Violence in Public School Free Essays

Your Name Instructor/Professor’s Name Course Date Violence In Public Schools Perhaps, one of the most pressing concerns affecting not only the educational sector, but the entire society, is the rising violence in schools. Indeed, there’s no question that school-related violence is one of the gravest threats that any government will have to face. In fact, the U. We will write a custom essay sample on Violence in Public School or any similar topic only for you Order Now S. is just one of the dozens of countries plagued by this social ill. With easy access on guns and knives, schools—students and teachers, specifically—have been placed at a more precarious condition. Thus, it is no longer surprising if shooting spree, sexual assault, and stabbing incidents continue to headline the newspapers around the world. Such is the alarming rate of violence in what was once considered the haven of safety and sanctuary of morality that parents, students, and policymakers have to brave. In general, violence in U. S. schools, plus the government’s failure to prevent—let alone eliminate—even in the presence of new initiatives specifically intended for this purpose, has turned out a huge cause for concern that needs to be addressed no sooner than later. No student or teacher for this matter should ever suffer from violence inside the classroom, playground, school cafeteria, or even while on his way to or from school. But the truth does not speak of the same. As the rate of school violence continues to escalate year by year, so does the disruption of the learning process, degradation of the students’ and teachers’ morale, and the spread of fear not only in the school but in the community in general. Aside from the immediate negative impact, school violence could also give birth to youth violence, which could stem to more diverse concerns in criminality, peace and order, and public health and safety. In this paper, we will try to delve the degree of school violence and how dangerous it is not only to wither the integrity of the U. S. school system, but also to rock society as well. In the present condition where the government seems too powerless enough to put this social crisis to an end, it is safe to say that school violence is indeed a force to reckon, a substantial shaker that will definitely cause the failure of schools in general. Data Reveal the Alarming Rate of School Violence Numerous studies have been conducted to assess the real impact and the degree in which school violence has really affected the school system. Data from the US Department of Education show disturbing figures. Between 2003 and 2004, it was revealed that 1 out of 10 teachers in urban schools admitted receiving threats from students. Between 2005 and 2006, almost 40 percent of public schools had at least one case of school violence. In 2007, 23 percent of students admitted that gangs existed in their schools. The Centers for Disease Control and Prevention (series 4) reveals that according to the results of a nationwide survey in 2007 among students from grades 9 to 12 show that almost 6 percent of students did bring guns, knives and other types of dangerous weapons inside the school. Furthermore, almost 8 percent of students were threatened, harassed, or injured by these weapons. Meanwhile, 12 percent of the respondent-students admitted that they had been involved in physical fights inside the school. A more disturbing note revealed that most than 22 percent of students sold, used, and were offered and given illegal drugs right inside the school. Nonfatal assaults are also rampant inside the school. The Department of Education reveals that in 2006, on a national level, 3 out of 100 students are actively participating in school-based crimes, which included rape, assault, and theft. Bullying is even a more serious cause for alarm. More than one-third of the entire student population had been victims of bullying, 4 percent of them being bullied online or through text messages. This stems to a more violent personality as bullied students have more chances of getting engaged into fights, psychological trauma and dropping out of school. Likewise, The Centers for Disease Control and Prevention (33-36) reveals that school violence-related deaths continue to escalate on a yearly basis. Although on an average rate, 1 out of 100 students die due to violence inside the school, still, such cases are too much to ignore, since NO death, especially violence-related must ever occur inside the campus. Since 2003, more than 115 students have been killed in almost 110 incidents. On a yearly basis, that translates to 17 students dying from homicide. Anderson et al (2695) reveals that school-associated violence and deaths occur â€Å"before and after the school day and during lunch,† while cases of violence are more likely to occur at the onset of the semester (Centers for Disease Control and Prevention Violent, 657). Half of recorded homicide cases show that perpetrators actually reveal some sort of warning signal before they attack their victims. These include making a threat or leaving a note before the crime occurs (Anderson et al, 2695). Risk Factors Leading to Violence in Schools School violence does not exist simply because they have to exist. There are numerous underlying factors that trigger the occurrence of numerous conditions that give rise to this case. In fact, experts, researchers and lawmakers agree that there is a deeper root that that gives life to these occurence. According to the Constitutional Rights Foundation, among the risk factors affecting school violence include: â€Å"weapons, media violence, cyber abuse, the impact of school, community, and family environments, personal alienation,† (crf-usa. rg) among others. Access to Weapons. The late 1980s and early 1990s saw the rapid increase in the rate of gun accessibility among teens in the United States. As more teenagers owned guns, thus, the rise of gun deaths and injuries (crf-usa. org). A study conducted by Bergstein et al (794-8) in Boston and Milwaukee shows that that 42 percent of students who responded revealed that â€Å"they could g et a gun if they wanted, 28 percent have handled a gun without adult knowledge or supervision, and 17 percent have carried a concealed gun†¦. This claim was backed by data provided by the