Character Analysis of Anne of The Thousand Days Essay Example for Free

Character Analysis of Anne of The Thousand Days Essay Thousand Days is a 1969 drama made by Hal Wallis Productions and distributed by Universal Pictures. Directed by Charles Jarrott and produced by Hal B. Wallis. In Anne of the Thousand Days, King Richard VIII plays the central role in the plot and progress of the play. As the king of England, Richard is the most prominent authority figure. It turns out that he is the main character and therefore the most important person in the play.Being the central character makes it easy for this character to progress the play. The main contribution to progress the play is King Richards urgent desire to have a son to take heir to his throne. This is what the entire play revolves around. There are several other contributions that he makes to move the play forward. Some of these include his infatuation with Anne Boleyn, manipulating his government to allow different women into his life, and Annes trial that leads to her eventual death. The playwright employed this character as the central story that the entire play is based upon. Being based on history, it seems to be a very interesting story about King Richard VIII and the playwright realized this. It only makes sense to make him the main character because the story is about him. This play absolutely could not have been made without the king.If I were cast into playing King Richard VIII, I would not change the central objectives of my role. Being that this play is mostly non-fiction, it does not make sense to try and alter history in a major way. In my opinion, retaining the true story as well as possible is the best way to tell a story that is heavily based on history. Bibliography Anne of the Thousand Days Tea at Trianon. 2008. 11 November 2008. http://teaattrianon.blogspot.com/2008/10/anne-of-thousand-days-1969.htmlAnne of the Thousand Days Wikipedia Encylopedia. 2008. 11 November 2008. http://en.wikipedia.org/wiki/Anne_of_the_Thousand_Days

Programs Associated With Behavior Modification Psychology Essay

Programs Associated With Behavior Modification Psychology Essay This papers intent is not to address all of the programs associated with behavior modification, But simply to establish the some of the types of behavior modification programs available to probation and parole authorities. This report covers the basics of behavior modification, the theory behind it, as well as cognitive behavior modification. It touches on the use of evidence-based practices, motivational interviewing, as well as some of the types of programs available. Such as Boot Camps, Community Correction Centers, Day Reporting Centers, substance abuse programs, and lastly it talks about the very successful HOPE program in the state of Hawaii. Understanding behavior modification begins with the understanding of what is called Learning Theory. Learning Theory generally focuses on Ivan Pavlovs classical conditioning and B.F. Skinners operant conditioning. Both theories relay on the common belief that either through a stimulus or a strategic reinforcement, learned behavior could be altered. Under the belief of classical or reflex conditioning, the desired learning outcome is achieved through the creation of a conditioned response. Pavlov was able to create a conditioned response in dogs by associating the ringing of a bell with salivation. Every time the dogs were fed, a bell was rung. Soon the dogs were conditioned to expect food when the bell rang regardless of any food being present. You have to understand that Pavlov was actually studying the digestion of dogs, when he discovered that his dogs salivated when anyone walked in with a lab coat on. What he discovered was that whenever they fed the dogs, the person was wearing a lab. Pavlov followed up with the idea of ringing a bell whenever they were going to feed the dogs, the dogs soon learned to associate the bell ringing to them getting food. Hence, reflex conditioning. Although loosely related, operant conditioning is different from classical conditioning, in that a stimulus is not given for a conditioned response. Instead, operant conditioning applies a reward or a punishment after certain behaviors are observed. B.F. Skinner believed that behaviors in an individual were the result of contact with rewards and punishments within an environment. Operand conditioning happens when an animal learns to perform particular behaviors in order to obtain a fundamentally rewarding stimulus. B.F. Skinners work was in the field of psychology. He conditioned a pigeon to raise his head above a certain point in order to receive food. To put it another way, it is when a trained dog repeatedly comes when called in order to obtain a treat or reward. The down side to this type of learning is that after a while the dog expects a treat every time he comes when called. When he no longer receives the treat, with any type of frequency, the response becomes less and less fr equent this is called operant extinction. In general, when we engage in behavior that no longer pays off, we find ourselves less inclined to behave in that way again. Putting it another way, let us say we wear a wristwatch all the time, we do not notice that we look at it often. Now if you forgot that wristwatch we still look at our wrist, to see the time, after a while of not wearing the watch we look less and less at our wrist for the time. That is operant extinction. The majority of behavior modification in parole and probation is based on the principles of operant conditioning. Therefor I will discuss operant condition more in depth. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. In other words, behavior modification uses systematic reinforcement in order to encourage the learning of a desired behavior. Operant conditioning, works whether it is through reinforcement or through punishment. Anything that increases a behavior is considered reinforcement and anything that decreases behavior is considered punishment. The promise or possibility of a reward causes an increase in behavior, but operant conditioning can also be used to decrease a behavior as well. The elimination of an unwanted behavior thru the use of a punishment is often what is used in raising children, along with the reward system or the positive reinforcement. Unfortunately, most often than not the focus of attention is o n the child thru negative reinforcement, and not the positive reinforcement. It is the idea or the potential for punishment, which may lead the child to a decrease any disruptive behaviors. Through operant conditioning the environment builds the basic repertoire with which we keep our balance, walk, play games, handle instruments and tools, talk, write, sail a boat, drive a car, or fly a plane. A change in the environment-a new car, a new friend, a new field of interest, a new job, a new location-may find us unprepared, but our behavior usually adjusts quickly as we acquire new responses and discard old. (Skinner, 1953) There are four types of operant conditioning: Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weaken behavior. (Maricopa Center for Learning and Instruction, 1999) In Positive Reinforcement, a particular behavior is strengthened by the consequence of experiencing a positive condition. For example, a hungry rat presses a bar in its cage and receives food. The food is a positive condition for the hungry rat. The rat presses the bar again, and again receives food. The rats behavior of pressing the bar is strengthened by the consequence of receiving food. In Negative Reinforcement, a particular behavior is strengthened by the consequence of stopping or avoiding a negative condition. For example, another a rat is placed in a cage and immediately receives a mild electrical shock on its feet. The shock is a negative condition for the rat. The rat presses a bar and the shock stops. The rat receives another shock, presses the bar again, and again the shock stops. The rats behavior of pressing the bar is strengthened by the consequence of stopping the shock. In Punishment, a particular