions like
family, work, and friendship become contra
dictory goals; doing one reduces his chance of
achieving the other. Staying out of jail becomes
aligned not with upstanding, respectable action,
but with being an even shadier character.
71. Family members and romantic partners expe
rience considerable hardship because of their
association with men who are being sought or
supervised by the state. Specifically, I found that
family members living with a relative or
boyfriend with a warrant out for his arrest are
caught between three difficult lines of action:
allowing him to stay in their homes and placing
their own safety and security in jeopardy, cast
ing him out, or betraying him by turning him in
to the police.
It is possible that issuing warrants to a large
group of young men for minor probation vio
lations or delinquencies with court fees, while
straining family life and making it difficult for
men to find and keep a job, also serves to dis
courage them from committing crime. Although
this article notes some instances of warrants
potentially encouraging crime (e.g., by keeping
men from participating in the formal labor mar
ket or by leading men with warrants to become
the target of robbers), I cannot speculate as to
the net effect of such policies on crime or vio
72. lence. The data presented here merely suggest
that current policies in Philadelphia grant a siz
able group of people?before they are convict
ed of crimes and after they have served a
sentence?an illegal or semilegal status, and
that this status makes it difficult for them to
interact with legitimate institutions without
being arrested and sent to jail.
More surprisingly, the system of low-level
warrants and court supervision has the unin
tended consequence of becoming a resource
for women and relatives who, possessing more
legal legitimacy, can use it to control their part
ners and kin. Girlfriends, neighbors, and fami
ly members threaten to call the police on young
men to "keep them in line," and occasionally
they call the police or get a man arrested as
payback for some perceived wrong. Young men
also turn their wanted status into a resource by
using it to account for shortcomings or failures
that may have occurred anyway. Because being
wanted is understood by 6th Street residents to
be deeply constraining, young men with little
income, education, or job prospects can call on
73. their wanted status to save face and to assuage
the guilt of failing as a father, romantic partner,
or employed person.
Contemporary theories of social stratification
and political sociology argue that the criminal
justice system has become a vehicle for pass
ing on disadvantage (Western 2006) and "an
instrument for the management of dispossessed
and dishonored groups" (Wacquant 2001:95).
The findings presented here confirm these
important theses, but my fieldwork also suggests
that those so managed are hardly hapless vic
tims, immobilized in webs of control. Instead,
men and women on 6th Street evade and resist
the authorities, at times calling on the state for
their own purposes, to make claims for them
selves as honorable people, and to exercise
power over one another.
CONCLUSIONS AND THEORETICAL
IMPLICATIONS
Young men on the run in Philadelphia can tell
us something about how power operates in con
temporary society. Indeed, the policing of the
modern ghetto may be usefully juxtaposed to the
influential theory of power Foucault outlines
in Discipline and Punish (for discussions of
74. Foucault 's dominant position in the sociology of
punishment see Cohen 1985; Garland 1990).
Foucault's (1979) theory of power begins
with the prison and extends to work houses,
almshouses, military barracks, cities under tight
regulation during cholera epidemics, and final
ly to modern society. He argues that popular ille
galities were widespread in early modern
society, and sovereigns made no systematic
attempts to stamp them out. Instead, sovereigns
intervened sporadically, making gruesome pub
lic examples of a small number of cases. Taking
the prison as an example, Foucault suggests
that modern punishment is organized not on
the principle of occasional fear-inspiring pub
lic brutality, but on a panoptic system of inspec
tion, surveillance, and graded rewards and
punishments. The law is enforced systemati
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WANTED MEN IN A PHILADELPHIA GHETTO 355
cally: individuals are carefully monitored and
75. examined and files are kept on them. The age
of popular illegality is replaced by the age of
rational discipline.
At first glance, the Philadelphia neighbor
hood I studied, with its video cameras on street
lamps, frequent police stops and searches, and
monitoring of residents through probation,
parole, and house arrest, seems to resemble the
panoptic fortress town Foucault envisioned in
Discipline and Punish (1979). Yet the ghetto
cannot be placed under the general umbrella of
the panopticon. A different form of power exists
there, and with different results for the people
involved.
Foucault suggests that in prisons, army
camps, and other such panoptic places, author
ities accomplish cooperation through "constant,
uninterrupted supervision" and a system of
graded punishments and rewards. People are
coaxed into compliance through careful train
ing, examining, and monitoring, through minute
attention to the movements and gestures of the
body. Eventually, subjects come to internally
monitor themselves (Garland 2001).
76. In comparison to places like prisons, monas
teries, or army camps, the monitoring and super
vision of ghetto residents is incomplete.
Enclosed spaces make near perfect surveillance
and enforcement possible: people can live
unlawfully only if they do not get caught or if
the authorities look the other way (Sykes [1958]
2007). In spaces like the 6th street neighbor
hood, however, many people break the law with
out the authorities knowing; many others are
known to be in violation but the authorities do
not have the resources or the ability (or, to be
more cynical, the desire) to locate them all and
bring them to justice. This opens up the possi
bility of people existing in the spaces between
identification, discovery, and apprehension.
