An Empirical Test of Tittle's Control Balance Theory*

Total Page:16

File Type:pdf, Size:1020Kb

An Empirical Test of Tittle's Control Balance Theory* AN EMPIRICAL TEST OF TITTLE’S CONTROL BALANCE THEORY* ALEX R. PIQUERO Temple University National Consortium on Violence Research MATTHEW HICKMAN Temple University Classic statements of control theory propose that individuals who are controlled or bonded will be more likely to be deterred from deviance, while those who are not controlled or bonded will be more likely to turn to deviance. In a recent restatement of control theory, Tittle (1995) offers an alternative viewpoint. Though he agrees that a lack of control (a control deficit) can lead to repressive forms of deviance (predation, defiance, and submission), Tittle also asserts that overcontrol (a control surplus) may lead to autonomous types of deviance (exploitation, plun- der, and decadence). Terming it control balance theory, Tittle argues that the amount of control to which one is subject relative to the amount of control one can exercise (i.e., the control ratio) affects not only the probability that one will engage in a deviant act, but also the specific form or type of deviance. In this article, we focus on one of the key hypotheses of control balance theory: an individual’s control bal- ance ratio predicts deviant behavior. We examine this hypothesis using two vignettes designed to investigate the repressive acts of predation and defiance. Segmented, nonlinear regression results yield mixed evi- dence in that both control surpluses and control deficits significantly predict predation and defiance. The theoretical implications of our results for control balance theory are discussed. In Control Balance, Tittle (1995) presented a general theory that was designed to account for all forms of deviance. Largely built as an inte- grated theory of crime that borrows concepts from multiple theories, con- trol balance, in essence, holds that the amount of control to which one is subject relative to the amount of control one can exercise determines the probability of deviance occurring as well as the type of deviance likely to occur (Tittle, 1995:135). Guided by the position that control is a central *We would like to thank Bob Bursik, Charles Tittle, and four anonymous reviewers for their comments on an earlier draft of this manuscript. This article benefited significantly from their suggestions. Please address all correspondence to: Alex Piquero, Temple University, Department of Criminal Justice, Gladfelter Hall (5th Floor), Philadelphia, PA 19122. E-mail: [email protected]. CRIMINOLOGY VOLUME37 NUMBER2 1999 319 320 PIQUERO AND HICKMAN concept in conformity (e.g., Gibbs, 1989, 1994; Gottfredson and Hirschi, 1990; Hirschi, 1969; Nye, 1958; Reckless, 1961; Reiss, 1951; Sampson and Laub, 1993), Tittle (p.183) asserts that when an individual’s control ratio is balanced (i.e., the amount of control to which one is subject is equal to the amount of control one can exercise), conformity will result. Control imbalances, on the other hand, are related to nonconforming behavior and can take one of two forms. A control deficit emerges when the numerator of the control balance ratio (the amount of control to which one is subject) exceeds the denominator of the control balance ratio (the amount of con- trol one can exercise). A control surplus emerges when the numerator of the control balance ratio is less than the denominator of the control bal- ance ratio. According to Tittle (p.143), being controlled is a continuous variable conveying the extent to which the expression of one’s desires and/or impulses is potentially limited by other people’s abilities (whether actually exercised or not) to help, regulate, hinder, and/or punish, or by the physi- cal and social arrangements of the world. On this deficit side of the con- trol balance ratio, various forms of repressive deviance help individuals “escape” control deficits in an effort to return the control balance ratio to equilibrium, if only temporarily. The manner in which these individuals compensate for their control deficit is to turn to deviant acts (e.g., preda- tion, defiance, or submission) that attempt to restore control balance. Similarly, individuals who exercise control over others tend to engage in deviance in order to “extend” their control. Since individuals with control surpluses are always seeking more control, their deviant actions result in further disequilibrium, if only temporarily. For Tittle, exercising control is a continuous variable reflecting the degree to which one can limit other people’s realization of their goals or can escape limitations on one’s own behavioral motivations that stem from the actions of others or from the physical and social arrangement of the world. The way these individuals compensate for their control surplus is to turn to deviant actions involving exploitation, plunder, and decadence. On this surplus side of the control balance ratio, autonomous deviance helps individuals extend control surpluses. While control balance adopts the premise of extant control