behavior is weakened by the consequence of experiencing a negative condition. For example, yet another rat presses a bar in its cage and receives a mild electrical shock on its feet. The shock is a negative condition for the rat. The rat presses the bar again and again receives a shock. The rats behavior of pressing the bar is weakened by the consequence of receiving a shock. In Extinction, a particular behavior is weakened by the consequence of not experiencing a positive condition or stopping a negative condition. For example, a rat presses a bar in its cage and nothing happens. Neither a positive nor a negative condition exists for the rat. The rat presses the bar again and again nothing happens. The rats behavior of pressing the bar is weakened by the consequence of not experiencing anything positive or stopping anything negative. The mission statements of most corrections agencies emphasize two main tasks: holding offenders accountable to conditions (compliance), and encouraging positive behavior change (rehabilitation). (Walters, Clark, Gingerich, Meltzer, 2007) Methods include increasing a persons opportunities and capacity for positive actions (e.g., skills training, education, employment) or helping the person succeed at some new behavior (e.g., drug treatment). Many shifts in correctional philosophy have occurred over the years. During some periods, corrections professionals have emphasized deterrence strategies; during others, they have relied more on treatment and constructional strategies. No period has emphasized one strategy alone; the difference has been in the degree to which they relied on one or the other. (Walters, Clark, Gingerich, Meltzer, 2007) Among the range of offender programs designed to reintegrate offenders into society, those that are most common, seek to address the offenders way of thinking, their reasoning and their associated behaviors through what is termed cognitive behavioral techniques. Cognitive behaviorism is an approach that applies learning theory to mental events like thoughts and feelings. Cognitive behavior programs teach people new ways of thinking, and in so doing, help them to overcome various problems that stem from dysfunctional or bad thinking. Cognitive behavior techniques are widely viewed as offering considerable advantages over more traditional forms of intervention. Because this term is so broad it is difficult to define precisely, but it involves helping offenders to face up to the consequences of their actions, to understand their motives, and to develop new ways of controlling their behavior. (Vennard, Sugg, Hedderman, 1997) Cognitive behaviorism is not a separate psychological theory nor is it a method, it is a term given to a range of mediations or interventions derived from the following three psychological theories, Behaviorism, Cognitive theory, and Social learning theory. à ¢Ã¢â€š ¬Ã‚ ¢ Behaviorism, which stresses the role of external or environmental factors that shape an individuals actions so that, for offenders, for example, encouragement from peers and/or the lack of immediate punishment from authority figures rein forces criminal behavior à ¢Ã¢â€š ¬Ã‚ ¢ Cognitive theory is concerned with the development of a persons thought processes. It also looks at how these thought processes influence how we understand and interact with the world. à ¢Ã¢â€š ¬Ã‚ ¢ Social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Thus, it focuses on learning by observation and modeling. Cognitive behavioral modification assumes that offenders are shaped by their environment and they have failed to acquire certain cognitive skills or have learned inappropriate ways of behaving. The therapy assumes that most people can become conscious of their own thoughts and behaviors and then make positive changes to them. A persons thoughts are often the result of experience, and behavior is often influenced and prompted by these thoughts. (Clark, 2010) The Cognitive behavioral approach does not attribute the causes of criminal behavior solely to individual or psychological factors. It also takes into account the social conditions, which affect individual development, and is not in conflict with sociological explanations of criminal activity, such as those, which view such behavior as acquired from influential delinquent peer groups. (Vennard, Sugg, Hedderman, 1997) Since it is considered that such these behaviors are learned rather than inherited, offender programs that are cog nitive based are intended to teach offenders to face up to what they have done, to understand their motives and to develop new coping strategies and ways of controlling their behavior. Cognitive behavioral therapy has been found effective with juvenile and adult offenders; substance abusing and violent offenders; and probationers, prisoners and parolees. In most cognitive behavioral therapy programs, offenders improve skills, means-ends problem solving, critical reasoning, moral reasoning, cognitive style, self-control, impulse management and self-efficacy. (Clark, 2010) Evidence-based practice (EBP) highlights the important role that agents have in offender outcome. For a treatment or program to be called evidence based, its effectiveness must be substantiated by a measurable outcome (e.g., decreased recidivism, increased public safety). In the past, rehabilitation was primarily the domain of mental health professionals, but EBP emphasizes that frontline staff, such as probation and parole officers, also have the opportunity to influence the change process. (Walters, Clark, Gingerich, Meltzer, 2007) Chronic behaviors are not resolved with some fixed amount or duration of treatment. As with substance abuse and mental health treatment, for example, an interim goal is to engage and retain the offender in treatment at an appropriate level of care and monitoring until the offender can successfully manage his or her own care and behavior. For many chronic offenders continuing care spans the period of at least six to nine months of intensive treatment fol lowed by a period of often longer aftercare. (Warren, 2007) The six principles of an effective EBP are: 1. The Risk Principle- The risk principle of effective intervention refers to the risk or probability that an offender will reoffend. It also identifies the risk level of those offenders who are the most appropriate targets of recidivism. Risk in this context does not refer to the seriousness of the crime or the likelihood that an offender will incur technical violations, but to the likelihood that the offender will commit another crime. 2. The Need Principle- Offenders typically have many needs, only some of which are associated with the risk of criminal behavior. The need principle of EBP identifies the most appropriate needs of offenders to target. Effective programs must target their criminogenic needs, i.e., those values, attitudes, or behaviors of the offender that are most closely associated with the likelihood of committing crime. The criminogenic needs most predictive of the likelihood of criminal behavior are: Low self-control, i.e., impulsive behavior Anti-social personality, i.e., callousness, lack of empathy Anti-social values, i.e., disassociation from the law-abiding community Criminal peers Substance abuse Dysfunctional family 3. Use of Risk/Needs Assessment Instruments-Determination of the degree of risk of reoffending that an offender presents, and of the offenders criminogenic needs, requires a careful assessment of relevant information about each offender. Often, determinations of risk are based solely on the nature of the offense committed and prior criminal history. Although both of these factors are legitimate risk factors, especially prior criminal history, they are not a sufficient basis for an accurate assessment. Offender characteristics are usually more predictive of whether an individual is likely to commit a future crime than offense characteristics. 