Surveillance and supervision in the ghetto are
incomplete not only because people are wide
ly able to break the rules and to evade the author
ities, but also because the forms of supervision
do not strive to be all-encompassing in the first
place. Residents of the neighborhood I studied
do not find that their movements are tightly
controlled and regimented, as they would be in
a prison or convent; they do not eat, sleep, and
77. live together under the watchful gaze of one
central authority, nor is their privacy and per
sonal property permanently denied them
(Foucault 1979; Goffman 1961; Sykes [1958]
2007). Supervision around 6th street is not
based on constant observation and disciplin
ing, but on a kind of checkpoint or flashpoint
system, whereby certain people are only occa
sionally (if not randomly) monitored, searched,
observed, or dispossessed.
These occasional examinations (the urine
test during a probation meeting, the stop and
frisk on a street corner, the raid of a house, or
the running of a driver's name in the police
database to see if any warrants come up) are put
to use not?as Foucault envisioned?to dole
out a range of small punishments and rewards
in the interest of correction and training, but to
identify people who may qualify for prison and
to bring those people into the hands of the state.
This form of power?occasional, incomplete,
and for the purpose of identifying candidates for
extreme sanction?does not seem to produce
orderly subjects. Self-discipline and the inter
nalization of norms makes little sense in a con
text in which following the rules (e.g., appearing
78. in court, showing up to probation meetings, or
turning oneself in when accused) may hasten
one's removal to prison.
A final point of comparison: Foucault argues
that power based on fear (the public hangings)
was replaced in the modern era by power based
on observation, examination, and discipline. In
the 6th street neighborhood, one indeed finds
monitoring and supervision, but this monitor
ing does not put an end to fear. In fact, the lives
of residents are organized precisely around fear,
that is, the fear of being sent to jail.
Garland (1990:168) argues that a significant
failing of Discipline and Punish is that it
describes "the control potential possessed by
modern power-knowledge technologies as if it
were the reality of their present-day operation.'''
By studying the ghetto ethnographically, we
can see how the forms of power Foucault envi
sioned operating in a panopticon actually pan
out when applied to a neighborhood. People in
the modern policed ghetto do not live as tight
ly controlled and disciplined subjects. Rather,
they are living as semilegal or illegal people,
coping with the daily threat of capture and con
finement. The life of a suspect or a fugitive is
79. quite different from the life of a captive, even
though broadly speaking, the same forms of
power?observation, examination, the keeping
of files?may sustain them both.
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356 AMERICAN SOCIOLOGICAL REVIEW
One can of course argue that wanted people,
poised to perpetuate their own criminality, have
indeed internalized the norms that disciplining
powers sought to instill. In this sense, a status
group of fugitives fits nicely into Foucault's
functionalist ideas about the production of delin
quency and its political uses (Foucault
1979:272). But to argue this is, I believe, a
stretch. Fugitives are, in point of fact, resisting
the will of the authorities, and whether or not
this resistance is in the end liberatory, their
daily lives and the forms of power governing
them are clearly distinct from those of inmates
subject to panoptic power.
Rather than placing the ghetto, along with the
80. rest of society, under a "generalized panopti
cism" (Garland 1990:146), the 6th street situa
tion suggests an alternative form of power. In
cases where a state (or some other power) is in
the business of severely sanctioning a group of
people (e.g., by killing them, deporting them,
forcibly sending them to war, or placing them
in institutions like prisons, concentration camps,
or plantations) we will see one group of people
who are charged with administering the sanc
tion and another group who are receiving it. If
the sanction is confinement in a prison, work
house, or mental asylum, we may see a group
of people living as inmates or subjects as
described by Foucault's panopticon (or in the
way that Sykes [1958] (2007) described people
living in prisons or Goffman [1961] described
people living in total institutions). But we will
also see, outside of these institutions, an appa
ratus charged with identifying, catching, and
judging likely candidates, and a group of peo
ple living with the risk of sanction and trying to
avoid it, as fugitives.
Instead of thinking of residents of the mod
ern ghetto as inmates of prisons or other panop
tic places, we might compare ghetto residents
to other semilegal or illegal people who quali
fy for some sanction and who are trying to avoid
81. it: undocumented immigrants who are at risk of
being deported, Jews living in Nazi Germany
who may be sent to concentration camps, draft
dodgers or deserters from the army who may be
imprisoned or shot, escaped slaves who may
be found and sent back to the plantations, or
communists in the United States and Europe
when the party was illegal. It is with these
groups that residents of the modern ghetto may
find some common experience. It is this kind of
social situation that should be taken into account
if we are to fully grasp the effects of policies like
mass incarceration.
Alice Goffman is a PhD Candidate in the Sociology
Department at Princeton University.
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Contentsp. [339]p. 340p. 341p. 342p. 343p. 344p. 345p. 346p.
