How to Cover a Beat in Journalism

Most reporters don’t just write about anything and everything that pops up on any given day. Instead, they cover a â€Å"beat,† which means a specific topic or area. Typical beats include the cops, courts, and city council. More specialized beats can include areas like science and technology, sports or business. And beyond those very broad topics, reporters often cover more specific areas. For instance, a business reporter may cover just computer companies or even one particular firm. Here are four things you need to do to cover a beat effectively. Learn Everything You Can Being a beat reporter means you need to know everything you can about your beat. That means talking to people in the field and doing lots of reading. This can be especially challenging if you’re covering a complex beat like say, science or medicine. Don’t worry, no one’s expecting you to know everything a doctor or scientist does. But you should have a strong layperson’s command of the subject so that when interviewing someone like a doctor you can ask intelligent questions. Also, when it comes time to write your story, understanding the subject well will make it easier for you to translate it into terms everyone can understand. Get to Know the Players If you’re covering a beat you need to know the movers and shakers in the field. So if you’re covering the local police precinct that means getting to know the police chief and as many of the detectives and uniformed officers as possible. If you’re covering a local high-tech company that means making contact with both the top executives as well as some of the rank-and-file employees. Build Trust, Cultivate Contacts Beyond just getting to know the people on your beat, you need to develop a level of trust with at least some of them to the point where they become reliable contacts  or sources. Why is this necessary? Because sources can provide you with tips and valuable information for articles. In fact, sources are often where beat reporters start when looking for good stories, the kind that don’t come from press releases. Indeed, a beat reporter without sources is like a baker without dough; he’s got nothing to work with. A big part of cultivating contacts is just schmoozing with your sources. So ask the police chief how his golf game is coming along. Tell the CEO you like the painting in her office. And don’t forget clerks and secretaries. They are usually the guardians of important documents and records that can be invaluable for your stories. So chat them up as well. Remember Your Readers Reporters who cover a beat for years and develop a strong network of sources sometimes fall into the trap of doing stories that are only of interest to their sources. Their heads have become so immersed in their beat they’ve forgotten what the outside world looks like. That may not be so bad if you’re writing for a trade publication aimed at workers in a specific industry (say, a magazine for investment analysts). But if you’re writing for a mainstream print or online news outlet always remember that you should be producing stories of interest and import to a general audience. So when making the rounds of your beat, always ask yourself, â€Å"How will this affect my readers? Will they care? Should they care?† If the answer is no, chances are the story’s not worth your time.

Solutions Plus Case Problem Essay - 1005 Words

Case Study Analysis: Abstract This analysis examines freight cost and cleaning fluid supplies at two locations; Cincinnati and Oakland, to determine the optimal distribution network to supply the cleaning fluid to Great North American at minimal cost to Solutions Plus. Based on projected cost a bid recommendation is made and decision factors related to the analysis are discussed. Keywords: Solutions Plus, Cost minimization, Breakeven, Bid, Shipping Cost Background Solutions Plus is an industrial chemicals company that produces cleaning fluids and solvents for many applications. Great North American railroad is taking bids for delivery of a cleaning fluid for its locomotives at eleven different locations. Solutions Plus can†¦show more content†¦This also leads into the route capacity constraint. Oakland capacity is limited to 50,000 gallons and Cincinnati capacity to 500,000 gallons. The shipping cost and/or unavailability of transportation between the plants and some locomotive locations will eliminate some of the routes due to cost inefficiency. These routes are the unacceptable routes and will not be considered for distribution from the specified plant. By removing unacceptable routes, Solutions Plus is able to build a linear programming solution to determine which plant/locomotive location combinations are optimal. Based on the shipping cost provided, the routes that are eliminated are as follows: 1) From Cincinnati to Santa Ana, Los Angeles, Glendale, and Sacramento 2) From Oakland to Houston, Kansas City, Jacksonville, Little Rock, and Bridgeport In order to minimize cost, the 500,000 gallons of cleaning fluid from the Cincinnati plant will be distributed as follows: 1) El Paso – 6,583 at a cost of $13,429.67 2) Pendleton – 80,290 at a cost of $162,988.70 3) Houston - 100,447 at a cost of $165,737.55 4) Kansas City – 106,279 at a cost of $165,795.99 5) Jacksonville – 48,285 at a cost of $74,359.33 6) Little Rock – 88,335 at a cost of $136,036.33 7) Bridgeport – 69,780 at a cost of $107,460.86 The 50,000 gallons of cleaning fluid from theShow MoreRelatedMadison Case Study Questions1656 Words   |  7 Pagesdelightful young student who easily engaged in discussing her mathematical thinking. 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Recognition of Prior Learning-Free-Samples-Myassignmenthelp.com

