For Capital Punishment Essays - Penology, Capital Punishment

For Capital Punishment Capital Punishment Have you ever been seated around a dinner table with close friends and somehow the conversation turned into a heated discussion about a sensitive topic? I have, and let me tell you, it wasn't pretty. Not everyone wants to hear other people's opinions, especially when they clash with their beliefs. We were discussing capital punishment. Some thought life imprisonment was sufficient punishment for murder in the first degree, willfully taking the life of another. Others, like myself, favor the death penalty. Laws against murder will not be taken seriously until the penalty is as serious as the crime. Capital punishment is just retribution for committing crimes, so heinous, that the only acceptable punishment is execution. In a recent article in the Milwaukee Journal Sentinel, support for the death penalty has risen to 78% (Shepard 3A). Most supporters of the death penalty feel that offenders should be punished for their crimes, and that it does not matter whether executions deter the crime rate. I believe that enforcing the death penalty will not only punish the guilty but it will also help protect the safety of citizens by removing dangerous criminals from society. The criminal must be aware that others have been punished in the past for the offense that he or she is planning, and that what happened to another individual who committed this offense, can also happen to him or her. Simply stated deterrence refers to a circumstance in which an individual refrains from an act because he or she perceives a risk of punishment for the act and fears that punishment. People fear death mor e than anything else, and death is therefore the most effective possible deterrent (Clay 70) Many people who oppose the death penalty will use everything from morality to religion to try and support their beliefs. Those who support the death penalty can do the same: as the bible says, Whoever takes the life of any human being shall be put to death? A life for a life! Anyone who inflicts an injury on his neighbor shall receive the same in return (Leviticus 24: 17-19) I am not saying that the Bible is the authority in American social and judicial policy, but many people believe in their religion, and the Bible is what they use to support their beliefs. By accepting this interpretation of the Bible, I believe many more people would support the death penalty. I agree with Walter Berns when he says, The criminal law must be made awful, by which I mean, awe-inspiring, or commanding pro-found respect or reverential fear. It must remind us of the moral order by which alone we can live as human beings, and in our day the only punishment that can do this is capital punishment (Berns 173). One way to grasp the public's attention is to consider public execution. Representative William L. Clay Sr. states, If capital punishment is to serve as a deterrent, this country must emulate the example set by China. There executions are held in public and carried out by a single shot in the back of the head (Clay 95). This would definitely send a message out to any possible criminal to think twice before acting on impulse. Allowing the public to witness someone else's life being taken away would demonstrate the seriousness of the crime, instilling fear into those who may commit crimes in the future. As for the critics who believe that capital punishment is not a deterrent, it will stop repeat offenders. According to Walter Berns, the most defensible justification for capital punishment is incapacitation. That an executed capital offender can never kill again is an unarguable fact (Bohm ix). An example of this was just recently in the news, Lawrence Singleton, who was paroled in California a decade ago for raping a teen-age hitchhiker and chopping off her forearms, was sentenced to death Tuesday for killing a prostitute in his Tampa living room (CNN Interactive). If Lawrence Singleton would have been put to death in 1978, Roxanne Hayes, a 31-year-old mother of three, would still be alive today. Obviously Singleton's time in prison was not beneficial and did not rehabilitate him. This is a perfect example supporting the