4. The Treatment and Responsivity Principles- The treatment principle of EBP combines the research findings that cognitive-behavioral programs rooted in social-learning theory are the most effective in reducing recidivism. A clear set of consequences, both positive and negative, is helpful to people in developing their sense of self-control, of responsibility for their own behaviors. Related research on human behavior indicates that people respond better, and maintain learned behaviors longer, when approached with carrots rather than sticks, rewards rather than punishments. 5. Motivation and Trust- Motivation to change on the part of the offender is an important starting place for behavioral change. Behavior change will only take place if the offender chooses to do so. Effective treatment professionals and probation officers are therefore often trained in à ¢Ã¢â€š ¬Ã¢â‚¬ ¢motivational interviewingà ¢Ã¢â€š ¬- (MI), a set of interpersonally sensitive communications techniques that effectively enhance intrinsic motivation for behavioral change by helping clients explore and resolve their ambivalence in a positive way. 6. Integration of Treatment and Community-Based Sanctions- Effectively utilize rehabilitation and treatment programs to reduce offender recidivism and promote public safety. Research clearly demonstrates that in the absence of treatment, neither punishment, nor incarceration, nor any other criminal sanction reduces recidivism, beyond the period of confinement, restraint, or surveillance. In fact, punishment and sanctions increase the likelihood of recidivism slightly, even when controlling for respective offender risk levels. Community-corrections programs based on EBP are not an alternative to appropriate punishment; they can often be combined with appropriate punishment. (Warren, 2007) Motivational interviewing grew out of the substance abuse and addiction treatment fields in the 1980s. At that time, research began to show that the widely accepted confrontational approaches to dealing with addicts simply were not successful. (Walters, Clark, Gingerich, Meltzer, 2007) Instead of confrontation, MI is a collaboration or partnership that is formed between the therapist and the person with the addiction, based on the addicts point of view and their experiences. This view of MI differences with earlier views on interventions. Previously, the idea was to confront the person with the addiction, and impose societys point of view about the persons addictive behavior. Today, this collaboration or partnership has the effect of building a rapport between the counselor and the person with the addiction, and allows the person with the addiction to develop trust towards the counselor, which was difficult in a confrontational atmosphere of the past. This does not mean that the cou nselor automatically agrees with the person with the addiction. Although the person with the addiction and their counselor may see things differently, the therapeutic process is focused on mutual understanding, not the counselor being right and the person with the addiction being wrong. A person is more likely to follow through with behavior he believes he has freely chosen and believes he can accomplish. MI is a person-centered method of fostering change by helping a person explore and resolve ambivalence. Rather than using external pressure, MI looks for ways to access internal motivation for change. It borrows from client-centered counseling in its emphasis on empathy, optimism, and respect for client choice. MI also draws from self-perception theory, which says that a person becomes more or less committed to an action based on the verbal stance he or she takes. Thus, an offender who talks about the benefits of change is more likely to make that change, whereas an offender who argues and defends the status quo is more likely to continue his present behavior. (Walters, Clark, Gingerich, Meltzer, 2007) Although MI suggests some tangible strategies, it is better thought of as a style of interaction that follows these basic principles: Express empathy. Empathy is about good rapport and a positive working environment. It is an attempt to understand the offenders mindset, even though the agent may not agree with the offenders point of view. Empathy also involves an effort to draw out concerns and reasons for change from the offender, instead of relying on the agents (or courts/boards) agenda as the sole persuasion strategy. Roll with resistance. Rolling with resistance means finding other ways to respond when the offender challenges the need for change. It is normal to have mixed feelings when thinking about change. Therefore, the agent does not argue with the offender. Develop discrepancy. Discrepancy is the feeling that ones current behavior is out of line with ones goals or values. Rather than telling the offender why he should change, the agent asks questions and makes statements to help the offender identify his own reasons for change. Support self-efficacy. A person is more likely to follow through with behavior that they believe they have freely chosen and believes they can accomplish. Therefore, the agent remains optimistic, reminds the offender of personal strengths and past successes, and affirms all efforts toward change. (Walters, Clark, Gingerich, Meltzer, 2007) The success of motivational interviewing is based on the belief that an offender that who talks about the benefits of change is more likely to make that change, whereas an offender who argues and defends the status quo is more likely to continue his present behavior. Shock Incarceration programs, popularly known as boot camps, are one of the most publicized intermediate sanction programs. Since the 1980s society has looked for ways to reduce the cost of housing offenders. The office of Juvenile Justice and Delinquency Prevention (OJJDP) thought they had the answer for teen offenders with juvenile boot camps. By 1996, 48 camps were in operation in several states. Congress had authorized $24.5 million for the states to open boot camps. By 1995, 52 juvenile boot camps were in operation housing an estimated 4,500 juveniles. (Office of Juvenile Justice and Delinquency Prevention) These boot camps have five main purposes: Deterrence Incapacitation Rehabilitation Punishment Cost control. Programs vary in size, duration, location, control of entry, the level of post-program supervision and in the level of training, education, or treatment programming provided. All are relatively brief (most are three to four months) and are designed for offenders who have not yet served time in a state prison. The programs draw on the model of a military style of boot camp. They stress strict discipline, obedience, regimentation, drill and ceremony, and physical conditioning, sometimes including manual labor. Shock programs participants are expected to learn self-discipline, teamwork and develop improved self-respect. Program participants are housed separately from the general prison population, although in some programs they are within sight and earshot of general population inmates. Often times these programs also incorporate drug and alcohol counseling, GED requirements, and anger management programs, social skill building, etc. Community corrections center are non-prison sanctions that are imposed on convicted adults or adjudicated juveniles by a court instead of a prison sentence or by a parole board following release from prison. Community corrections programs are usually operated by probation and parole agencies and the programs can include general community supervision as well as day reporting centers, halfway houses and other residential facilities, work release, and other community programs. The centers ease the transition for parolees and inmates who are nearing release. The centers provide a structured environment and a variety of supportive services, including counseling, employment assistance and drug and alcohol treatment. Community-based residential settings offering structure, supervision, surveillance, drug/alcohol treatment, educational and vocational programs, employment counseling, socialization and life skills programs, and community work transition, and/or forms of treatment and programs. Housing stability has long been related to success for persons who are