Question: Discuss about the Recognition Of Prior Learning (RPL). Answer: Recognition Of Prior Learning (RPL) Assessment Recognition of prior learning (RPL) is also known as prior learning assessment and recognition (PLAR) or prior learning assessment (PLA). Recognition of prior learning is a process used to evaluate the knowledge and skills leant away from the class for the main tenacity of identifying proficiency against learning outcomes, competences or a given set of standards. The assessment is applied by regulatory bodies, human resource professionals, universities, colleges, adult learning centers, employers and military organizations all over the world. This essay discusses about Recognition of prior learning (RPL) assessment, how it can be done Sometimes lack of qualifications may make an individual to find certain jobs to be unavailable to them or find their career stalling despite them having an extensive and work experience or a progress in their career (Fraser, 2015). They will, therefore, have to undergo through certain trade training, qualifications, or acquire another degree or diploma. Family commitment and job commitments are still to be attended to hence starting the given qualification afresh are discouraging and irrational. It is at this moment where recognition of prior learning (RPL) comes handy to help the assessors to identify how much-related knowledge and skill the individual has acquired previously. This will enable the assessors to establish what the students have to learn in addition to what they have already learnt to ensure that the amount of money and time spent in learning is reduced. The RPL assessment involves a series of steps to be followed to facilitate the recognition of the knowledge and skills learnt earlier. The process mainly involves detailing past experiences proving the knowledge and relevant scale and a qualified assessor usually coordinates all the assessment activities. In some cases, an individual work and experience may successfully substantiate that they can exhibit all the required knowledge and skills of a tradesperson or a graduate in a specific degree. Some mature and experienced workers can, in fact, demonstrate higher levels of skills and knowledge and in such an illustration they can be awarded a complete qualification without further learning. In most circumstances, if not all, the recognition of prior learning assessment usually finds the individual is missing some knowledge and skills on the qualification. The assessor then identifies the areas the individual should learn before they can be awarded a complete qualification. Below is an RPL assessment for Childhood Education. RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Forms and Templates The following template provides the basis for an RPL Assessment Plan for the assessor to complete with the candidate during Step 1 of the RPL assessment process (the initial interview and planning session). The RPL Assessment Plan is used to document the requirements and steps in the RPL assessment process for the candidate, such as electives chosen, dates of workplace visits, clusters to be considered, and expectations of the candidate and workplace. The information in the Candidate Information Form as well as data obtained in discussions with the candidate at the initial interview and planning session should be used in the assessment plan. Then the assessor should improve the Plan for the candidate in consultation with the candidate. As the assessment process progresses both the candidate and the assessor should bring copies for documentation (for example, by adding information about the competency conversation sessions, or identified workplace assessment tasks as required). Personal Information Family name: Birmingham Given names: Jane Kennedy Employer: The Good Samaritan School PART 1: UNITS OF COMPETENCY FOR RPL Units of competency. Is RPL sought for this unit? Cluster 1Nutrition and childrens health and safety CHCECE002 Ensure the health and safety of children (core unit) Yes No CHCECE004 Promote and provide healthy food and drinks (core unit) Yes No Cluster 2Work practices CHCCS400C Work within a relevant legal and ethical framework (core unit) Yes No CHCPRT001 Identify and respond to children and young people at risk (core unit) Yes No CHCECE009 Use an approved learning framework to guide practice (core unit) Yes No RPL Cluster 3Relationships with children CHCECE007 Develop positive and respectful relationships with children (core unit) Yes No Cluster 4Physical and emotional wellbeing CHCECE003 Provide care for children (core unit) Yes No CHCECE005 Provide care for babies and toddlers (core unit) Yes No Cluster 5Cultural awareness and competence CHCECE001 