Scholarship Essay Competition

Scholarship Essay Competition Scholarship Essay Competition Best Essay Education is a top academic writing service that, for years, has produced high quality academic writing for students in high school, college and graduate/professional programs. We pride ourselves in employing only the best writers, with Bachelor’s through Ph.D. degrees in all academic disciplines, so that we can serve any student need. As students use our service, and receive original, custom academic writing, they are able study those pieces and become better writers themselves. Best Essay Education has created a scholarship essay competition to encourage students to produce their own great essays and have the opportunity to win a sizeable financial award to help with their own educational expenses. Below, you will find all of the details. If you meet our entry requirements and are ready to craft that perfect essay, we urge you to enter. Who is Eligible? To apply, you must be a student at an accredited college, university, community college, oct-tech certificate program, or any graduate or equivalent professional program. High school students who have just enrolled in college, are certainly eligible. Essay Prompts Entrants must choose one of the following three prompts: Should students have the right to evaluate their teachers? Why or why not? If so, how should this be done? What new innovations promise to significantly change your life in college? How will they change your life? Of all of the environment threats, which do you see as the most dangerous right now? Rules 1. The entry is free, but a  student may only enter one time 2. The essay has a word maximum of 1,000 words and must be in English   3. Essays must be submitted through our application form or as a Word attachment, sent to @gmail.com, with the subject line â€Å"Scholarship Essay Contest.†Ã‚   4. Once the essay is submitted, entrants must access their Facebook, Twitter, Flipboard or Stumbleupon page and repost this page. Help us to spread the word about the scholarship to as many students as possible. 5. Entrants must also â€Å"Like† our Facebook page and â€Å"follow† us on Twitter.   6. No offensive, harassing, or incendiary, defaming content may be used.   7. By submitting an essay, the student is certifying that the content in fully original. 8. Entry automatically constitutes agreement on the part of the entrant to all of the Terms and Conditions listed below.   9. Entrant’s full name, email, and social media account ID’s should appear on a separate page and submitted with the essay. Methods of Judging All eligible essays will be evaluated by a panel of Best Essay Education writers and editors. The following criteria will be used: Originality of thought and structure Quality of grammar and composition, including organization, vocabulary, etc. Creativity and depth of thought    The panel shall determine the top three winners, based upon a scored rubric, and will then publish those winner names on its site, and social media pages, as it deems appropriate. Winners will receive notification via email and will be required to reply to those emails. Should a winner fail to respond to the email or, for any reason, refuse the prize award, the award will be provided to the entrant who is next in line. Deadline for entries is 30 November, 2017.    Terms and Conditions:  By submitting an entry to Scholarship Contest, the entrant automatically agrees to be bound by these Terms and Conditions. Entrants attest that any entry submitted to the Best Essay.Education scholarship essay contest will be fully original and is one that has never been submitted or published anywhere else. We reserves the right to subject every entry to a plagiarism-scan, in order to verify originality. Once an entry is submitted, entrant agrees that all ownership rights to that essay are transferred to , and all copyright laws protect ownership by . Entrant understands and agrees that s/he may not reproduce, transfer, share, republish, or otherwise use or distribute the entry essay in any way, without express written permission. Entrant agrees that the company may use his/her name in publishing the contest entrants and/or winners. shall protect all other personal information of every contestant and shall not provide that personal information to any third party.

Late 20th century United States history Essay Example | Topics and Well Written Essays - 500 words

Late 20th century United States history - Essay Example Though not very extensive, the war indeed revealed its hidden lust for expansionism in the Puerto Rico and Cuban regions of the Caribbean islands. The then so called American interest in the independence of Cuba has been reflected numerous times throughout its international relations until very recently it happened in Afghan and Iraq. The only difference was that the new initiative is fondly called ‘war against terror’. To illustrate, the war on Afghanistan ended in killing thousands of innocents including women and children. The main aim behind the Afghan war was to trace Osama bin Laden and other high-ranking Al-Qaeda members, and ultimately uprooting the Al-Qaeda form Afghanistan. But as the world witnessed, the Americans failed in fulfilling either of them. Obviously, it is the political pressure that took the lead in planning America’s all such operations. For instance, the Democratic Party forced the president William McKinley and his government to execute t he war against Spain. Still moving forward and coming to the late 20th century and the beginning of the 21st century, we notice that the arrogance in the military operations of United States has grown to its peak stage.