on probation and parole. Experts have debated whether homelessness contributes to arrests and vice versa, but most agree that procuring offenders housing decreases recidivism and increases offender compliance. Housing stability has been related to preventing relapse for persons with a substance abuse history. Reentry projects that have helped create housing options for offenders are finding that obtaining housing is related to employment, sobriety and other individual assets. The ability of individuals to obtain housing, sobriety and employment builds personal resiliency and community assets. (Shilton Vail, 2005) Common reentry services include: à ¢Ã¢â€š ¬Ã‚ ¢Housing à ¢Ã¢â€š ¬Ã‚ ¢Education à ¢Ã¢â€š ¬Ã‚ ¢Employment assistance à ¢Ã¢â€š ¬Ã‚ ¢Peer mentoring or case management à ¢Ã¢â€š ¬Ã‚ ¢Physical and mental health services à ¢Ã¢â€š ¬Ã‚ ¢Family reunification Over the last two decades, states have turned to community corrections programs to manage more offenders in the community in an effort to reduce prison and jail populations, reduce recidivism, and reduce costs within the criminal justice system. One type of community corrections program known as a day reporting center (DRC) has gained popularity as an alternative to incarceration as evidenced by the rapid increase in the number of programs operating nationwide. DRCs bring groups of parolees together from throughout a municipality or larger geographic area for supervision, services, and programming, and requires them to spend significant amounts of time together on a daily basis. (Boyle, Ragusa, Lanterman, Marcus, 2011) DRCs are non-residential facilities that offer offenders rehabilitative programming and daily supervision. Offenders assigned to DRCs generally report to the facility during daytime hours and return home at night when programming is complete. Typical DRCs can save age ncies on average of about $1,000 per offender, compared to the cost of incarceration. (Jones Lacey, 1999) To aid in reentry and reintegration, treatment programming available to offenders can include educational and/or vocational training, job placement services, drug abuse education and treatment, and life-skills training, among others. DRC programs offer an array of services designed to increase the success of the parolees reintegration into the community and parole adjustment. The services include, but are not limited to: à ¢Ã¢â€š ¬Ã‚ ¢Transitional/sober living environments (housing shall not exceed 6 months and is provided to ten-percent of the parolees served) à ¢Ã¢â€š ¬Ã‚ ¢Individual and group counseling à ¢Ã¢â€š ¬Ã‚ ¢Random breathalyzer and urinalysis testing à ¢Ã¢â€š ¬Ã‚ ¢Substance abuse education à ¢Ã¢â€š ¬Ã‚ ¢Anger management à ¢Ã¢â€š ¬Ã‚ ¢Domestic violence prevention and awareness à ¢Ã¢â€š ¬Ã‚ ¢Educational/GED preparation à ¢Ã¢â€š ¬Ã‚ ¢Job readiness and job search assistance à ¢Ã¢â€š ¬Ã‚ ¢Cognitive and life skills development à ¢Ã¢â€š ¬Ã‚ ¢Budgeting and money management à ¢Ã¢â€š ¬Ã‚ ¢Aftercare Commonly as a condition of probation or parole, offenders are required to participate in community-based substance abuse treatment programs. The most common substances of abuse reported by probation or parole admissions were alcohol, marijuana, and methamphetamines; more than one half reported more than one substance of abuse at admission. (Substance Abuse and Mental Health Services Administration , 2011) According to recent reports, 60 to 80 percent of prison and jail inmates, parolees, probationers, and arrestees were under the influence of drugs or alcohol during the commission of their offense, committed the offense to support a drug addiction, were charged with a drug- or alcohol-related crime, or are regular substance users. (Marlowe, 2003) Residential or In-Patient Programs usually require a commitment of at least 30 days and typically include room and board. Through intensive counseling and group interactions, addicts/alcoholics learn how to regain control of their lives using key recovery tools. Often, clients who have attempted outpatient treatment programs but have ultimately relapsed back into drug and alcohol use, or have found outpatient programs difficult to complete, achieve success in a residential program. Clients who require detoxification services due to concerns about withdrawal also benefit from residential programs, as detox services are often included as a part of a residential treatment program. The most effective programs regularly monitor clients substance use through random breathalyzer tests and urinalyses. Drug-free test results are met with rewards, such as reduced monitoring requirements, reduced criminal sanctions, or goods and services that support a productive lifestyle. Drug-positive results, on the other hand, are met with such sanctions as loss of privileges, increased counseling requirements, or a brief return to detention. Most drug and alcohol programs follow the 12 steps of Alcoholics Anonymous. Drug Courts are a court supervised, treatment oriented program that targets non-violent participants whose major problems stem from substance abuse. The Drug Court Program is a voluntary program, which includes regular court appearances before the Drug Court Judge. Treatment includes drug testing, individual and group counseling, and regular attendance at 12-Step meetings. The probation officer and the treatment team may also assist with obtaining education and skills assessments and will provide referrals for vocational training, education, and/or job placement services. The program length, is usually determined by the participants progress, however should be no less than one year. Successful completion and graduation from the Drug Court Program may result in having probation terminated early. Hawaiis Opportunity Probation with Enforcement (HOPE), launched in 2004, by First Circuit Judge Steven Alm, is an experimental probation program that emphasizes the delivery of swift and certain punishment when a probationer violates conditions of probation. The HOPE program has seen remarkable success, and has gained the attention of several states, as a possible cost saving alternative in their states. The HOPE program has a strong theoretical basis. That swiftness and certainty outperform severity in the management of offending is a concept that dates back to 1764 to Cesar Beccarias, On Crimes and Punishment. The formula H.O.P.E. follows for controlling hard-drug use in the criminally active population is simple: (Hawkin, H.O.P.E. for Reform, 2007) Weekly randomized testing (or twice weekly scheduled testing), to eliminate any safe window for undetected drug use. Fixed sanctions on a set schedule: As little as two days in jail is adequate, so long as enforcement is reliable, with sentence length increasing gradually for successive violations. A formal warning to the probationer in open court, putting him on notice that violations have consequences. As short a time as possible between violations and sanctions. (For offenders with paycheck jobs, the first sanction could be deferred to the following weekend.) Quick service of bench warrants on those who abscond. Treatment services for those who prove unable to comply on their own. Under HOPE, probationers are given a color code at the warning hearing. Every morning, they must call a hot line to hear which color has been selected for that day. If it is their color, they must appear at the probation office before 2 p.m. for a drug test. If a HOPE probationer fails to appear for the drug test, a bench warrant is issued and served immediately. A probationer who fails the random drug test is immediately arrested and within 72 hours is brought before a judge. If the probationer is found to have violated the terms of probation, he or she is immediately sentenced to a short jail stay. Typically, the term is several days, servable on the weekend if the probationer is employed; sentences increase for successive violations. Violating terms of probation sends a consistent message to probationers about personal responsibility and accountability. (Hawkin Kleiman, 2009) HOPE has proven itself to be effective. While the program isnt perfect, its offenders have had a better track record than those in regular probation. NIJ-funded researchers evaluated HOPE to determine if it worked and results were positive. (Hawkin Kleiman, Managing Drug Involved Probationers with Swift and Certain Sanctions: Evaluating Hawaiis HOPE, 2009) Compared to probationers in a control group, after one year the HOPE probationers were: à ¢Ã¢â€š ¬Ã‚ ¢Fifty-five percent less likely to be arrested for a new crime. à ¢Ã¢â€š ¬Ã‚ ¢Seventy-two percent less likely to use drugs. à ¢Ã¢â€š ¬Ã‚ ¢Sixty-one percent less likely to skip appointments with their supervisory officer. à ¢Ã¢â€š ¬Ã‚ ¢Fifty-three percent less likely to have their probation revoked. In Conclusion, this report only touches on the basics of Behavior modifications in use in probation and parole today. There is much more to the concept of behavior modification than meets the eye. While the success of behavior modification is not a new concept. In