347p. 348p. 349p. 350p. 351p. 352p. 353p. 354p. 355p. 356p.
357Issue Table of ContentsAmerican Sociological Review, Vol.
74, No. 3 (Jun., 2009) pp. 339-505Front MatterOn the Run:
Wanted Men in a Philadelphia Ghetto [pp. 339-357]A
Pragmatist Theory of Social Mechanisms [pp. 358-379]Model
Uncertainty in Sociological Research: An Application to
Religion and Economic Growth [pp. 380-397]Deciding to
Discipline: Race, Choice, and Punishment at the Frontlines of
Welfare Reform [pp. 398-422]Explaining Mexican-Immigrant
Welfare Behaviors: The Importance of Employment-Related
Cultural Repertoires [pp. 423-444]Violence, Older Peers, and
the Socialization of Adolescent Boys in Disadvantaged
Neighborhoods [pp. 445-464]Family and Religious
Characteristics' Influence on Delinquency Trajectories from
Adolescence to Young Adulthood [pp. 465-483]A Natural
Experiment on Residential Change and Recidivism: Lessons
from Hurricane Katrina [pp. 484-505]Back Matter
ANRV348-SO34-09 ARI 4 June 2008 7:52
The Sociology
of Discrimination:
Racial Discrimination
in Employment, Housing,
Credit, and Consumer
Markets
90. scientific
conceptualization and measurement. This article reviews the
relevant
literature on discrimination, with an emphasis on racial
discrimination
in employment, housing, credit markets, and consumer
interactions.
We begin by defining discrimination and discussing relevant
methods
of measurement. We then provide an overview of major findings
from
studies of discrimination in each of the four domains; and,
finally, we
turn to a discussion of the individual, organizational, and
structural
mechanisms that may underlie contemporary forms of
discrimination.
This discussion seeks to orient readers to some of the key
debates in the
study of discrimination and to provide a roadmap for those
interested
in building upon this long and important line of research.
181
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FurtherANNUALREVIEWS
94. or
p
er
so
na
l
us
e
on
ly
.
ANRV348-SO34-09 ARI 4 June 2008 7:52
Persistent racial inequality in employment,
housing, and other social domains has renewed
interest in the possible role of discrimination.
Contemporary forms of discrimination, how-
ever, are often subtle and covert, posing prob-
lems for social scientific conceptualization and
measurement. This article reviews the relevant
literature on racial discrimination, providing a
roadmap for scholars who wish to build on this
rich and important tradition. The charge for
this article was a focus on racial discrimination
in employment, housing, credit markets, and
consumer interactions, but many of the argu-
ments reviewed here may also extend to other
domains (e.g., education, health care, the crimi-
95. nal justice system) and to other types of discrim-
ination (e.g., gender, age, sexual orientation).
We begin this discussion by defining discrim-
ination and discussing methods for measuring
discrimination. We then provide an overview of
major findings from studies of discrimination in
employment, housing, and credit and consumer
markets. Finally, we turn to a discussion of the
individual, organizational, and structural mech-
anisms that may underlie contemporary forms
of discrimination.
WHAT IS DISCRIMINATION?
According to its most simple definition, racial
discrimination refers to unequal treatment of
persons or groups on the basis of their race
or ethnicity. In defining racial discrimination,
many scholars and legal advocates distinguish
between differential treatment and disparate
impact, creating a two-part definition: Dif-
ferential treatment occurs when individuals
are treated unequally because of their race.
Disparate impact occurs when individuals are
treated equally according to a given set of
rules and procedures but when the latter are
constructed in ways that favor members of
one group over another (Reskin 1998, p. 32;
National Research Council 2004, pp. 39–
40). The second component of this definition
broadens its scope to include decisions and pro-
cesses that may not themselves have any explicit
racial content but that have the consequence
of producing or reinforcing racial disadvantage.
Beyond more conventional forms of individual
96. discrimination, institutional processes such as
these are important to consider in assessing how
valued opportunities are structured by race.
A key feature of any definition of discrim-
ination is its focus on behavior. Discrimina-
tion is distinct from racial prejudice (attitudes),
racial stereotypes (beliefs), and racism (ideolo-
gies) that may also be associated with racial dis-
advantage (see Quillian 2006). Discrimination
may be motivated by prejudice, stereotypes, or
racism, but the definition of discrimination does
not presume any unique underlying cause.
HOW CAN WE MEASURE
DISCRIMINATION?
More than a century of social science interest
in the question of discrimination has resulted in
numerous techniques to isolate and identify its
presence and to document its effects (National
Research Council 2004). Although no method
is without its limitations, together these tech-
niques provide a range of perspectives that can
help to inform our understanding of whether,
how, and to what degree discrimination matters
in the lives of contemporary American racial
minorities.
Perceptions of Discrimination
Numerous surveys have asked African
Americans and other racial minorities about
their experiences with discrimination in the
workplace, in their search for housing, and in
other everyday social settings (Schuman et al.