Why Do We Have to Die in Games Essay Example | Topics and Well Written Essays - 1000 words

Why Do We Have to Die in Games - Essay Example We may pay an amount, or accept a game setback to come back from the jaws of death, to resume our place in the game. Likewise, at the end of the article too, she suggests that those who play video games and are attacked by laser-gun carrying space-men should realize that being riddled with bullets does imply a finality, and not merely that this eventuality could get them teleported to the local Starbucks for a cappuccino. We may draw the inference from this, that what Bevan suggests is that video-games should (perhaps) not use 'death' but some other means for eliminating players. In the course of discussing video games, Bevan also looks at how other media or means of entertainment/ games deal with the issue of eliminating players. For instance, in traditional 'games'. Team games have set rules and a time frame. According to these rules, players are eliminated so that within the given time a particular team is enabled to be declared 'winner'. This finite time frame copies real life. Though the elimination of players according to the rules of the game in no way resembles death. Also, in a game like a tennis, it is possible to lose a set, yet come back to win a match. Bevan also looks at how the theme of death is played out on stage or on the screen. Here, the audience goes through a process of identification with the protagonist. In the case of an action movie, quite often the 'hero' gets pummeled by the bad guys and is close to death before he suddenly gets energized enough to come back at them, to win the day. However, Bevan does not explicitly mention a vital difference in the roles of a person watching a play and a person playing a video game. In a play, the audience and the player are separate entities. The outcome cannot be affected by the audience. (In a reality show like 'Big Boss-as Bevan mentions-the audience can affect the outcome, but the connection between the vote of a single member of the audience and this outcome-Bevan doesn't mention this is tenuous.) In a video game, the player is both the audience and co-creator of the outcome. This is an important difference between a video game and a play/movie, which leads to different level s of psychological involvement in the game and its outcome, on the part of the player. To that extent, a video game becomes more true-to-life. Bevan mentions the three goals of playing video games-endogenous, exogenous and diegetic. Endogenous goals exist in all games-these are the goals sought to be achieved as per the rules of the game. (For instance, in chess, the endogenous goal of each player is to check-mate her opponent and avoid being checkmated). An exogenous goal comes from without. I may play a game to win money, or to humiliate my opponent and so on. The exogenous motive is not inherent in the game itself. Diegetic goals are those that a player seeks to achieve when he role-plays. When a game has several characters with their own defined personality, the player who assumes a role tries to achieve the goals as if he were actually the role he was playing. This involves subsuming my personality to take on the one as defined by a role, given in the game.