Comparison of Film Remakes: Poltergeist

Comparison of Film Remakes: Poltergeist INTRODUCTION In this essay Im going to compare two movies; original and its remake and focus on how visual effects were made for each movie. Firstly Im going to write about the original movie and then about its remake and how it has developed opposite the original. Im going to introduce the movie Poltergeist, its story and using my resources write about some of the most significant visual effects for the movie and how filmmakers achieved specific effects in that time using different techniques. Poltergeist is telling us a classic story about a family who came to a new house haunted by evil forces. Everything starts with the youngest daughter who senses ghosts calling her to help them. When she is taken by them to the other side, the family must come together to rescue her before she disappears forever. Poltergeist would prove to be one of the best horror movies of the 80s, thanks to its terrifying effects and creative storyline. The original moviewas awarded the BAFTA Award for Best Special Visual Effects and was nominated for the Academy Award for Best Visual Effects. Poltergeist (1982) / The Original Director: Tobe Hooper Industrial Light and Magic (ILM) VFX Supervisor: Richard Edlund Visual effects, if they are done well, are not obvious. The older effects may look lame and unsophisticated for first time viewers by todays standards. However, Poltergeist shows us that even using almost only practical effects created by hand can be very effective and breathtaking. The original Poltergeist scared a generation with its practical horror effects designed to disturb. These effects became legendary and inspired many filmmakers. It all began with a description in the script for Steven Spielbergs film Poltergeist: à ¢Ã¢â€š ¬Ã‚ ¦and the house implodes. It is referring to a one of the most significant scene in the movie in which the house of the Freeling family becomes so possessed by spirits of the dead that it is destroyed by implosion it collapses upon itself and disappears. ILM was asked by Spielberg to create this effect and VFX supervisor Richard Edlund accepted this challenge. While the actors shot their parts on a blue screen set, ILM went through months of testing and development to achieve Spielbergs effect. They crafted a detailed model of the house out of balsa wood and corn flakes by a hand. The house had to break up into pieces and shrink into its center. It had to actually implode. Using vacuum system they finally achieved desired effect by threading thick steel cables through the model and funnel attached to a high powered vacuum. Whole scene was shot with a high-speed camera and done in one take. One of the most memorable set pieces involved Robbie (Oliver Robins) being pulled from his bed by an evil tree through his window. The tree they used was an entire mechanical tree that actually grab the kid. However, the scene was shot in reverse and despite of this the footage looked better this way. It gives the tree personality. Another significant and interesting shot was paranormal investigator Marty ripping his own melting face off. The VFX crew built a bust of the actor so there was no need to put special makeup on him. Spielberg was asked to rip the face flesh to bits because the production had only one bust to rip apart so the hands belong to Spielberg. Some of the scenes were huge to create. Building up set on a huge revolving gimbal is one of them. Scene where Carol Anne (Heather ORourke) is being dragged into closet is actually whole set turned 360 degrees so all the stuff just fell into closet. The key was attaching a static camera onto a rotating set. The same technique was used when esophagus is trying to devour the family. For this scene Spielberg wanted a full size enormous esophagus to engulf a bedroom. However, it was a model created by a hand, then filmed separately and then combined to the set. The scene is a masterpiece of optical compositing, as the miniature looks as it is actually part of the live-action set. One of the biggest parts of the movie was lightening. In Poltergeist lightening was the key to create a mysterious atmosphere. We can see a lot of special lightening effects such as blasting light. Very useful effect was achieved using tanks of water with fishes where they put a big reflector behind the tank so they could achieve the effect of optical flares coming out of the closet. Poltergeist (2015) / The Remake Director: Gil Kenan Shade VFX Supervisor: Bryan Godwin Soho VFX Supervisor: Keith Sellers In the early 1980s, there were no major computer generated visual effects but thats probably to this films advantage. Early CGI often looks dated. Having said that, the practical effects crafted by hand and shot with camera tricks in the original Poltergeist really do hold up for the most part. The remake has almost only CG effects. It also introduces a couple of innovative concepts like sending a drone with a camera into the other side. There was just too great of an opportunity to put a camera through to the other side and see what it looks like over there, Kenan said. I just couldnt resist. Most of the story remains the original but some of Kenans effects are not based on the original. For instance, the most significant effect the house implosion from the original Poltergeist doesnt take the place in the remake. They probably wanted to keep it more realistic so it ends only with the house falling apart without implosion. It is obvious that Kenan was trying to follow the melting face scene from the original regarding to a shot where we can see Erik (Sam Rockwell) in the kitchen seeing his face flowing black fluid. However, there is no melting face effect at all. I think he was only trying to keep the concept of someones face changing. On the other hand he created something that we couldnt see in the original movie Kenan decided to include the other side where Madison (Kennedi Clements) was being kept by ghosts. There we can see ghosts in another way than in the original. Using todays technique they decided to create more deadly-looking creatures than ordinary transparent ghosts. The movie takes us deep into the other side. The scene where Madison and her brother Griffin (Kyle Catlett) are talking inside the other side is visually very dramatic and dark. VFX artists created 3D models of ghosts as well as the environment of the other side so it was all CGI. For the dramatic closing sequence of the gate of the other side artists form Milk studio created four shots of the evil spirit creatures working with Framestore. Conclusion I admire the work on the house implosion effect. The technique used to create this kind of effect is creative and also very impressive. I admire the work of modelers who created the model to the detail so it looks exactly like the house in the movie and it is hardly noticeable. Another very impressive creation is perfectly done glass matte painting of graveyard in the original Poltergeist where Steve (Craig T. Nelson) and Teague (James Karen) are standing next to while talking at the hill. I would use very precise digital painting technique