theories that constraint on ability to act is a key variable in explaining crime and/or deviance (Tittle, 1995:142), an interesting distinction between control bal- ance theory and its earlier control predecessors is the notion that both low control and high control may lead to crime and deviance in certain situa- tions (see also Nye, 1958). This prediction stands in sharp contrast to pre- vious accounts of control theory (Hirschi, 1969), which assert that only low control leads to crime and deviance. Where Tittle’s theory diverges from these other control theories is in the possibility that higher control does, in TImLE’S CONTROL BALANCE THEORY 321 some cases, lead to crime and deviance.1 For heuristic purposes, we present a graphical presentation of the con- trol balance ratio in Figure 1. By hypothesizing that both low and high amounts of control can lead to deviance, the control balance curve poses a direct challenge to the linearity prevalent in many criminological theories, a challenge that Tittle (1997:lOl) expressly set out to accomplish.2 Figure 1 The Continuum of Control Balance I Control Control Control Deficit Balance Surplus THE NOTION OF DEVIANCE IN CONTROL BALANCE Tittle (1995:124) defines deviance as “any behavior that the majority of a given group regards as unacceptable or that typically evokes a collective response of a negative type.” He further elaborates on six different types of deviance, which shift in direction to the right and left of conformity (pp. 137-141,189). On the surplus side of the continuum, to the right of con- formity, there are three autonomous forms of deviance: exploitation, plun- der, and decadence. On the deficit side of the continuum, to the left of 1. Another important distinction in control balance is that motivation is not con- stant as it is in other conceptions of social control (Gottfredson and Hirschi, 1990; Hir- schi, 1969). 2. In the original presentation of his theory, Tittle (1995) noted specific predic- tions about the type of deviant act that would occur as one moved in either direction from a balance of control. In response to Braithwaite’s (1997) critique, Tittle (1997) appears to step back a bit from this claim. Here, we are not concerned with the speci- ficity of different types of deviant acts; rather, we provide a more general empirical test. 322 PIQUERO AND HICKMAN conformity, there are three repressive types of deviance: predation, defi- ance, and submission. The first repressive form of deviance is predation. This type of act involves direct physical violence and includes theft, sexual assault, rob- bery, property crime, sexual harassment, and parental use of guilt to elicit child attention. The second form of repression is defiance, or challenges to conventional norms. These acts violate normative expectations but are undertaken to avoid inflicting much harm upon the desired object of hos- tility. Examples of defiant acts include vandalism, violating curfew, unconventional sexual behavior, and sullenness by a marital partner. The final type of repressive deviance is submission. This form of deviance con- sists of “passive, unthinking, slavish obedience to the expectations, com- mands, or anticipated desires of others” (Tittle, 1995139). Examples of submissive acts include helping repress others to please power holders and allowing oneself to be physically abused, humiliated, or sexually degraded. Three autonomous types of deviance are also explained by the theory. The first type takes the form of exploitation. Tittle defines exploitation as indirect predation, such as using others to do your dirty work and contract killings. The second autonomous act in control balance is plunder. Acts that are plunderous are committed by individuals or organizations who “pursue their own ends with little awareness or regard for much else” (Tit- tle, 1995:139). Examples of plunderous acts include pollution by oil com- panies and attempted genocide directed against racial or ethnic groups by powerful segments of a population. The third and final autonomous type of deviance concerns decadence. Decadent acts are irrational acts, which are completed according to Tittle (p.139), “only by whim of the moment.” Examples of decadent acts include group sex with children and humiliating people for entertainment.3 By itself, a control imbalance only presents a potential for deviance to occur. Much like routine activity models of offending (Cohen and Felson, 1979), Tittle contends that actual deviance is a product of predispositional and situational motivation, constraint, and opportunity. The predisposi- tion toward deviant motivation is a product of one’s innate bodily and psychic needs, an “almost universal” (Tittle, 1995:145) desire for auton- omy, and most important, the individual’s control ratio (p.177). Actual deviant motivation emerges when an individual becomes aware of the con- trol imbalance and the possibility that a deviant act will alter hidher con- trol ratio in a favorable way (i.e., escape a control deficit or extend a control surplus). This awareness results from situational provocations of 3.