Counselling, Caring and the Ambulance Service Essay Example for Free

Counselling, Caring and the Ambulance Service Essay Introduction In order to discus counselling and its meaning both generally, and in my workplace, it is necessary to come up with a definition. The dictionary describes it in terms of advice but this interpretation is a traditional one and carries an immediate implication of inequality for those involved. It is a narrow interpretation of the concept when compared to modern attitudes, which usually include a psychological aspect. Nevertheless, the traditional view still bears three of the fundamentals of counselling. These are: * That it involves at least two people, thus constitutes a relationship. * That there is agreement about the nature of the interaction, i.e. it is cooperative. * The aim is to help those involved. According to Stephen Murgatroyd (1990, P.5) counselling is not the sole prerogative of professional counsellors. It is a process that is widely used in within a community, which can take many forms. I have found this particularly true in my own profession. As a Paramedic within the NHS for ten years I have used techniques, which I now recognise as essentials of counselling practice, but have never considered myself a counsellor. Rather a professional who can learn much from the subject. In my workplace I find frequent examples of the more traditional model of counselling, as described by Murgatroyd (1990 P.7) as prescriptive or directive but also of other the facilitative or developmental forms, which seek to encourage patient centred self-actualisation. These I will seek to analyse. I hope to draw out some of the problems involved and discuss ways in which to improve. Counselling, Caring and the Ambulance Service Once upon a time ambulance staff had a clear job specification, or at least their managers liked to believe so. Crews were told their mission was to preserve life and transport to hospital with the minimum of deterioration in the patients well-being. In reality things are not that simple and ambulance staff deal with a myriad of human responses and emotions every day. In the past many of my colleagues thought of counselling as a nebulous concept, which had no place at the cutting age of ambulance work. More attention was paid to physical trauma than emotional. With hindsight we can see that the best ambulance staff were those that used the skills that we now identify and welcome, in a natural and confident way. Usually they were also those that had plenty of experience. Just as my job covers a range of human conditions, so counselling and guidance demands a range of approaches to those being counselled. In my job these can be patients, their friends, relatives, bystanders or other professionals. Also though, it includes my colleagues. I have discussed briefly the nature of counselling, now I would like to examine it in more detail. Nelson-Jones (1983) talks of a distinction between skills and specialism or counselling relationships, whereby counselling is the primary activity, and helping relationships in which counselling skills form part of the helpers relationship with another person. Clearly the latter applies to my own job as well as many others. Our primary role is not that of counsellors but we use some of those skills so as to be effective practitioners. Davis Fallowfield examine four models of psychological theory that have had a major impact on counselling. These are: * Behavioural * Cognitive Behavioural * Person Centred * Psychodynamic Each of these allows us a better understanding of the processes of helping by affording us a different view of the human psyche. In my work I can recognise elements of all the models in patients and colleagues. Rogers, (Person Centred), gives insight into the importance of the conditions necessary to create an effective relationship. Based on humanistic philosophy he espouses the belief that all people have the capacity to achieve self-actualisation, if the basic conditions can be created. Freud, (Psychodynamic) demonstrates the importance of the relationship, the unconscious processes which arise from them and the insight into them in dealing with problems The behaviourist theories espoused by Pavlov, Skinner, Ellis and others, deal with the nature of behaviours learned and observable, and how maladaptive thought processes can be unlearned by the use of cognitive processes. A fifth model, that of Gerard Egan, integrates many of the ideas of the former to create an eclectic model that I believe has particular relevance to my workplace. In The Skilled Helper (1994) Egan incorporates some of Rogers and Maslow`s humanistic ideas in a pragmatic way, to outline some of the counselling skills that we use so much as teachers or carers. As Egans model is concerned with problems other than just psychological it provides a more relevant ethical base for those in teaching or healthcare and has been increasingly embraced by those professions in recent years.(Burnard 1990 P.27) Egan mirrors modern healthcare by treating the patient in an holistic way. He proposes a need for empathy, respect, genuiness and mutual respect. All of these are very necessary to accomplished ambulance staff. The Three-Stage Model Egan uses a three-stage model to outline the helping process. The first stage concentrates on the social skills that I find so important to my job, setting the scene and allowing a warm relationship to flourish through showing genuine empathy. Skills such as body language active listening and attention giving are prerequisites. Communication is established and advanced. Stage two moves the process forward by drawing out themes to allow the subject a new perspective. The subject is gently challenged so as to recognise themes, feelings and experiences. . Building on the previous stages, the third seeks to encourage a creative ambience. Problem solving drawing on points raised, maybe seeking solutions and encouraging the subject to establish a plan of action. The establishment of communication is common to the whole process. This is a massively important. The process may also move backwards or forwards. It is not intended to be prescriptive but rather to draw out the empathetic human qualities that can help. I can recall so many instances where Egans ideas have been used in my workplace that it is hard to select examples. We are often called upon to assess our patients well being in a very short time. Once we have established that avenues of communication are possible, i.e that the patient is able to communicate in a rational way, we embark on a dialogue that seeks to put them at ease, allow them insight and hopefully afford them a feeling that they have some measure of control over the situation. Power thus becomes an important issue. In Davis Fallowfield (P.15) the patient/practitioner relationship is discussed. They state that one of the most common problems encountered is the need for medical staff to take on the role of expert in order to reach conclusive goals. Very often this leads to neglect of the patient as a whole. Sanders (1994) identifies two qualities that he describes as non-counselling. One of them, he describes as being distant and expert. Sometimes, in a medical emergency, this is a necessary quality but creates feelings of guilt. I have often left relatives at the scene of a cardiac arrest at home whilst taking the