University of Southern California School of Medicine, which reports that around 35% of U. S. households with children 18 years old and below are reported to have owned at least one firearm, which â€Å"translates to more than 11 million children living in homes with firearms† (crf-usa. org). Furthermore, teens can also acquire handguns in illegal sales, as â€Å"American gun shows continue to be a venue for illegal activity, including unlicensed sales to prohibited individuals† (Bergstein et al, 794). Violence Caused by Media. The Constitutional Rights Foundations (crf-usa. rg ) reveals that an average American child will have witness 8,000 murders and 100,000 violent acts by time he reaches 7th grade. That’s because of television. Time and again, claims have been made and studies have been conducted to really test the truth behind the impact of television in inculcating wrong values to a child. According to the Anderson et al (81), â€Å"violent television and films, video games, and music reveals unequivocal evidence that media violence increases the likelihood of aggressive and violent behavior in both immediate and long-term contexts. Although certain characteristics exhibited by viewers, such as identification of aggressive characters), parental guidance and other social factors, as well as the content of the media could make or break the effect of media violence. These also count the the degree of aggression instilled in the viewer’s personality. Cyber Bullying. Anderson et al (83) write that high school students are more exposed to violence in video games, thus, they show â€Å"more pro-violent attitudes, had more hostile personalities, were less forgiving, believed violence to be more normal, and behaved more aggressively in their ev eryday lives. † However, Sherry (msu. du ) reasoned out that the â€Å"overall effect of these games on aggressiveness does not appear great† to warrant significant attention. School Environments. A survey conducted by the Children’s Institute International revealed that more than half off teenage population living in rural, suburban, or urban areas all agree that schools are becoming more and more violent in the passing of time. School-based Gangs. The National Center for Educational Statistics, as quoted by the Center for Mental Health in Schools at UCLA (2), reveals that in 2005, â€Å"24 percent of students ages 12-18 reported that there were gangs at their schools. Nevertheless, no difference was observed with regards to reporting gang presence among rural and suburban students. Communities. Aside from the negligence in the school and in the home, communities also show neglect in children, which is another reason for hastened occurrence of school violence. Furthermore, a community’s unresponsive attitude â€Å"to the needs of families and their children [†¦could] develop into school violence [†¦given that] [a]fter-school and summer programs are not always available† (crf-usa. org). Family. The family, which should have been highly responsible in shaping a child’s mind to become upright and law-abiding, are also the one the blame of the deterioration of the values and attitudes among teenagers. As parents neglect their duty to rare their child with positive attitudes, â€Å"children may develop negative–and often violent–behavior patterns† (crf-usa. org). But more than providing room for negative values to grow, irresponsible and abusive households also impede a child’s growth and maturity. Thus, as observed, some of the most aggressive teenagers show signs of poor communication skills and low self-esteem. And since children have no parental role models to look up to, they would tend to focus their attention on popular culture, no matter how violent or aggressive it nature may be. The lack of support from the family and community therefore poses burden on schools, as it turns out that they are the only social institution left to â€Å"educate, shelter, and discipline children,† (crf-usa. org). Nevertheless, this task serves too tasking as â€Å"most schools have difficulty playing multiple roles as educators, surrogate parents, social service, or law-enforcement agencies†( crf-usa). Violence Is Becoming Widespread in Schools With all these research and information laid on the table, it is therefore too difficult to ignore the fact that school violence is bound to impair the country’s education system. Lack of funding and support from state and federal governments, plus neglect on the part of communities and families, eventually prove too much for educators to bear the task of educating, disciplining and imparting positive attitudes to students. Thus, it could be deduced that â€Å"violence and danger are constant companions for America’s schoolchildren† (McClusky, cato. org) While state and federal documents reveal that school violence has been heading towards the slump since the advent of the 21st century, researchers believe that these information are misleading, as administrators and government officials are actually negligent and blind enough to make the problem known. Journalists are quick to point out the discrepancy of assessments. McClusky (cato. rg) revealed a Denver Post article that uncovered a widespread â€Å"under-reporting of violent incidents in Denver-area schools–under-reporting that occurred despite the presence of a state accountability system designed to identify dangerous schools. † What’s went wrong is the fact that in the entire Colorado, as well as well as in other states, a lot of schools tend to under-report violent incidents. Furthermore, Chicago Tribune in McCl usky (cato. org) reported negligence on the part of law enforcers in Illinois to warn school districts whenever â€Å"convicted juvenile sex offenders enroll in their schools. Many failed to notify principals in the mistaken belief they were not permitted to alert them, when in fact they were required to do so† (cato. org). Another mistake on the part of the government is the poor process of collecting and gathering data, reveals Modzeleski in McClusky (cato. org). When the law regarding this issue was enacted in 2001, it was revealed that quite a good number of school districts have gathered sufficient data to provide accurate records regarding school violence, although there were also school districts who failed on this. Impact of Violence in Public Schools There’s