combined with 3D models to achieve this effect. Of course, using todays advanced equipment it could be also done as a whole 3D environment combined with a real footage. My personal favorite is the melting face scene in the original movie. However, actors face suddenly changes into a bust and we can see it is not his face anymore. I would use different materials such as latex or silicone and make up technique on the actors face to make it more natural and avoid unwanted effect. The scene from the other side from the remade Poltergeist is very well done in my opinion. I like that the whole scene is based on the slow motion with lightening effect creating very mysterious feeling while camera is going through. In my opinion the original Poltergeist keeps its originality and horror feeling. Poltergeist has become one of the movies we will never forget. It take us to the world of classical effects and keeps us thinking how they achieved that. However, CGI opens the door to many opportunities today. The remake on the other hand is showing us how world of visual effects has developed. Some of the CGI effects in the remake are easily noticeable yet it still keeps its mysterious atmosphere during whole movie. Nowadays, filmmakers dont have to use almost any practical effect but sometimes the result may not be as desired. Bibliography FilmArchivesNYC. (2013). Poltergeist Behind the Scenes Footage (stock footage / archival footage). [image] youtube. Available at: https://www.youtube.com/watch?v=wzQuTcvYqCw/ [Accessed 1 Jan. 2017]. fxguide. (2011). the vfx show #132: Poltergeist. [online] fxguide. Available at: https://www.fxguide.com/thevfxshow/the-vfx-show-132-poltergeist/ [Accessed 1 Jan. 2017]. Woerner, M. (2013). 13 things you didnt know about Poltergeist. [online] io9. Available at: http://io9.gizmodo.com/13-things-you-didnt-know-about-poltergeist-1454934341/ [Accessed 1 Jan. 2017]. Brown, C. (2006). Poltergeist (1982 film) [online] wikipedia. Available at: https://en.wikipedia.org/wiki/Poltergeist_(1982_film)/   [Accessed 4 Jan. 2017]. ILM studio. Poltergeist. [online] ilm. Available at: http://www.ilm.com/vfx/poltergeist-2/ [Accessed 4 Jan. 2017]. BUF. (2016). POLTERGEIST | Visual Effects Making Of [image] vimeo. Available at:   https://vimeo.com/181774567/   [Accessed 4 Jan. 2017]. Milk. (2015). Poltergeist Feature Film, 2015 [online] milk-vfx. Available at: http://www.milk-vfx.com/project/poltergeist/ [Accessed 4 Jan. 2017]. Porter, S. (2015). Look Away! Practical Horror Effects in Classic Films. [online] premiumbeat. Available at: https://www.premiumbeat.com/blog/look-away-practical-horror-effects-in-classic-films/   [Accessed 4 Jan. 2017]. Polowy, K. (2015). Poltergeist Director Gil Kenan Couldnt Resist Showing Us The Other Side This Time. [online] yahoo. Available at:   https://www.yahoo.com/movies/poltergeist-remake-behind-tv-screen-director-119617731497.html/ [Accessed 10 Jan. 2017]. Lowe, J. (2015). Poltergeist Film Review: A Solid Remake. [online] yahoo. Available at:   https://www.yahoo.com/movies/poltergeist-film-review-a-solid-remake-119372053762.html/   [Accessed 12 Jan. 2017].

His Spirit is Soaring Free :: Personal Narrative, Personal Essay

The cold, steel bars of the headboard pressed painfully into my back, and I could no longer feel my legs. Yet I sat motionless, his head heavy on my collarbone, afraid the slightest movement would disturb him. I softly kissed the thin wisps of hair on top of his head as I cradled his frail, emaciated body. Every day spent with him was precious; he would soon be gone. In those silent pre-dawn hours, the harsh lighting and sterile hospital smell faded away as my mind wandered unrestrained, exploring unknown areas and probing into ideas which challenged my Southern upbringing, and returned with new knowledge which was to forever change my life. "Woo," as everyone knew him, loved God, family and the outdoors. He was always daring, climbing to the highest branches of any tree. When he was five years old, he grabbed the manes of our untamed horses to hoist himself onto their backs for wild, frenzied rides. At the age of nine he began a love affair which was to last his entire life—he earned to hunt. His truck roaring into the driveway invariably disrupted the entire household. The children jockeyed for position as they ran to the door laughing and screaming. They knew he would have Tootsie Rolls and Hershey Kisses in his pockets. As soon as his tall, lanky frame filled the doorway, strawberry blonde ringlets bouncing past his shoulders, they wrapped their little arms around his legs, forcing him to drag them into the room with him. He was always willing to play their favorite games, no matter how tired he was. One wanted to wrestle; his long, tapered fingers would dance across the child's ribs eliciting delighted squeals. Another wanted to play "Chin Music." Woo's beard tickled as he blew "raspberries" on their cheeks and necks. Many mornings at daybreak he stopped by for a cup of coffee and quiet conversation. He gestured animatedly when he talked; sparkling azure eyes belied the seriousness of any situation. Hung across his shoulder was the tattered, brown hunting pouch he refused to part with, his curls escaping the orange knit cap he always wore hunting. On those mornings he smelled of crisp, cold air and wild game. The morphine cocktails he was given on demand had stilled his work-callused hands and dulled his eyes.

Performance Management Reality Check Essay -- Business, Goals, Functi

How many of the 14 characteristics of an ideal system are present in the system you are evaluating? The Women's Resource Center at Southern Oregon University is currently using a performance management system that I believe has present all 14 characteristics. As a small organization doing work that is at many levels personal, our performance management system is one of the most highly held processes of our jobs. Our work at the Women's Resource Center calls for us to express ourselves, voice our opinions and beliefs, stand up and fight for change, and engage in our work emotionally. Due to the level at which we hold our jobs close to our hearts, evaluating our performance and gaining feedback on the work we are doing is extremely important not only for our management but also for the employees. Our individual goals must be aligned with organizational goals. As the goal of our work is to improve the lives of women and girls, our organization would not function if individual goals were anything other than that exactly. Our work is deeply rooted in the passion and motivation of the employees and volunteers involved regarding this goal. We are working as activists who are seeking and creating change and see no limits to the differences we can make personally in our community, region, and even globally. (Aguinis, 2009) The system is thorough as each employee is evaluated every school term and all major job responsibilities are included in the evaluation. There are three steps to the system. The first step is a self evaluation form that is filled out by the employee and acts as a tool for self-reflection. The second step is an informal evaluation with the staff manager. The final step is the formal evaluation with the coordinat... ... bad idea to have a process laid out. For our system to become more ideal we should develop a rating system that minimizes subjective aspects and does not rely so heavily of human judgement. We should also develop an appeals process that is formal in which employee that feel an error has been made may be able to challenge unjust decisions and correct errors. (Aguinis, 2009) I believe that the managers and the coordinator should work together to develop the appeals process and then bring the process to the staff to gather opinions, and feedback. I believe that the coordinator knows best how the process would be more efficient and effective but I would also want to hear from the staff to make sure the process makes sense and is accessible from their perspective. This is a process that really needs to work on both ends of the organization for it to be effective.