role of expert and wondered at the emotional carnage that we have just encountered as we speed towards hospital with their loved one. Many times I know that we have not even begun to address their needs. It is certainly easier not to shoulder that sort of emotional involvement, as mentioned by Burnard (P.148), when he talks of the possibility of burnout. But sometimes assuming the role of expert can be used as an excuse to avoid emotional involvement. I believe that in my workplace this is a very common problem and have many times taken issue with colleagues who have deliberately refused to move away from the expert mode and address the patient as a whole person. In one such incident a young female patient was brought by chair into the AE department by a crew. Wheeled into the centre of the busy department she sat hunched, clearly embarrassed, and hiding her face. One of the crew held a large collection of empty pill packets, making it obvious to those who could see that the patient had overdosed. Overdoses are a very common emergency and can bring out negative attitudes from all medical workers. Whilst the patient remained on public view the ambulance man walked up to the nursing station and ritualistically poured the packets onto the desk in an obviously condescending way. The patient began to cry quietly. The behaviour of this colleague incensed me. He had ritualistically humiliated his patient presumably because of his intolerance and judgmentalism and a refusal to see the patient as anything but a manipulator. I believe that the ability to extract necessary information and perform tasks in an empathetic way is not only achievable using Egans techniques, but also vital to patient well-being. During my time in the ambulance service time I have passed through stages that have been identified by Maynard Furlong (1998) as distinct points in development, from early idealism to realism and occasional disenchantment. I have found that after several years a degree of cynicism is a common occupational hazard and is probably to be expected. Staff have to come to terms with what is achievable within the constraints of the job and workplace stress is common. Very often in my workplace I witness a range of abilities in communication. Simple techniques such as positioning, eye contact and general body language can be taught but I am convinced that without a genuine love for ones fellow man these techniques are not convincing. The humanistic approach that I have discussed is not always easy. It is easy to dismiss, especially when staff are tired and demoralised. Judgmental attitudes are commonplace and to some extent inevitable. The ability to rise above these and retain an open mind is something that can be massively affected by peer pressure in a working situation where crews work in twos. Usually one crewmember is senior and the dynamic of the relationship is affected by experience, sex, strength, (psychological and physical), age etc. This can often create an imbalance of power, between crewmates. This particularly affects less experienced younger staff in a workplace where experience is such a valuable commodity. Sometimes staff suffer because of their role as unofficial counsellors. Burnard (1990) talks of the potentially painful relationship between the parties. I believe that prolonged exposure can lead to problems and in my workplace this had lead to the formation of a structure designed to aid the problem. Five years ago the ambulance service started an in-house Staff Support Scheme network, in order to create a pathway to help to reduce the impact of psychological problems. It was thought that staff who had been trained to identify some of the symptoms of psychological or emotional problems were in an excellent position to guide the subject to help in the form of professional counselling. Whilst I wholeheartedly supported the concept and became a member, I had doubts about some of conditions attached, particularly about the principles of confidentiality and supervision. We were trained in debriefing techniques (not as counsellors) by a very experienced professional counsellor. However the trust felt bound to encourage us to disclose not only health safety and legal confidences, but also those that may contravene trust rules. This I felt was unethical and impractical. They also had no formal supervision structure in place and no mechanism for further development. All these factors left the idea profoundly flawed. I continue to serve as a staff support member but refuse to create reports on individuals or to pass on confidences. This is a position that is supported by Nelson-Jones (P.143) who maintains that breaking confidences is a serious breech of ethics. Counselling and helping work colleagues outside the classroom can be a much more intimate affair. Crews routinely spend twelve hours in each others company, often on standby or on station, alone, un-chaperoned and unsupervised. Thus if there are emotional needs and issues the workplace can become extremely intense. Staff obviously have issues themselves, quite apart from the problems they may face with patients and support can be close at hand. But the operational ambulance environment can also become a minefield of ethical limits and the process of helping can be impaired as well as enhanced. Burnard (P.139) discusses the problems of transference and countertransference. In the above-mentioned situation where an inappropriate relationship develops he suggests the transfer of the client to a more senior counsellor. Although the obvious solution, this is not always possible and it is obvious that problems will continue to occur. Development The back of an ambulance is no respecter of class and ambulance work can be a great leveller. As a developing teacher of ambulance staff I am in the privileged position of teaching those who I believe are routinely placed in a position of power and privilege that can be used or abused. I believe a major part of my teaching role is to encourage the use of the humanistic approach, and to encourage students to reflect on their own attitudes and judgements in order to allow them to better use the skills described by Egan and the key aspects required as described by Carl Rogers in Kischenbaum Henderson, (1989). The humanistic approach is already practised in my workplace and has been by the more experienced staff for years. Even though they did not attach labels to their skills they were using the humanistic approach espoused by Egan, Rogers and others. In the emergency care setting they have honed these skills to bring benefit to their patients as quickly as possible. It remains a joy to watch I see my future role as that of a champion for the humanistic approach, by my actions and my teaching methods. As more demands continue to be heaped on staff this may become more difficult. We are in danger of becoming more concerned with the product than the process. Bibliography Murgatroyd. S (1985) Counselling and Helping. Haworth Press Nelson-Jones.R (1997) Practical Counselling and Helping Skills. Cassell Davis.H and Fallowfield.L (1993) Counselling and Communication in Health Care Wiley Sons Burnard.P (1990) Counselling Skills For Health Professionals Chapman Hall Borck.L and Fawcet. S (1982) Learning Counselling and Problem Solving Skills. Haworth Press Kirchenbaum Henderson (1989) The Carl Rogers Dialogues (From Course Handout)