Recommended publications
  • Invisible-Punctuation.Pdf
    ... ' I •e •e •4 I •e •e •4 •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • ••••• • • •• • • • • • I •e •e •4 In/visible Punctuation • • • • •• • • • •• • • • •• • • • • • •• • • • • • •• • • • • • • •• • • • • • •• • • • • • ' •• • • • • • John Lennard •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • •• • • • • • I •e •e •4 I •e •e •4 I •e •e •4 I •e •e •4 I •e •e •4 I ••• • • 4 I.e• • • 4 I ••• • • 4 I ••• • • 4 I ••• • • 4 I ••• • • 4 • • •' .•. • . • .•. •. • ' .. ' • • •' .•. • . • .•. • . • ' . ' . UNIVERSITY OF THE WEST INDIES- LENNARD, 121-138- VISIBLE LANGUAGE 45.1/ 2 I •e •e' • • • • © VISIBLE LANGUAGE, 2011 -RHODE ISLAND SCHOOL OF DESIGN- PROVIDENCE, RHODE ISLAND 02903 .. ' ABSTRACT The article offers two approaches to the question of 'invisible punctuation,' theoretical and critical. The first is a taxonomy of modes of punctuational invisibility, · identifying denial, repression, habituation, error and absence. Each is briefly discussed and some relations with technologies of reading are considered. The second considers the paragraphing, or lack of it, in Sir Philip Sidney's Apology for Poetry: one of the two early printed editions and at least one of the two MSS are mono­ paragraphic, a feature always silently eliminated by editors as a supposed carelessness. It is argued that this is improbable
    [Show full text]
  • Chapter Two Literature Review in This Study, the Researcher Shows
    11 Chapter Two Literature Review In this study, the researcher shows definition and theory in literature review. The researcher writes some definition of punctuation marks taken from some researchers. Then, the researcher also adds review of related study that contains some research results taken from some researchers. The last is conceptual framework. The researcher takes summary from the theory from some researchers before. English Punctuation According to Jones (1994, p.421) “punctuation, as we consider it, can be defined as the central part of the range of non-lexical orthography”. Allthough arguments could be made for including the sub-lexical marks (e.g. hyphens, apostrolphes ) and structural marlcs (e.g. bullets in itemisations), they are excluded since they tend to be lexicalised or rather difficult to represent, respectively. The other concept comes from Samson (2014, p.23). He said, “punctuation enables us to clarify statements and communicate better with readers.” It is similar with the opinion from Ritter (2001, p. 112) said that “Punctuation exists to clarify meaning in the written word and to facilitate reading. Too much can hamper understanding through an uneven, staccato text, while too little can lead to misreading. Within the framework of a few basic rules (fewer still in fiction), an 12 author's choice of punctuation is an ingredient of style as personal as his or her choice of words.” Writing Writing is an outward expression of what is going on in the writer’s mind (Hussain, Hanif, Asif, and Rehman, 2013). Furthermore, according to Hussain et al (2013), “writing is the visual medium through which graphical and grammatical system of a language is manifested” (p.832).
    [Show full text]
  • THE IMPORTANCE of BIBLICAL PUNCTUATION by John Temples
    BIBLICAL INSIGHTS #57: JOTS AND TITTLES: THE IMPORTANCE OF BIBLICAL PUNCTUATION By John Temples Jesus said in the Sermon on the Mount, “Do not think that I came to destroy the Law or the Prophets. I did not come to destroy but to fulfill. For assuredly, I say to you, till heaven and earth pass away, one jot or one tittle will by no means pass ​ ​ from the law till all is fulfilled” (Matthew 5:17-18). What on earth are jots and tittles? A jot (or yod) was the smallest letter in the ​ ​ Hebrew alphabet. It resembled an apostrophe (‘). A tittle was even smaller, and was a little “horn” or pen stroke on the end of a letter, rather like a serif on a letter in the English alphabet. The NIV does a good job of rendering the sense of Matthew 5:18--“I tell you the truth, until heaven and earth disappear, not the smallest letter, not the least stroke of a pen, will by any means disappear from the Law until everything is accomplished.” (It’s important to note that the law was ​ fulfilled in Jesus and His sacrifice; so once that sacrifice was completed, and the sin debt was paid by Christ’s blood, the law did pass away and was replaced by the New Testament.) So Jesus was saying that not even the smallest parts of the law of Moses would pass away until all the law’s requirements were fulfilled. We use similar expressions when we want to emphasize the importance of small details, such as “dotting our i’s and crossing our t’s.” ​ ​ ​ ​ Also, in English we have small but important marks of punctuation--commas, ​ ​ periods, colons, question marks, etc.