Develop cultural competence (core unit) Yes No HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit) Yes No Cluster 6Health, safety and quality CHCECE016 Establish and maintain a safe and healthy environment for children (core unit) Yes No CHCECE019 Facilitate compliance in an education and care service (core unit) Yes No HLTWHS003 Maintain work health and safety (core unit) Yes No Cluster 7Leadership and service management CHCECE025 Embed sustainable practices in service operations (core unit) Yes No CHCORG428A Reflect on and improve own professional practice (elective unit) Yes No CHCORG506E Coordinate the work environment (elective unit) Yes No CHCORG624E Provide leadership in community services delivery (elective unit) Yes No CHCPOL504B Develop and implement policy (elective unit) Yes No Cluster 8Childrens development and wellbeing CHCECE017 Foster the holistic development and wellbeing of the child in early childhood (core unit) Yes No CHCECE018 Nurture creativity in children (core unit) Yes No CHCSAC005 Foster the holistic development and wellbeing of the child in school age care (elective unit) Yes No Cluster 9Program design and implementation CHCECE022 Promote childrens agency (core unit) Yes No CHCECE023 Analyze information to inform learning (core unit) Yes No CHCECE024 Design and implement the curriculum to foster children's learning and development (core unit) Yes No CHCECE026 Work in partnership with families to provide appropriate education and care for children (core) Yes No Cluster 10Childrens behavior and inclusion CHCECE020 Establish and implement plans for developing cooperative behavior (core unit) Yes No CHCECE021 Implement strategies for the inclusion of all children (core unit) Yes No Unit not provided for in the RPL Toolkit but required for the qualification See note below and record how this is to be provided HLTAID004 Provide an emergency first aid response in an education and care setting (core unit) [If other electives are selected, add them below, and delete any above as applicable5 electives are required.]. Candidates should provide evidence such as a Statement of Attainment. If they do not hold the unit, they should be assessed against its requirements. Part 2: Candidate To Complete Their Self-Evaluation Candidate self-evaluation and workplace verification have to be done. The candidate completed the Candidate Self-evaluation Tools and the assessor had to seek workplace verification, and return the completed tools to the assessor before or on the agreed date. Workplace Representative Form was completed to verify the candidates self-evaluation. The form proved that the candidate had acquired certain related skills and the workplace and the assessor retained the copy of the self-evaluation form. Part 3: Agreed Dates And Coverage Of Competency Conversations A competence conversation that included some core units concepts was conducted between the assessor and the candidate. The student demonstrated vast knowledge on CHCECE020, CHCECE021, CHCECE021, CHCECE023 and CHCECE018. This is conducted after the initial interview and the self-evaluation to establish if there is consistence in the display of the prior acquired skills. Part 4: ASSESOR FEEDBACK, CANDIDATE AND ASSESSOR SIGN OFF After thorough analysis and implementation of the RPL assessment plan, as the assessor I am satisfied that the candidate has passed the required threshold to be awarded with this qualification. However, the candidate has to redo CHCECE016 and CHCORG428A to enhance and polish her skills before she can be certified. Signatures Assessors name Dr. Phelis James Assessor signature xxx Date 1/03/2018 Candidates signature xxx Date 1/03/2018 Training and Assessment Pathway Understanding Where to Improve Because training is expensive we have developed this training and assessment pathway to ensure that a candidate receives the best training they require in their profession. The pathway involves the following training and assessment tools. Training Needs Analysis Delegate log Post Course Test Training Needs Analysis In order to help you to understand what your training needs actually are, we have also established a Training Needs Analysis (TNA) program. This allows us to accurately establish the existing competency of the individual, based on their self-assessment together with a technical interview with a qualified Rockwell Automation Trainer, before attending any courses. This ensures that the correct skill levels are identified in each employee, and that the training is presented at the right level. We conducted the training and assessment pathway on our Candidate John Kennedy who has been with Thompsons Engineering farm for three years now. The assessment involved daily 90 min interview and training for the additional units that we recognized he needed training. John displayed high levels on aptitude and basic engineering skills. He demonstrated vast automation knowledge. Psychometric assessment for the technician was successful and apart from the automation skills he had good numerical, mechanical, verbal and spatial skills. Rockwell Automation obtained a written permission to obtain personal information about employees that meets the Data Protection Requirements. References Fraser, W. J., Howie, S., Motaung, M. J. (2015). Prior learning assessment and quality assurance practice: possibilities and challenges. Penesis, I., Kilpatrick, S., Broun, D., Belward, S., Barnes, R., Roddick, J. Battersby, P. (2015). Development of mathematical pathways for VET students to articulate to related higher education courses: A focus on engineering. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 23(1)