really no question that violence in schools have profound effect not just in the education system, but in the entire aspect of American life. As schools are disturbed by violence, the effect is felt by students through poor education, low self-esteem and other debilitating factors that could affect not only their professional career, but other facets of their lives, as well. â€Å"It is intuitively obvious and consistent with an ecological perspective that crime and violence in settings in which youth live and attend school pose a poor context for academic involvement and performance,† explains Bowen Bowen (321). Indeed, violent and aggressive behavior displayed by students at school could mean poor academic performance, which could directly or indirectly hamper the teaching and learning process. Based on the observations made by Lochman, Lampron, Gemmer, Harris (339), we can conclude therefore, that aggression and violence do not only hamper the individual’s academic performance, but the â€Å"negative impact [could also extend] on the education of their classmates by diverting their teachers from teaching and reducing the amount of time students are engaged in learning† (339). In Garbarino Abramowitz (17), we discovered that the â€Å"risks to development can come from both direct threats and the absence of opportunities for development. † Aside from classroom performance, the impact of school violence also reaches to the physical side. Pollack, in the Center for Disease Control and Prevention (cdc. gov), reveals that â€Å"a number of students seek medical care for nonfatal, violence-related injuries. Some of these injuries are relatively minor and include cuts, bruises, and broken bones. Other injuries, like gunshot wounds and head trauma, are more serious and can lead to permanent disability. † But injuries extend deeper, more than what the eye can see, actually. The Center for Disease Control (cdc. gov) reveals that constant exposure to violence not only in school, but also at home and in the neighborhood, could result to different negative health, psychological and even mental outcomes to a person. This could include depression and anxiety, which could trigger fear in going to school and other negative effects to an individual’s life. A 2007 survey by CDC (cdc. gov), shows that almost 6 percent of high school schools in the entire country nationwide did not go to school â€Å"on one or more of the 30 days before the survey† (cdc. gov) was conducted for fear of danger and harm â€Å"at school or on their way to or from school† (cdc. gov). Thus, for this reason, the rate of absences has risen from 1993 and 2005. Furthermore, Pollack (cdc. gov) revealed that around â€Å"160,000 students go home early on any given day because they are afraid of being bullied. † Conclusion All the records are one and the same in revealing that violence in the school is indeed a cause for alarm for everyone. According to the Indiana State University (indiana. edu), the past fifteen years saw a distressing rate in the increasing of youth violence in schools. Worst, both the culprits and the victims are getting younger and younger. What is sad and disturbing about this situation is that school officials themselves show little interest in curbing the criminality within their campus. They either fail to record the incidence or are negligent nough to inform higher officials and law enforcers about this. Furthermore, law enforcers themselves seem half-hearted in waging an all-out campaign against school violence. Even state and federal governments seem not to care at all. That is why, it is pretty irritating to note that government officials are proud to hail that school violence has either stabilized or spiraled downwards, even if every day, televisions and new papers keep o n trumpeting for what really is the truth—incidents of shooting, stabbing, robbery, or rape right within the school campus. Thus, we can really conclude that at this point, schools are not really safe. They are in fact, at their most dangerous—among the riskiest places, ever, for students and teachers be. As revealed by Indiana State University (indiana. edu): â€Å"National level data suggests that middle and high schools, especially larger schools, are more at-risk for serious violence. Moreover, students in urban schools serving predominantly lower SES minority children remain twice as likely to be victims of violence as students in suburban, town, or rural areas. In addressing the tragic incidents that have occurred recently in suburban and rural schools, it is critical that the more ongoing and severe problems of lower SES urban schools and students not be forgotten or ignored. † All these data, figures and studies have their significant effect on our schools and in society as a whole. Indeed â€Å"what we do in our schools on a day to day basis in terms of discipline may be related to serious crime and violence† (indiana. edu). Thus, each of us is partly to blame for what is happening. And as we are part of the problem, so, too are we parts of the solution. And while comprehensive programs and tightened security are implemented to improve the atmosphere inside the school and reduce the violence, we may say that, really, only time could tell what the future holds for our country’s educational system. References Anderson, C. A. , Gentile, Douglas A. , Burkley, K. E. Violent Video Game Effects on Children and Adolescents: Theory Research and Public Policy. New York: Oxford University Press; 2007, 83. Anderson, Craig A. et al. The Influence Of Media Violence On Youth. Psychological Science in the Public Interest, 4 (3); 81. Anderson, M. , Kaufman J. , Simon T. R. , Barrios L, Paulozzi L, Ryan G, et al. School-associated violent deaths in the United States, 1994-1999. JAMA 2001; 286 (21):2695-702. Bergstein J. M. , Hemenway D. , Kennedy B. , Quaday S. , Ander R. Guns in young hands: a survey of urban teenagers’ attitudes and behaviors related to handgun violence. Journal of Trauma. 1996 Nov; 41(5):794-8. Bowen, Natasha K. , Bowen, Gary L. Effects of Crime and Violence in Neighborhoods and Schools on the School Behavior and Performance of Adolescents. Journal of Adolescent Research, Vol. 14 No. , July 1999, 321-23. Center for Mental Health in Schools at UCLA. Youth Gangs and Schools. Los Angeles, CA: 2007. Centers for Disease Control and Prevention. School-associated student homicides-United States, 1992-2006. MMWR 2008;57(02):33-36. Centers for Disease Control and Prevention. Temporal variations in school-associated student homicide and suicide events – United States, 1992 -1999. MMWR 2001; 50(31):657-60. Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance—United States, 2007. Surveillance Summaries, June 6, 2008. MMWR 2008;57(SS-4). Constitutional Rights Foundation. Causes of School Violence, no date. Retrieved from http://www. crf-usa. org/school-violence/causes-of-school-violence. html. Department of Education. Indicators of school crime and safety: 2008. NCES 2009-022. Department of Education and Justice (US); 2009. Washington (DC): US Government Printing Office. Garbarino, J. , Abramowitz, R. H. (1992). The ecology of human development. In J. Garbarino (Ed. ), Children and families in the social environment (2nd ed. , pp. 11-33). New York: Aldine de Gruyter. Jamieson, A. , Curry, A. Martinez, G. School enrollment in the United States – social and economic characteristics of students. Department of Commerce (US), Census Bureau (US);1999. Washington (DC): US Government Printing Office. Kachur, S. P. , Stennies, G. M. , Powell, K. E. , Modzeleski, W. , Stephens, R. , Murphy, R. , et al. School-associated violent deaths in the United States, 1992 to 1994. JAMA 1996;275(22):1729-33. Lochman, J. E. , Lampro n, L. B. , Gemmer, T. C. , Harris, S. R. (1987). Anger coping intervention with aggressive children:A guide to implementation in school settings. In P. A. Keller S. R. Heyman (Eds. ), Innovations in clinical practice: A source book (Vol. 6, pp. 339-356). Sarasota, FL: Professional Resource Exchange. McCluskey, N. Violence in Public Schools: A Dirty Secret. School Reform News: 2005, June 1. Retrieved from: http://www. cato. org/publications/commentary/violence-public-schools-dirty-secret Olweus, D. Bullying at school: what we know and what we can do. Malden (MA): Blackwell; 1993. Pollack, W. Real boys: rescuing our sons form the myths of boyhood. New York (NY): Henry Holt and Company, LLC; 1998. How to cite Violence in Public School, Essay examples

Entrepreneurship in International Emerging Economies †Free Samples

Question: Discuss about the Entrepreneurship in International Emerging Economies. Answer: Introduction An entrepreneur is an individual who is responsible for starting a business endeavor. At the inception of any business the risk is evaluated to be very high, though it depends upon the industry as well but initial capital acquisition, risk, liabilities are all on the shoulders of an entrepreneur. Efficient and successful entrepreneurs are the growth basis of any economy as it ensures new business. Entrepreneurship is broad and much more complex concept than just about a new business venture, it is an distinguishing attitude of an individual to lead, manage, organize, plan and bear risk without panicking (Kearney Hisrich, 2014). A person who is willing to work passionately for the business he or she has built is an entrepreneur. Jeff Bezos began his business from his garage by selling books online. He founded Amazon in the year 1994, this was the early days of internet and Jeff had seen an opportunity which he grabbed. Today Jeff Bezos has taken the crown off Bill Gates of being the wealthiest man in the world (Jeff Bezos: the 'obsessive' Amazon founder and world's next richest man, 2017). Analyzing the interview of Jeff Bezos Jeff Bezos has repeatedly mentioned in his interviews that there are three topics or point of focus for his growth and development in the business. Firstly, he says that he always look at the larger picture, thinks on a long run basis. Secondly, the focus is not on sales, not on the profit margins of the company but on the customer satisfaction. Thirdly, he believes in innovations and development of new and improved ways and means to grow in the market and in the industry. As an entrepreneur of a benchmark company and pioneering in the e-commerce field of business, Jeff is a rather humble person. To help develop a new business idea, one must be far sighted, and should adapt to change. Change is constant and will continue to happen within the organization or externally. The company should be ready to face the challenge at any point of time and it is dependent on the attitude and riskmanagement capabilities of an entrepreneur. When Jeff was asked about the risks and challenges or unforeseen situations suddenly hit the market how does he keep his clam and deal with situation. He replied saying that it goes back to being farsighted and thinking about the long term. A farsighted entrepreneur should be able to deal with and be ready to tackle any circumstance (Ucbasaran et al. 2013) Jeff also believes in advertising the truth about his service to his customers. As Amazon is known for its customer centric behavior and service, the founder of the company also believes that the center of success is the consumers and hence they should be able to see clearly what they are being offered. He doesnt believe in promoting something and providing something else to his customers. Amazon has two types of business one form the seller end and the other is the buyer end. The seller end of the business is the people who can use the platform to sell their products. It is seen that Amazon does not only have big selling giants in the portal. They also have a good place for any new business or startup as well. It is important for Amazon to encourage and motivate new business because Jeff as an entrepreneur understand the value of starting small and what capabilities small industries have. As worlds richest man he has a responsibility to help develop and grow new business ideas (Aldrich Yang, 2014). In his interview Jeff says that he does not believe in shortcuts and there are step after step which are to be taken in order to reach a milestone. These milestones or goals in the long run help achieve the object of the company. There should be passion and love for the work and that is the only way to success. He talks about understanding of an opportunity, initially there was a just books that was available in Amazon which he sold form his garage in Seattle. And now Amazon is a multinational company with thousands of employees worldwide. Bezos says that, his passion for Information technology