The Pressure Brought On By College Essay -- University Stress Peer Pre

The Pressure Brought On By College Socially, religiously, and scholastically, a person’s values are severely challenged as he enters college. A major university has many evil faces that can alter a person’s values if he or she is not careful. Fraternities and their counterpart, sororities, target freshmen mainly because they’re young, easily influenced, and lonesome. Religious organizations try their best to counter the fraternities by gathering these young scholars to spread their word. The University of Georgia itself causes turmoil in these students' beliefs by requiring classes that promote a change in merit. These are the main things that I have encountered as a student through the University, and all three intrude on my privacy. (in her essay "Keeping Close to Home,")bell hooks argues that a college campus is a place where people hide there true selves. At a time when someone’s values are constantly being tested they should show their true feelings in order to avoid conflicts l ater in life. Fraternities and sororities play a major role in the choices a person makes as he enters college. They target the young because they are simply the easiest to influence. Most of these students are away from home with no friends. They are hungry to belong to a group, and a Fraternity offers a sense of togetherness that these lambs away from the herd need. Once hooked and interested in becoming a member, recruits are constantly challenged to drink and perform embarrassing tasks to prove how dedicated they are to becoming a brother. These rushies can possibly be beaten, definitely made to clean non-stop, and constantly forced to run errands for the older brothers. Hazing, or abusing a recruit, has supposedly been abolis... ...he said that a university forces you to hide your background. She said this about the years she attended Stanford, "I lived alone, like the one Mormon student who kept to himself as he made a concentrated effort to remain true to his religious beliefs and values" (hooks 88 ). Yes, you can be highly influenced at a college to change, but I have never had to hide my beliefs. I guess it's different for me to attend UGA and for her to attend Stanford. She should not mask who she is, and she should be proud and teach these people not to stereotype. Overall, a University system is a great place and I love every second of being on campus. There are just some things that need to be fixed before I graduate. Works Cited hooks, bell. "Keeping Close to Home." The Presence of Others. Eds. Andrea Lunsford and John Ruszkiewicz. New York: St. Martins Press, 1997. 85-95. The Pressure Brought On By College Essay -- University Stress Peer Pre The Pressure Brought On By College Socially, religiously, and scholastically, a person’s values are severely challenged as he enters college. A major university has many evil faces that can alter a person’s values if he or she is not careful. Fraternities and their counterpart, sororities, target freshmen mainly because they’re young, easily influenced, and lonesome. Religious organizations try their best to counter the fraternities by gathering these young scholars to spread their word. The University of Georgia itself causes turmoil in these students' beliefs by requiring classes that promote a change in merit. These are the main things that I have encountered as a student through the University, and all three intrude on my privacy. (in her essay "Keeping Close to Home,")bell hooks argues that a college campus is a place where people hide there true selves. At a time when someone’s values are constantly being tested they should show their true feelings in order to avoid conflicts l ater in life. Fraternities and sororities play a major role in the choices a person makes as he enters college. They target the young because they are simply the easiest to influence. Most of these students are away from home with no friends. They are hungry to belong to a group, and a Fraternity offers a sense of togetherness that these lambs away from the herd need. Once hooked and interested in becoming a member, recruits are constantly challenged to drink and perform embarrassing tasks to prove how dedicated they are to becoming a brother. These rushies can possibly be beaten, definitely made to clean non-stop, and constantly forced to run errands for the older brothers. Hazing, or abusing a recruit, has supposedly been abolis... ...he said that a university forces you to hide your background. She said this about the years she attended Stanford, "I lived alone, like the one Mormon student who kept to himself as he made a concentrated effort to remain true to his religious beliefs and values" (hooks 88 ). Yes, you can be highly influenced at a college to change, but I have never had to hide my beliefs. I guess it's different for me to attend UGA and for her to attend Stanford. She should not mask who she is, and she should be proud and teach these people not to stereotype. Overall, a University system is a great place and I love every second of being on campus. There are just some things that need to be fixed before I graduate. Works Cited hooks, bell. "Keeping Close to Home." The Presence of Others. Eds. Andrea Lunsford and John Ruszkiewicz. New York: St. Martins Press, 1997. 85-95.