    [Show full text]
  • SM a R T M U S E U M O F a R T U N Iv E R S It Y O F C H IC a G O B U L L E T in 2 0 0 6 – 20
    http://smartmuseum.uchicago.edu Chicago, Illinois 60637 5550 South Greenwood Avenue SMART SMART M U S EUM OF A RT UN I VER SI TY OFCH ICAG O RT RT A OF EUM S U M SMART 2008 – 2006 N I ET BULL O ICAG H C OF TY SI VER I N U SMART MUSEUM OF ART UNIVERSITY OF CHICAGO BULLETIN 2006– 2008 SMART MUSEUM OF ART UNIVERSITY OF CHICAGO BULLETIN 2006–2008 MissiON STATEMENT / 1 SMART MUSEUM BOARD OF GOVERNORS / 3 REPORTS FROM THE CHAIRMAN AND DiRECTOR / 4 ACQUisiTIOns / 10 LOANS / 34 EXHIBITIOns / 44 EDUCATION PROGRAMS / 68 SOURCES OF SUPPORT / 88 SMART STAFF / 108 STATEMENT OF OPERATIOns / 112 MissiON STATEMENT As the ar t museum of the Universit y of Chicago, the David and Alfred Smar t Museum of Ar t promotes the understanding of the visual arts and their importance to cultural and intellectual history through direct experiences with original works of art and through an interdisciplinary approach to its collections, exhibitions, publications, and programs. These activities support life-long learning among a range of audiences including the University and the broader community. SMART MUSEUM BOARD OF GOVERNORS Robert Feitler, Chair Lorna C. Ferguson, Vice Chair Elizabeth Helsinger, Vice Chair Richard Gray, Chairman Emeritus Marilynn B. Alsdorf Isaac Goldman Larry Norman* Mrs. Edwin A. Bergman Jack Halpern Brien O’Brien Russell Bowman Neil Harris Brenda Shapiro* Gay-Young Cho Mary J. Harvey* Raymond Smart Susan O’Connor Davis Anthony Hirschel* Joel M. Snyder Robert G. Donnelley Randy L. Holgate John N. Stern Richard Elden William M. Landes Isabel C.
    [Show full text]
  • A Collection of Mildly Interesting Facts About the Little Symbols We Communicate With
    Ty p o g raph i c Factettes A collection of mildly interesting facts about the little symbols we communicate with. Helvetica The horizontal bars of a letter are almost always thinner than the vertical bars. Minion The font size is approximately the measurement from the lowest appearance of any letter to the highest. Most of the time. Seventy-two points equals one inch. Fridge256 point Cochin most of 50the point Zaphino time Letters with rounded bottoms don’t sit on the baseline, but slightly below it. Visually, they would appear too high if they rested on the same base as the squared letters. liceAdobe Caslon Bold UNITED KINGDOM UNITED STATES LOLITA LOLITA In Ancient Rome, scribes would abbreviate et (the latin word for and) into one letter. We still use that abbreviation, called the ampersand. The et is still very visible in some italic ampersands. The word ampersand comes from and-per-se-and. Strange. Adobe Garamond Regular Adobe Garamond Italic Trump Mediaval Italic Helvetica Light hat two letters ss w it cam gue e f can rom u . I Yo t h d. as n b ha e rt en ho a s ro n u e n t d it r fo w r s h a u n w ) d r e e m d a s n o r f e y t e t a e r b s , a b s u d t e d e e n m t i a ( n l d o b s o m a y r S e - d t w A i e t h h t t , h d e n a a s d r v e e p n t m a o f e e h m t e a k i i l .