and his love for reading is what drove him to begin in the first place and rest fell in place because his knowledge about the internet and his understanding of its reach has made him who he is today. He says that passion is what has driven him from the beginning and it is what is still driving him to innovate and invent use new ideas to face new challenges of the changing world (Jeff Bezos - Thinking for the Long Term, 2017). Available at: https://www.youtube.com/watch?v=_lAizH_Ycxc Personality Attributes of an Entrepreneur From the above interview we can infer some of the following personality attributes of an entrepreneur and what drives an individual in creating and developing new business ideas: Passion: Any successful business is an outcome of the passion of its entrepreneur. It is passion that motivates and continuously inspires an individual to develop and innovate. A successful business is the hard work of a passionate entrepreneur. Nothing should be left on chance it is knowledge and understanding that helps create opportunities. Be it a small scale or a large scale business it is important for the entrepreneur to be passionate about what he or she is offering and should strive for betterment (Cassar, 2014). Understanding opportunities: It is important for an entrepreneur to understand and develop on existing opportunities and should also have policies which will may way for more opportunities in the future (Baum, Frese Baron, 2014). Farsightedness: thinking long term is the basis of any successful endeavor. A company has to lay down policies and develop in accordance with the external and internal business environment and this requires the entrepreneur to be farsighted (Almeida, Ahmetoglu Chamorro-Premuzic, 2014). Leadership: A leader is a person who can motivate and inspire others to follow a definite path or ideology. A successful entrepreneur should be a good leader so as to make others work and share his passion for the development of the company. Customer centric: An entrepreneur should focus and form his policies keeping in mind first the quality of the product or service that is being offered to the customer. It is important for a new business build a customer base people who are loyal to the brand that the new business is trying to create. This will only happen if the company focuses on the development of customer service and cultivate the product or service they have to offer keeping in mind the end consumer (Caliendo, Fossen Kritikos, 2014). Innovation and hindrances For any new business to develop and expand in the market it is important to keep innovating and upgrading according to the changes in the environment. One of the major difficulties that new businesses face is the capital generation for innovation. It is a hard fact to accept that a new business will get any profit in the first few years. Hence the availability of rotational funds is comparatively less. But this is where the passion of the entrepreneur is at test (Leutner et al. 2014). Sometimes strict rules for the resources also can behave as a barrier towards innovation. Open thinking and opportunity to test is one of the key elements of innovating new and improved business (Kuratko, 2016). It is imperative for new business to have an open mind and liberal through process so that the resource at disposal has the opportunity to innovate on their own. There is also a lack of control and improper disposal of power in a new business, which can work as a barrier in innovation. People also confuse creativity to innovation. They are different and have a different approach and requirement. On need to be creative in order to invent and think with an open mind (Drucker, 2014). Conclusion The above interview of Jeff Bezos is very insightful for any aspiring entrepreneur as it gives us idea about the do and dont. The point that Bezos is talking about in the interview has practical relevance and is a proof why he is now the richest man on earth. His view on being obsessive consumer centric is something all industries should follow and incorporate in their policies. He is also spot-on about being passionate if one wants to start a business he or she should love what he is doing. A new business is not like a 9-5 job the entrepreneur has to live in the dream that he or she is about to build. There are no holidays for an entrepreneur as there are no short cuts to success. References Aldrich, H. E., Yang, T. (2014). How do entrepreneurs know what to do? Learning and organizing in new ventures.Journal of Evolutionary Economics,24(1), 59-82. Almeida, P. I., Ahmetoglu, G., Chamorro-Premuzic, T. (2014). Who wants to be an entrepreneur? The relationship between vocational interests and individual differences in entrepreneurship.Journal of Career Assessment,22(1), 102-112. Baum, J. R., Frese, M., Baron, R. A. (Eds.). (2014).The psychology of entrepreneurship. Psychology Press. Caliendo, M., Fossen, F., Kritikos, A. S. (2014). Personality characteristics and the decisions to become and stay self-employed.Small Business Economics,42(4), 787-814. Cassar, G. (2014). Industry and startup experience on entrepreneur forecast performance in new firms.Journal of Business Venturing,29(1), 137-151. Drucker, P. (2014).Innovation and entrepreneurship. Routledge. Jeff Bezos - Thinking For The Long Term. (2017).youtube.com. Retrieved 12 August 2017, from https://www.youtube.com/watch?v=_lAizH_Ycxc Jeff Bezos: the 'obsessive' Amazon founder and world's next richest man. (2017).theguardian.com. Retrieved 12 August 2017, from https://www.theguardian.com/technology/2017/jun/02/jeff-bezos-amazon-founder-worlds-richest-man-bill-gates Kearney, C., Hisrich, R. D. (2014). 6. Entrepreneurship in developing economies: transformation, barriers and infrastructure.Necessity Entrepreneurs: Microenterprise Education and Economic Development, 103. Kuratko, D. F. (2016).Entrepreneurship: Theory, process, and practice. Cengage Learning. Leutner, F., Ahmetoglu, G., Akhtar, R., Chamorro-Premuzic, T. (2014). The relationship between the entrepreneurial personality and the Big Five personality traits.Personality and individual differences,63, 58-63. Ucbasaran, D., Shepherd, D. A., Lockett, A., Lyon, S. J. (2013). Life after business failure: The process and consequences of business failure for entrepreneurs.Journal of Management,39(1), 163-202.