My Essays Essay

The following is an organizational announcement for Staples Advantage Corporate associates and  global Vice Presidents and above from   Tom Heisroth, SVP Staples Advantage Sales, and Steve Bussberg, SVP, Staples Advantage. To support Staples’ Reinvention efforts to turbocharge product-related services, we are excited to announce changes within our Staples Advantage Print business  that will increase efficiencies and reduce customer confusion around our offerings. Staples has unrivaled Print assets and we believe this reorganization will allow us to strengthen our position in the industry and become a true market leader. Jeff Crump,  VP/GM, Staples Print Solutions, will be responsible for Print operations, all aspects of Print field support, and ownership of the total Staples Advantage Print P&L. Jeff will continue to report to Steve Bussberg. Geoff Eitland, Director, Procurement and Merchandising, will assume responsibility for all Print sourcing and vendor management. In addition, our customer implementation teams will now be centralized, with  Jamie Kapanka, Senior Manager, Sales Operations,  reporting into the Staples Advantage Print operations group. The following Associates will report to Jeff Crump: * Geoff Eitland, Director, Procurement and Merchandising * Jamie Kapanka, Senior Manager, Sales Operations * Gary Swanger, Director, Finance * Gretta Staskiewicz, Manager, Marketing * Jeffrey Holton, Director, Manufacturing * Lee Ann Holley,   Project Manager, New Business Development * Richard Campbell, Director, Integration Richard Martin, Director, Logistics * Robert Anderson-Ludrick, Director, PE Deployment Leader The Print sales teams led by  Millie Tarallo  and  Ralph Torres  will come together under the leadership of  Wayne Wilkinson, Vice President, Staples Advantage Sales, who is taking on a new role overseeing the Print and Vertical sales teams. Wayne will transition into his new role over the next few months and will con tinue to oversee the Central Region until further plans are announced. Wayne will continue to report to  Tom Heisroth, Senior Vice President, Staples Advantage Sales. Reporting to Wayne will be:   * Millie Tarallo, Area Vice President, Print * Ralph Torres, Area Vice President, Print * Susan Louis, Vice President, Healthcare * Judith Smith, Vice President, Federal Government * Jeremy Landis, Director, Vertical Markets Combining the Print sales teams under single leadership will increase sales productivity and uncover new sales and margin opportunities. At the same time, unifying the Vertical sales teams under Wayne will enable us to better focus on customers’ specialized needs in these segments. As previously announced, business development for Print has been unified under the leadership of  Kevin Moss, Vice President, Business Development and  Joe McDonald, Director, Business Development. This new structure and improved support capabilities will give our sales teams more time to sell, while providing our customers the seamless experience they expect. We look forward to transforming the Print business within Staples Advantage and driving meaningful growth for the company.