    [Show full text]
  • DOCUMENT RESUME ED 345 505 FL 019 874 Journal of the Irish Association for Applied Linguistics, Number 5 = TEANGA; Iris Chumann
    DOCUMENT RESUME ED 345 505 FL 019 874 TITLE Journal of the Irish Association for Applied Linguistics, Number 5 = TEANGA; Iris Chumann na Teangeolaiochta Feidhmi, Uimhir 5. INSTITUTION Irish Association for Applied :,inguistics, Dublin. REPORT NC ISSN-0332-205X PUB DATE 85 NOTE 119p. PUB TYPE Collected Works - Serials (022) JOURNAL CIT TEANGA: Journal of the Irish Association for Applied Linguistics; n5 1985 EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Applied Linguistics; Bilingualism; Discourse Analysis; Elementary Education; English; Foreign Countries; *Immersion Programs; Interpersonal Comnunication; *Language Acquisition; *Language of Inszruction; Language Research; *Language Role; Language Tests; Mothers; *Multilingualism; Parent Child Relat_onship; Regional Dialects; Syntax; Test Use; Uncommonly Taught Languages IDENTIFIERS Canada; *English (Irish) ABSTRACT Articles in this issue of a journal on applied linguistics include: "Multilingualism as a Relaxed Affair: The Case of the Western Canadian Halfbreeds" (Patrick C. Douaud); "Testing a Group of Bilingual Children with the Bilingual Syntax Measure" (Christine Helot); "Two Years On: A Sample of Mother Child Interaction in a Second Language" (Maire Owens); "Schooling Through L2 -- Its Effect on Cognitive and Academic Development" (Gearoid 0 Ciarain); "The Potential for Irish-English Dual-Medium Instruction in the Primary School" (Liam Mac Mathuna); "Discourse Aralysis and Language Acquisition" (Michael F. McTear); "Pre-primary Education Through the Medium of Lesser Used Languages"
    [Show full text]
  • ED331151.Pdf
    DOCUMENT RESUME ED 331 151 EA 022 894 AUTHOR Brown, Rexford G. TITLE Schools of Thought: How the Politics of Literacy Shape Thinking in the Classroom. The Jossey-Bass Educat:ion Series. REPORT NO ISBN-1-55542-314-0 PUB DATE 91 NOTE 311p. AVAILABLE FROMJossey-Bass Publishers, 350 Sansome Street, San Francisco, CA, 94104 ($24.95 plus state sales tax where applicable). PU3 TYPE Guides - Non-Classroom Use (055) -- Books (010) EDRS PRICE MFL- Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Classroom Environment; *Educational Policy; Elementary Secondary Education; Foreign Countries; *Literacy; *Politics of Education; *Program Development; Rural American Indians; Rural Education; School Restructuring; State Action; *Thinking Skills; Urban Education IDENTIFIERS *Ontario (Toronto); Pittsburgh School District PA ABSTRACT The new literacy goes beyond the requirements for a high school diploma, including capacities once demanded only of a privileged, college-bound elite. This book concerns this new, higher literacy and whether current educational restructuring efforts are likely to foster such literacy in all students. The study used informal interviewing techniques and examined classrooms for evidence of nine general climate indicators conducive to a literac of thoughtfulness. The first chapters focus on rure America, especially the Deep South, where teachers are educating children to leave their communities. The third chapter describes education on an Indian reservation, where the colonial model is waning. Chapter 4 describes the conflicts and contradictions in a troubled, but typical urban school district unintentionally engaged in undermining literacy efforts. Chapter 5 broadens the notion of "policy environment" and describes the contributions of a governor, a legislature, a state school board, and a district judge.