Child Labor During The Industrial Revolution Essays - Business

Child Labor During The Industrial Revolution Child Labor During the Industrial Revolution Many families were so poor during the Industrial Revolution time period that they had to send their children to work also. Women and children made very low wages compared to men. Child labor was at its peak during this time. The youngest children in the textile factories were usually employed as scavengers and piecers. Children at the age of five and six would work sometimes up to eighteen hours a day under dangerous conditions at factories. Scavengers Scavengers had to pick up the loose cotton from under the machinery. This was extremely dangerous as the children were expected to carry out the task while the machine was still working. They would also would have to take a brush and sweep under the wheels. The younger children were very terrified of the whirling motion of the machines and the loud noises. They were often very jerky and were injured frequently. The children would inhale dust and fumes from under the machine which half suffocated them. Their backs constantly ached from bending over all day, but if they ever tried to rest of sit down they were severely beaten and whipped. Peicers The peicers, either boys or girls, walk along the machine as it moves back and forth, catching up the broken threads and skillfully putting them back together. They also would have to clean oil and dust from under the machines. These children were constantly in motion. The quickness of the machines gave them no time to stop and rest even for a few seconds. Children who were late for work were severely punished. They would also have money deducted from their wages. Time-keeping was also a problem for families who could not afford to buy a clock. In most factories workers weren't allowed to wear watches. This is how they kept their workers for such long hours and giving them such little wages. Most workers arrived at 5:00 A.M. and didn't leave until 10:00 P.M. The masters would often put the clock forward in the morning and back at night. Though this was known, many were afraid to say anything for fear of punishment. History Essays

Car Racing Report Essays

Car Racing Report Essays Car Racing Report Essay Car Racing Report Essay Cars are a relatively new invention. TheyVe been around for a little over 100 years. Carl Benz is credited as the inventor of the modern automobile. He was granted a patent in 1886 for the Benz Patent-Motorwagon. In America, Henry Ford popularized the modern automobile by making cars affordable to the middle class. In 1908, he created and manufactured the Model T. Mr. Ford was an American Industrialist, who also created the assembly line concept which is still in use to this day. Assembly lines are not only used in the automobile industry, but in other industries as well. Fords invention of the assembly line and the Model- T impacted the world forever. The main parts of a car consist of the engine, transmission, steering wheel, and the wheels. Without those objects there would be no cars today. Cars can range from many different prices. The cheapest being a Tata Nano which is $3,000 and less. The most expensive car is the Maybach Exelero Supersport. It can cost as much as $8 million dollars. Technology is now moving at a faster rate ever seen in the history of the country; everything is being improved from cell phones to cars. Some of the new hings that are being added to cars today are automatic braking, and a 360 degree view of a vehicle at all times to prevent collisions, or other traumatic events. Purpose The purpose of this project is to get a better understanding of cars and the ingenuity that goes into making them efficient and agile. The purpose was also to show that building a car is a difficult process. Materials switch $5. 00 Motor $5. 00 $2. 00 Wire 1. 5 volt batteries $1. 00 Electrical tape $. 75 Bottle caps $0. 00 (From recycled water bottles) Base of car $0. 00 (From recycled container) Axis for wheels $0. 0 (Used skewers I had at home) Data Mass of car = 3. 76 kg Distance travelled = 5 m Time to travel 10 meters Speed = 1. 05 m/s Learning Outcomes 4. 77s If I could do this project again I would take my time and measure and cut everytnlng proportlonally I . Olscoverea tnat tne sllgntest varlatlon In symmetry 0T tne objects used can throw everything off and cause the car to turn to the left and right. I also would have chosen a better base and constructed it more dynamically so that my speed could be increased. The last thing I would have done differently is pick better materials for my wheels and be more creative with it. I worked alone, nobody lse contributed to my project in my class period. American Live Wire. Top 10 Most Expensive Cars in the World 2013. 30 November Bio. True Story. Henry Ford. 30 November 2013 You Tube. How to Make an Electric Toy Car- Part 1 . 21 October 2013 You Tube. How to Make an Electric Toy Car- Part 2 . 22 october 2013 www. youtube. com/watch7FAB582iOMr_w> You Tube. How to Make an Electric Toy Car- Part 3 www. youtube. com/watch? FOxbaU019SCU>

CFP and CFA Essay Example | Topics and Well Written Essays - 500 words

CFP and CFA - Essay Example For an individual to access the Certificate of approval from the CFP Board, he/she must possess certain academic qualifications as required by this board for instance: He/she must possess a degree in matters related to financial management as well as accounting issues. Moreover, the degree must have been obtained from an ISO Certified and accredited learning institution. People interested in acquiring the Certified Financial Planning approval certificate are also usually exposed to a five year training of, which they have to pass exams (Brandon & Welch 2009). There are various advantages ascribed to an individual acquiring this certificate; first of all, individuals approved with the provision of this certificate are considered to have acquired the proper financial management ethics hence have a higher chance of employment as compared to persons who have not been provided with this certificate. In addition, the acquisition of this certificate is important owing to the fact it is recognized in some parts of Europe i.e. in Britain; hence allowing individuals who possess it to access job opportunities in Britain This is a program offered to individuals focusing on financial analysis of various economic activities. It is usually offered by an American organization that was formerly referred as Investment Management & Research. In order to access this charter, an individual must complete the program offered by this organization (Lucas 2010). Such a person will therefore be referred as a Chartered Financial Analyst certificate holder. This charter certificate is not usually regarded as a degree but rather a program that enhances individuals’ capacity to perform duties pertaining to financial analysis. Apart from the fact that an individual has to attend the training programs offered to attain the charter certificate, he/she must also possess an experience of two years in regard to financial training and management. Moreover,

Eating Habits of College Students Research Paper

Eating Habits of College Students - Research Paper Example Also, it demonstrates how adequate understanding of consequences of poor eating habits can improve the health of the students and the entire nation. 1. Research question(s), rationale and qualifications, This study aims to answer various issues relating to eating habit of the college students. For example, how does food quality of campus cafe affect eating habits of the college student? What factors influence the eating habit of the college students? Is there a relationship between campus life and eating students eating habit? Does poor eating habit among the college students have any effect on their health? What is the link between the level of health dietary awareness and students eating habit? 2. Outcomes and impact The rate of overweight and obesity in the United States has been rising at an alarming rate as well as the prevalence of lifestyle diseases such as cardiovascular, diabetes and so on. Various studies have shown that the most affected population are those between the age of 18 and 29 years, and an unfortunate majority of these are the college, students. Also, about 36% of the college students are either overweight or obese (Farrell, 2010). The menace of overweight or obesity among the college students has been contributed by unhealthy eating habits. The college environment has also made a significant influence on the eating habits of the students because of the availability of large portions of high calorie and fat foods as well as buffet style cafeteria (Deshpande et al., 2009).