Masculinity and Crime Quantitative Exploration

Question: Discuss about the Masculinity and Crime : Quantitative Exploration . Answer: Introduction: Intimate partner violence is the major issue at global level. In Canada, almost in every 6 days one woman is killed by her intimate partner, and in 2009 almost 67 womens were killed by their intimate partners. 54 % girls aged between 15 and 19 suffer sexual coercion during their dating relationship, and women aged between 25 and 34 are the victims of physical and sexual assault by their intimate partners as compared to women age 45 and more (BWSS, n.d.). However, through feminism and other movements related to women led to improvement in situations of women and perceptions of society is also changing towards them. After reviewing the latest articles on domestic violence and victimization through intimate partners, two approaches are developed and discussed in this paper. First approach is related to violence against women and men, its causes and impacts. Second approach is related to power, control and cycle of domestic violence. In this paper, we discuss the concept of the social construction of either masculinity or femininity as it pertains to domestic violence, and correlation between social construction of masculinity or femininity and domestic violence. Domestic violence: Domestic violence means any violence which is based on gender and results in or may be result in physical harm, mental harm or any other type of problem to women and also includes coercion, arbitrary deprivation of womens liberty. In 2010, there were almost 102500 victims of domestic violence caused by intimate partners are identified, and it also includes spousal violence and dating violence. This translates the rate of 363 per 100,000, and number of victims of intimate partner violence is more than the percentage of violence against child happens in family. Victims of violence occurred during dating is higher in number than the victims of spousal violence. Report stated by police shows female victims are more in case of intimate partner violence (Sinha, 2012). In 2013, almost 336000 peoples are victim of family violence, and among those almost 27% peoples are victimized by their intimate partners. 53% people were victim of domestic violence and 47% people were victim of spousal violence. There are some situations in which relationship between two is end but that does not end to the threat of violence. Report shows that almost 33% victims related to intimate partner violence were attacked by their former spouse or dating partner, and almost two third victims related to violence were threatened by their current partner (Juristat, 2015). Social construction of Domestic Violence: Domestic Violence cursing our society from many years, and the basic question is why there are number of abusive relationship exists in our society. The answer to this question is control, because of the factors contributing by men to their masculinity which results in abusive relationship and violence. There are number of situations when men dont have any control over their partners which make them feel that their masculinity is threatened which led to violence against their partner. Mens always want to be in power whether at their work place, home or any other place, and only way they see to get that power is their tough, strong or masculine behavior. Masculinity and violence: Many theories stated that masculinity and violence are connected with each other. Some scholars stated that masculine violence is usually related to how badly males influenced the mind of the society, and masculinity is considered as symptoms of gender specialization. No matter whether violence involves masculine frustration or masculine socialization, there is no way to separate the masculinity from violence against women. Aggression and violence both are the result of masculinity and no matter what it affects the everyday life of person (Omar, 2011). There are number of evidence which support the fact that masculinity and femininity are constructed in different ways and these ways are based on the social conditions. According to James Messerschmidt, masculinity is malleable traits which are constructed in daily relationships with other peoples. He also stated that violence against women is also considered as resource to construct masculinity in society. Usually, mens apply different forms of violence which are based on resources available to them for achieving their gender. Different ideologies are developed over time which depends on structure of societies. These ideologies explain the different types of abuse used by men and they also stated the reasons why men are not abusive (Totten, 2003). Theory of Feminist: The ultimate cause of violence against women is