A theology or philosophy of education

Education is an essential part of our lives. Without education we fail to understand the greater meanings of life. True education does not only contain achievement of academic degrees.It involves learning the meaning of life and the greater virtues of life and unless we understand the virtues and the philosophies of life we will not be in a position to intake the academic knowledge fully. In order to get proper education it is necessary that we get a true mentor who will strive to imbibe the philosophies of life into our minds.A mentor is able to impart academic knowledge only when he or she prepares the mind of students philosophically and morally. Moreover a mentor or an instructor should always walk in the path of virtue. Getting deviated from the path makes him unfit for teaching a bunch of young men.This paper aims to look at the various theories of life and the value of virtues in life and hence tries to relate it with teaching. It tries to focus on the fact that a mentor shoul d believe and follow some theories while he or she is instructing the students.The paper also has tried to tell how the teachers should help their students to understand the meaning of their lives and also guide them in the true path of religion. The main aim of the paper remains in pointing out the role which an educator should play in order to bring about over all human development so that the society is able to get more number of sensible citizens who will adhere to the path of righteousness.There are actually many theories and many views of virtue which can be incorporated by an educator while imparting knowledge to the students. For instance The Divine Command Theory states that morality is associated with God’s commands. Divine Command Theory focuses that anything not approved by God is immoral. Therefore it actually tries to say that we must all carry out acts those are approved by the God. For example torture is an act not approved by the God hence we can say that tor ture is an immoral act.The theory is of prime importance because it gives us a reason as to why we need to be moral in our lives. An important thing which we tend to believe from the theory is that only the persons who are morally upright secure happiness in their lives. Hence we can say that with the help of the Divine Command Theory we get directed towards the path of morality. (Austin, 2006).As an instructor or a mentor we can take cue from this theory and try to imbibe the virtue of morality into their minds. We can use it by making our students understand that the ultimate aim of our lives should be morality.Unless we lead a moral life we will not be in a position to achieve happiness. It should be our attempt as a facilitator to make the students realize that unless they adhere to the path of morality they will not be able to get the blessings of the Almighty and in turn will not be able to get success in their lives. Incorporating of this theory into the teaching curriculum i s important because unless the students are moral by nature they will not be able to take in the academic lessons properly. They will also not be able to use the lessons learnt in their future lives unless they have a moral foundation in them.The theory of virtue ethics is in close association with the Christian philosophy of ethics. The virtue theory is teleological in nature that is true human nature involved in true human good. The virtue ethics is of tripartite structure. It contains firstly human-nature-as-it-exists.Secondly it consists of human-nature-as-it-could-be. And the third element consists of all those habits, desires, perceptions which will transport human from one stage to the other stage. The virtue ethics focuses on the fact that there are certain habits and desires in human beings which prevent our journey towards a true human nature.Thus it is clear that in order to achieve the true good of our lives we may have to renounce certain habits of our lives. The theory deals with the journey from the stage of who we are to what we could be. It goes on to say that human nature is worth only when it is a good human nature and in order to become a good human nature it is absolutely necessary that we carry out functions which are true in nature and which adds to the true well being of humans.Therefore according to this theory we are permitted to carry out only those acts which contribute to the well being of the people and at the same time keep away from those which are not considered as true acts.(Kotva, 1997). Thus we can say that even the theory of virtue ethics can be incorporated within our teaching curriculum.That is we can make the students understand that the ultimate goal of life is well being and well being is only possible when we carry out true acts. True acts in the sense those acts which are virtuous in nature. We should also encourage the students to give up all those acts which are not true acts that are all those acts which do not co ntribute to the well being of man. In this way we can direct the students towards proper acts and keep them away from all ill acts.It is necessary to guide the students in such a direction because unless they carry out acts which are true by nature they will be unable to use their academic learning’s in proper channels. Instead they may use all their academic learning’s for accomplishing acts which are not proper. Hence it is very necessary to develop a moral guard in them right from their tender years so that they do not even get the desire to undertake an act which is improper.According to John Stuart Mill utilitarianism is basically the measure of human action based on the consequence received by that action. He was of the opinion that any human action which produces happiness among the human beings is a morally correct one. On the other hand an action which fails to generate human happiness is termed as morally wrong. Therefore according to Mill all human actions s hould be directed towards generating human happiness.Rather it should be the goal of all human beings to bring in happiness to others and not to one self.(West). Taking cue from the theory of J.S. Mill we can go further to say that the essence of utilitarianism is to maximize social welfare. We can take the happiness of others in a collective form and refer to it as the common good of the society.Thus according to the theory we can say that our ultimate aim should be to bring in the overall welfare of the society through our actions. Utilitarianism can be synonymous with â€Å"welfarism†. Therefore using utilitarianism we can say that all individuals are given an equal status as because a common good of the society has been mentioned. Unless all individuals are given an equal status they will not have a common welfare.Thus utilitarianism also incorporates egalitarianism.(Roemer, 1998). Even the theory of utilitarianism can be of much help in imbibing values within the student s. We can use the theory to make the students understand that the aim of all our actions should be to secure happiness of others.Our actions should not be directed by self interests. By happiness of others it means that we should teach the students to work for the common good of the society because if we do not put effort for the betterment of our society we will also not achieve any betterment in our moral lives. Moreover the ultimate goal of education remains self-enlightenment and that enlightenment do not involve seeking happiness for the self but it comprises bringing in positive transformation of the society through our knowledge and education.Therefore it is a must that the students are made to realize the true purpose of education at a very early stage. It is necessary to make the students realize that the purpose of their education is a great one otherwise they in the later stages of life will not be able to do justice with their education.