Attachment Theory And Implications For Therapeutic Counselling Social Work Essay

Attachment Theory And Implications For Therapeutic Counselling Social Work Essay Outline your understanding of attachment theory and describe the implications of this for therapeutic counselling? Illustrate your answer with reference to clinical work. Consider the implications of this theory in a modern society, which has many alternative family structures. Introduction: What is early attachment theory? John Bowlby originally proposed attachment theory and defined attachment as any form of behavior that results in a person attaining or retaining proximity to some other differentiated and preferred individual, usually conceived as stronger and/or wiser (Bowlby, 1973, p. 292). Attachment or bonding is the developing relationship to parents, a carer or carers and is necessary for ordinary development. Childrens attachments can have an impact on the rest of their lives. Attachment behaviours begin early in life. This trusting relationship which is developed in infancy forms the foundation for a childs development. If children have a secure attachment, they will grow up to view the world as a safe place and they will be able to develop other emotions. However, children who experience early separation and loss will express this through their behaviour. A secure attachment will lead to better general coping skills, and the cost of insecure attachment may lead to isolation (Bowlby, 1969). In this essay I will present material about attachment theory. I will explore the different views and my aim is to relate it to clinical work. My illustrations will be drawn from theory and personal experience. Theory: According to Vera Fahlberg (1988) the most common causes of attachment problems, the highest risk being in the first two years of life, are sudden or traumatic separation from primary caretaker through death, illness, hospitalisaton of caretaker, or removal of child from the care of the established attachment figure/figures. Furthermore, she claims there are other causes for attachment problems which include physical, emotional or sexual abuse, neglect of physical or emotional needs, illness or pain that cannot be alleviated by caretaker, and frequent moves and/or placements i.e. foster care, adoptions and changes of caretaker within the family setting. John Bowlby (1988) believes if no bond or attachment is formed during early life the child is more likely to be unstable and anxious as an adult. The work of John Bowlby seems to have been the most influential in attachment theory and I feel Bowlby highlights the important implications for the counselling relationship. Before Bowlby the behaviour of infants to seek attachment with adults was thought to be about an instinct to search for food (Bee, 1999). Bee (1999, p. 42) cites Freud (1856-1939) as saying love has its origin in attachment to the satisfied need for nourishment. Freud suggested that the baby forms a bond with its mother by satisfying its hunger. He calls this stage of development the oral stage which begins soon after birth. Freud believes if the child satisfies this related need then it should promote a feeling of pleasure therefore, returning to a comfortable state (Bee, 1999). However, according to Fahlberg there is some evidence that the social needs are more important to the attachment process than meeting the physical needs. Fahlberg refers to Ainsworths (1913-1999) 1952 findings, social interactions, not routine care, are the most important part of mothering (Fahlberg, 1988, p.27). Erikson (1902-1994) however, shared most of Freuds basic assumptions, but differed between inner instincts, and outer cultural and social demands. Unlike Freud who placed central emphasis on inner instincts. However, Erikson named his developmental stages as psychosocial stages as he believes a person goes through different stages through their lives. To be able to reach self acceptance they must first fully develop each stage. If this does not happen then problems will arise (Bee, 1999). According to Bee (1999) Erikson describes the first stage as basic trust versus mistrust. Bee went on to say Erikson believed that the behaviour of the major caregiver (usually the mother) is critical to the childs establishment of basic sense of trust. (p.45). Therefore, if the caregiver responds to the child consistently, in a way the child has become accustomed, and responds in a loving and predictable way, then trust will develop. However, he believes if that doesnt happen, and the child has had inconsistent care then mistrust may develop, which may lead to anxiety. Erikson believed that development went on through the entire life span, as the child, and then the adult developing a sense of ever-changing identity (Bee, 1999). However, John Bowlby disregarded these theories of attachment, believing instead that the process was much more complicated. He put forward the idea that babies look for physical closeness, comfort, food and familiar interaction (Bowlby, 1988). The young childs hunger for his mothers love and presence is as great as his hunger for food (Bowlby, 1969, preface xiii) John Bowlby brought this concept to the fore and as Robert Karen states in his book, Becoming Attached, Bowlbys theory was bold, full of common sense, speculative but grounded in science, and threatening to the older views (1998, p.101). However, all three theorists seem to agree that healthy secure attachments are very important for human development. Attachment helps the child: attain full intellectual potential; sort out what he or she perceives; think logically develop a conscience; become self-reliant; cope with stress and frustration; handle fear and worry; develop future relationships; reduce jealousy. (Fahlberg, 1988, p.13) According to Ainsworth (1913-1999), attachment is an affectional bond that has been established by having a continuous loving and caring relationship with another human being. an affectional bond is a long enduring emotional tie to a specific individual (Leather, 2004, pp.21-25). Studies of children raised in institutions have shown that adequate physical care is not enough. A primary person to whom the child can become attached, who responds to the childs needs and