patriarchy, and from last few years domestic violence was studies by many scholars and they conduct detail research on this topic. During the period 1960-1970 when feminism introduced, then number of scholars assessed the history of feminism, impact of misogyny, and gender inequality in different situations of life. This will result in publication of first work on violence in 1970s. After analyzing the various reviews it is clear that patriarchy is the ultimate cause of all violence against the women, and it is also noticed by scholars that patriarchy is the only social factor which led to violence against women. Violence against women is based on the terms of power struggle. Feminist scholars argued that in society males have all those powers and males choose the way of violence whenever their power is threatened. Therefore, this concept of feminism on women violence is correct, and many articles related to feminist stated that violence against women is a result of patriarchy society, and also the attempts made by society to maintain the male dominance in the home as well as in society (Tracy, 2007) Gender-Based Violence in Canada: GBV is basically an approach of an unequal society and it also restricts the aim of achieving society in which there is no gender discrimination. This concept is followed and encouraged by patriarchal structure of society, and it also encourages the other discrimination in the society which includes racism, colonialism, and poverty. These practices of discrimination encourage the power imbalances, and increase the chances of victimization. This approach also acts as barrier for accessing supports. GBV gets its support from gender stereotypes which support the rigid practices of gender roles. Basically, it defines the definition of being men and being women, and it also stated who should be attracted to whom and romantic and normal relations. GBV also encourage the attitude which results in violence against women and girls. In 2014, more womens are victimized as compared to men. According to police report womens are victimized 11 times more as compared to men., and girls are victimized 4 times more than boys (Status of women Canada, n.d.). In 1987, West and Zimmerman provides the idea of doing Gender. They define the concept of gender as a routine accomplishment that is created and maintained with the help of everyday interaction. In this author identify those practices which show that masculinity is directly linked to criminal behavior. Author further stated that masculinity is not something that happens to men but it is something that mens do. There are number of practices and patterns which exist in society and represent the masculinity. Therefore, it is clear from above arguments that if non criminal resources are not available then criminal and alternative resources are used by men to achieve masculine gender (Krienert, 2003). Conclusion: In this paper we discuss the theory related to masculinity and femininity, and also the affect of these theories on society. After reviewing the articles from different authors it is clear that these approaches play important role in defining the gender. Gender based violence is basically encouraged by the persons who support the rigid practices of gender which led to violence against women and girls. It is clear that if mens are not able to achieve the masculine gender from normal resources then they opt for criminal resources and other alternative resources. At last, we conclude that construction of our society is done in such a way which constantly encourages the masculine and feminism behavior of mens and womens respectively. References: BWSS. The facts on violence against women. Retrieved on 20th January 2017 from: https://www.bwss.org/resources/information-on-abuse/numbers-are-people-too/. Juristat, (2015). Family violence in Canada: A statistical profile, 2013. Retrieved on 20th January 2017 from: https://www.statcan.gc.ca/pub/85-002-x/2014001/article/14114-eng.pdf. Krienert, L. J. (2003). Masculinity and Crime: A Quantitative Exploration of Messerschmidts Hypothesis. Retrieved on 20th January 2017 from: https://www.sociology.org/content/vol7.2/01_krienert.html. Omar, A. (2011). Masculinity and the acceptance of violence: a study of social construction. Retrieved on 20th January 2017 from: https://ir.uiowa.edu/cgi/viewcontent.cgi?article=2433context=etd. Sinha, M. (2012). Family violence in Canada: A statistical profile, 2010. Retrieved on 20th January 2017 from: https://www.statcan.gc.ca/pub/85-002-x/2012001/article/11643-eng.pdf. Status of women Canada. Setting the Stage for a Federal Strategy Against Gender-Based Violence. Retrieved on 20th January 2017 from: https://www.swc-cfc.gc.ca/violence/strategy-strategie/engagement-en.html. Totten, M. (2003). Girlfriend Abuse as a Form of Masculinity Construction among Violent, Marginal Male Youth. Retrieved on 20th January 2017 from: https://www.tottenandassociates.ca/wp-content/uploads/2015/03/Mark-Totten-Men-and-Masculinities-article-2003.pdf. Tracy, R. S. (2007). Patriarchy and domestic violence: Challenging common misconceptions. Retrieved on 20th January 2017 from: https://www.livingwellcc.com/images/Patriarchy_and_Domestic_Violence.pdf.