    [Show full text]
  • Bush Artist Fellows
    Bush Artist 2004Fellows Bush Artist 2004Fellows 4 2004 Bush Artist Fellows CHOREOGRAPHY MULTIMEDIA PERFORMANCE ART STORYTELLING Danny Buraczeski Laurie Carlos Emily Johnson Gülgün Kayim Kari Margolis Danial Shapiro VISUAL ARTS: THREE DIMENSIONAL Amelia Biewald Gary Greff Amy Toscani VISUAL ARTS: TWO DIMENSIONAL Alexa Horochowski Faye Passow Jenny Schmid TRADITIONAL & FOLK ARTS Mary Louis Defender Wilson Gao Hong Douglas Trail-Johnson 2 Bush Artist Fellowships stablished in 1976, the purpose of the Bush Artist Fellows Program is to provide artists with signifi- E cant financial support that enables them to further their work and their contributions to their com- munities. An artist may use the fellowship in many ways: to engage in solitary work or reflection, for col- laborative or community projects, or for travel or research. No two fellowships are exactly alike. Eligible artists reside in Minnesota, North and South Dakota, and western Wisconsin. Artists may apply in any of these categories: VISUAL ARTS: TWO DIMENSIONAL VISUAL ARTS: THREE DIMENSIONAL LITERATURE Poetry, Fiction, Creative Nonfiction TRADITIONAL & FOLK ARTS SCRIPTWORKS Playwriting and Screenwriting MUSIC COMPOSITION FILM • VIDEO CHOREOGRAPHY • MULTIMEDIA PERFORMANCE ART/STORYTELLING Applications for all disciplines will be considered in alternating years. 3 2004 Panels PRELIMINARY PANEL Pepón Osorio Fred Nahwooksy CHOREOGRAPHY Visual artist Museum development and MULTIMEDIA Philadelphia, Pennsylvania arts consultant PERFORMANCE ART Eagle Point, Oregon STORYTELLING PRELIMINARY
    [Show full text]
  • GORGEOUS GRAMMAR for KS2 and PERFECT PUNCTUATION
    GORGEOUS GRAMMAR FOR KS2 And PERFECT PUNCTUATION VERBS 1 (year 3, 4, 5 and 6) 1 A verb is the most important word in any sentence. The verb is the doing word, the action word. It is the word which tells us what happens, what is happening, what will happen, what has happened, what happened, and so on. The English language is very rich in verbs. Try to choose verbs that really bring your sentences to life. Task 1 Think of some really exciting verbs to complete these sentences. Your teacher may award points for the most imaginative sentences. 1. Our cat .......... with the mouse for a while, then he suddenly .......... on it. 2. Archie .......... onto the dance floor and .......... at the nearest pretty girl. 3. “Someone has .......... the Kooh-i-Noor Diamond!” .......... Joe. 4. Tarzan was so hungry he .......... a whole wild pig by himself. 5. What a boy you are! You’re dad will definitely .......... you when we get home. Task 2 In these sentences replace the worn-out, over-used, dull, boring verbs with ones that are more exciting and evocative. (evocative means conjures up a picture). 1. Amy ran towards the finish line and burst through the tape. 2. Juliet said, “Romeo, Romeo, wherefore art thou Romeo?” 3. Ben went under the patio to look for the lost puppy. 4. Broccoli is something I really don’t like. 5. The librarian put the books on the shelf in alphabetical order. 2 All verbs have different tenses. We use them to refer to the past, the present or the future.
    [Show full text]
  • Diacritics and Ligatures
    BBN–ANG–183 Typography Lecture 8: Diacritics and ligatures Zoltán Kiss & Péter Szigetvári Dept of English Linguistics, Eötvös Loránd University kz & szp (delg) typo/diacritics&ligatures (8) 1/28 outline introduction diacritics one by one acute accent grave and double acute accent breve, caron circumflex, macron dieresis and umlaut dot, ring cedilla, comma, ogonek tilde, bar diacritics in Arabic scripts ligatures character ligatures stylistic ligatures suppression of stylistic ligatures sample exam questions kz & szp (delg) typo/diacritics&ligatures (8) 2/28 introduction diacritics ◮ do not occur in isolation, they are typically “carried” by a letter kz & szp (delg) typo/diacritics&ligatures (8) 3/28 introduction diacritics ◮ do not occur in isolation, they are typically “carried” by a letter ◮ two ways of producing letters with diacritics kz & szp (delg) typo/diacritics&ligatures (8) 3/28 introduction diacritics ◮ do not occur in isolation, they are typically “carried” by a letter ◮ two ways of producing letters with diacritics 1. the letter with the diacritic is one unique, precomposed character, i.e., one glyph (with a code of its own): e.g., ISO 8859, Unicode, etc. kz & szp (delg) typo/diacritics&ligatures (8) 3/28 introduction diacritics ◮ do not occur in isolation, they are typically “carried” by a letter ◮ two ways of producing letters with diacritics 1. the letter with the diacritic is one unique, precomposed character, i.e., one glyph (with a code of its own): e.g., ISO 8859, Unicode, etc. 2. composition: adding the diacritic to the letter kz & szp (delg) typo/diacritics&ligatures (8) 3/28 introduction diacritics ◮ do not occur in isolation, they are typically “carried” by a letter ◮ two ways of producing letters with diacritics 1.