Company (McCormick) Essay

â€Å"Since 1889, McCormick has been the Company (McCormick) to turn to for flavor expertise. Today the world relies on their prized consumer brands, trusted ingredients and culinary know-how. McCormick is a global leader in the manufacture, marketing and distribution of spices, seasonings and flavors to the entire food industry. Customers range from retail outlets and food manufacturers to food service businesses.† The McCormick & Company was started in Baltimore, in one room and a cellar by 25-year-old Willoughby M. McCormick. McCormick’s first products were root beer, flavoring extracts, and fruit syrups and juices, sold under â€Å"Bee Brand† and â€Å"Silver Medal† trademarks; â€Å"Iron Glue† (Sticks Everything But the Buyer) and â€Å"Uncle Sam’s Nerve and Bone Liniment† (For Man Or Beast). Products were sold door-to-door and the motto was â€Å"Make the Best – Someone Will Buy It.† In 1896 McCormick bought F. G. E mmett Spice Company of Philadelphia. All machinery was shipped to Baltimore, as the firm prepared to enter the spice field. In the 1900’s its export office opened in New York City, products were shipped to South and Central America, South Africa, East and West Indies, and Europe. The â€Å"Banquet Brand† was established for spices and mustard and they incorporated in Maine, and the firm now enjoyed a wide good standing reputation as manufacturing chemist, drug & spice millers, importers and exporters. The company suffered a great loss of all material assets and records in the Great Baltimore Fire, but within 10 months, a new five-story building was erected on the old site. McCormick added â€Å"Bee Brand† Tea to the product line and became one of the first manufacturers of tea in gauze pouches, thereby introducing â€Å"tea bags.† In the summer of 1912, Charles P. McCormick began working as shipping department clerk and in 1925 he was elected to the Board of Directors. On November 4, 1093 the founder Willoughby McCormick died, thereby leaving 36-year-old C. P. McCormick as elected President and Chairman of the Board. Faced with the serious crisis of the Depression, he quickly implemented a new business philosophy called â€Å"Multiple Management.† A Junior Board of Directors was established. Though out the early 1900’s many business of the like were acquired and the McCormick’s target market was broadened. In 1970 Charles P. McCormick died of a heart attack and Harry K. Wells became Chief Executive Officer on December 1 following John N. Curlett’s retirement from the Company. Mr. Curlett remained Chairman of the Board. Just as in the early portion of the 19th century McCromi 1972 The Company entered a joint venture with Promociones y Commisiones, S.A. of the Republic of Mexico, purchased from the John Kraft Sesame Corporation of Paris, Tex. The venture was renamed Sesame Products, Inc. Industrial Flavor Group is established to encompass activities of Industrial Flavor Division (formerly Industrial Products Division), Botanicus Pte. Ltd., and Sesame Products, Inc. 1974 Acquired Golden West Foods, Inc., of Gilroy, Calif., to manufacture and distribute frozen food products. The Company entered the frozen foods field under the Schilling label with frozen sour dough breads at the retail level and with food service products. 1975 Acquired All Portions, Inc., for $4.5 million, which manufactures portion-control packets of condiments, with plants in San Fernando, Calif., Indianapolis, Ind., and Atlanta, Ga. The two major retail units of the Company the McCormick Division in the east and the Schilling Division in the West, were consolidated to form a new Grocery Products Division, headquartered in Baltimore. The Management Services Division was established to provide improved information services to all units. 1976 Chicago-based TV Time Foods, Inc., producer of popcorn products, was purchased for $3.75 million as a wholly owned subsidiary. 1977 Harry K. Wells elected Chairman, President, and Chief Executive Officer. John N. Curlett named Chairman Emeritus. Astro Foods, Inc., of San Rafael, Calif., producer of specialty frozen food products for airlines and restaurants, was purchased for $325,000 as a wholly owned subsidiary. 1979 $3.5 million plant in Bedford, Va., opened for production of frozen onion rings by Golden West Foods. Gilroy Foods dedicated solar energy project to be used for dehydration of onions and garlic. Han-Dee Pak, Inc., a portion-control manufacturer in Atlanta, Ga., was purchased for $6 million and became a subsidiary. Harry K. Wells was elected Chairman of the Board and Chief Executive Officer, and Hillsman V. Wilson was elected President and Chief Operating Officer. Sandoz, Ltd., a Swiss pharmaceutical firm, announced its intentions to buy the entire company in October 1979. McCormick supplies spices, herbs, extracts, seasoning blends, sauces, marinades and specialty foods to an assortment of retail outlets such as grocery, mass merchandise, warehouse clubs, discount and drug stores. In the U.S. their principal brands include McCormick ®, Lawry’s ®, Zatarain’s ®, Thai Kitchen ®, Simply Asia ® and El Guapo ®. In Canada their brands are Club House ® and Billy Bee ®, in the U.K. it’s Schwartz ® and in France it’s Ducros ® and Vahine ®. In other markets, including Australia and China, the McCormick brand is primarily used. Consumers can find thier products in nearly 100 countries around the world. To drive thier consumer business we are developing innovative products, increasing marketing effectiveness, expanding distribution and acquiring leading brands and niche products. The industrial business supplies products to many of the world’s top food manufacturers and food service businesses from locations primarily in North America, Europe and the Asia/Pacific region. Products include seasoning blends, natural spices and herbs, wet flavors, coating systems and compound flavors. While the McCormick name may not be on the package or menu, we add great taste to a wide range of packaged food including snacks, savory side dishes and cereals, as well as restaurant items that include sandwich sauces, chicken coatings and bread toppings. To grow our industrial business we are supporting the global expansion of customers, building current and new strategic partnerships and developing consumer-preferred, value-added products. With a solid balance sheet and strong cash flow, McCormick has paid dividends every year since 1925 and increased its dividend per share in each of the last 24 years. Effective strategies, our Multiple Management philosophy and a great team of employees are key ingredients behind our financial performance and increased shareholder value. Retail outlets, food manufacturers and food service businesses – they all depend on their spices, seasonings and flavorings. McCormick is so prevalent throughout the food industry that it’s very likely you enjoy the taste of McCormick every day. McCormick employees conduct business under the leadership of their Chief Executive Officer who is subject to the oversight and direction of a Board of Directors. We are open and honest in business dealings both inside and outside the Company. We serve our customers, consumers, suppliers and communities in accordance with the highest standards of business ethics.