    [Show full text]
  • Brand Standards Lansing Community College 411 N
    Brand Standards Lansing Community College 411 N. Grand Ave. Lansing, Mich. 48933 — Communications and Marketing Department Paula D. Cunningham Administration Building, Suite 205, 610 N. Capitol Ave. Lansing, Mich. 48933 [email protected] 517-483-1178 Content LANSING COMMUNITY COLLEGE 01 BRAND STANDARDS 02 —————— 07 34 —————— 39 62 —————— 67 VISUAL Print Editorial IDENTITY Accessibility Approach Brand Overview Typeface and Font Inclusive Language What Drives Our Brand White Space Email Style LCC’s Identity Marks Tables Web Writing Body Copy, Headings Public Audiences/External and Subheadings Social Media PDFs on the Web 08 —————— 23 68 —————— 75 COLLEGE 40 —————— 47 MARKS Style Guide Institutional Logo COLORS Stars Logo Institutional Colors College Emblem Web Color Palette 76 —————— 79 Divisional Wordmarks Secondary Print Color Scheme Visual Aesthetics Incorrect Logo Uses lcc policy Sub-Logos 48 —————— 53 guideline Nondiscrimination Language 24 —————— 33 PHOTOGRAPHY Visual Presence Typography Subject Matters San-Serif Typeface Typography Standards 54 —————— 61 Design Terminology Visual Identity LANSING COMMUNITY COLLEGE BRAND STANDARDS 02 — 07 02 — 03 VISUAL IDENTITY + Brand Overview + What Drives Our Brand – Brand Ambassador + LCC’s Identity Marks – Institutional logo – Stars logo – College emblem Visual Identity LANSING COMMUNITY COLLEGE 03 BRAND STANDARDS The Brand Standards Guide introduces you to the college logo, what it means and how to use it properly in communication materials. Generated from the strategic plan, the institutional logo is a distinctive, meaningful and authentic way we communicate about LCC. This document presents simple tools you can use to ensure the logo is presented with strength and consistency. At LCC, our mission guides These guidelines were Each of us shapes our purpose.
    [Show full text]
  • Combined Cost Allocation Plan for FFY 2021
    Program Support Center DEPARTMENT OF HEALTH & HUMAN SERVICES Financial Management Portfolio Cost Allocation Services 90 7th Street, Suite 4-600 San Francisco, CA 94103-6705 PHONE: (415) 437-7820 FAX: (415) 437-7823 EMAIL: [email protected] January 17, 2019 Kathy Smith, Liaison Accountant, Fiscal Administration North Dakota Department of Human Services State Capitol-Judicial Wing 600 E. Boulevard Ave Dept. 325 Bismarck, ND 58505-0250 Dear Ms. Smith: This letter provides approval of the North Dakota Department of Human Services Cost Allocation Plan (Plan) amendment transmitted to our office on April 6, 2018, and subsequently revised on September 27, 2018, and January 17, 2019. This amendment, which was submitted in accordance with 45 CFR 95, Subpart E, is effective January 1, 2018 and July 1, 2018. Acceptance of actual costs in accordance with the approved Plan is subject to the following conditions: 1) The information contained in the Plan and provided by the State in connection with our review of the Plan is complete and accurate in all material respects. 2) The actual costs claimed by the State are allowable under prevailing cost principles, program regulations and law. 3) The claims conform with the administrative and statutory limitations against which they are made. This approval relates only to the methods of identifying and allocating costs to programs, and nothing contained herein should be construed as approving activities not otherwise authorized by approved program plans or Federal legislation and regulations. Implementation of the approved Cost Allocation Plan may subsequently be reviewed by authorized Federal staff. The disclosure of inequities during such reviews may require changes to the Plan.
    [Show full text]