who initiates positive activities with the child is indispensable. Attachments are formed by the constant repetition of two very positive cycles of interaction: The arousal relaxation cycle and The positive interaction cycle Fahlberg, V. (1988) Fitting the Pieces Together. (Practice Series: 17) British Agencies for Adoption Fostering: The following diagram illustrates a successful interaction between the caregiver and child. The child cries because of its need for food, caregiver feeds the child, the child becomes calm, therefore the childs needs have been met which will then establish a secure and trusting attachment. This cycle must be completed to ensure a healthy development. Fahlberg, V. (1988) Fitting the Pieces Together (p. 25) The next diagram illustrates the positive interactions between caregiver and child. The caregiver interacts and plays with the child, meeting social needs, the child responds, therefore building a childs confidence. Fahlberg, V. (1988) Fitting the Pieces Together (p. 27) If the babys needs are not met consistently then the baby doesnt develop trust, becomes full of rage and perceives the world as a dangerous place. This is then carried through into adulthood, causing feelings of insecurity through to sociopathic behaviour depending on the degree of mistreatment or abandonment for the individual (Fahlberg, 1998). The three patterns of attachment are: Secure Attachment exploration from secure base active seeking of contact upon reunion. Anxious/Avoidant Attachment independent exploration active avoidance upon reunion. Anxious/Resistant Attachment Poverty of Exploration Difficulty separating on reunion. Source: Mary Ainsworth (1979).Research. Jeremy Holmes stated in his book John Bowlby Attachment Theory, Mary Ainsworth (1982) first used the phrase secure base to describe the ambience created by the attachment figure for the attached person. The essence of the secure base is that it provides a springboard for curiosity and exploration. (Holmes, 1993, p. 70) John Bowlby believed that a secure base was the most important aspect of parenting a central feature of my concept of parenting, the provision by both parents of a secure base from which a child or an adolescent can make sorties into the outside world (Bowlby, 1988, p.11). Cultural Implications: Studies in other countries support Ainsworths belief that some form of secure base is needed for all infants, however, there are indications that behaviour may have to be interpreted differently in other cultures. According to Helen Bee (1999, p.192) German researchers, for example, have suggested that an insecure/avoidant classification in their culture may reflect not indifference by mothers, but explicit training towards greater independence in the baby (Grossmann, Grossmann, Spangler, Suess, Unzner, 1985). Furthermore, in Japan a greater valuing of emotional interdependence is associated with limited separation experiences, therefore heightening the distress experienced by many Japanese infants (Harwood, Miller Irizarry 1995. p.14) Therefore, it would appear that the infant behaves in a manner that responds to the maternal behavior that is both intuitive and reflective of the behaviour in its community. It is stated in Helen Bees book The Growing Child some form of secure base behaviour occurs in every child, in every culture. (1999, p.192). Bee says, we have a long way to go to understand how cultural differences affect the development of children but they form a significant backdrop for all development and to understand nurture, we must first understand the part culture plays (1999). Children are born into a diverse range of family structures and these structures may change during the course of childhood. Attachment theory highlights the role of the primary caregiver and in the process puts the spotlight on the person who is most likely to undertake this role in our society the mother. This can lead to argue against mothers working. Wyse (2004) states, Once the child has developed an attachment they will protest at separation from that preferred person and will show fear of strangers (p. 23). However, Vera Fahlberg says the attachment figure does not have to be the childs mother. The initial bonding can be the father or even an adoptive or foster mother, as long as the care is consistent during the early years of development. Of course there are many alternative family structures and views have changed over the years. Many people feel marriage is outdated and prefer to just live together. There also is the difficulty that surrounds divorce and the impact this has on young children. According to Robert Banton Jack Straw, the home secretary, stated in a document called Supporting Families (1998) changes in family organization we have mentioned are really linked to the social problems (2004, p.33). With rising divorce rates, social acceptance of sexual relations outside marriage and single sex partnerships will all have an impact on the way in which children are raised and by whom. I believe parenting practices have a greater effect on children than marital status. I divorced my husband when my children were still at school. I maintained a healthy relationship with my ex-husband because I felt it was important for the children to still see us as a family unit. I was determined that my children had constant access to their father and that he played a part in their upbringing. This has certainly had an impact on my children and they often said it was a better arrangement than two unhappy people living together. Blakeslee Wallerstein stated in their book Second chances: Men, women and children a decade after divorce when referring to children from divorced families, They fear betrayal. They fear abandonment. They fear loss. They draw an inescapable conclusion: Relationships have a high likelihood of being untrustworthy; betrayal and infidelity are probable (1989, p. 55). Although my children experienced the trauma of divorce, I feel I kept that disruption to a minimum. Clinical references and Personal insight: Following the birth of my first child, I chose to go back to work when she was six weeks old. Childcare was shared out between my husband, my cousin and my aunty and this situation continued for some time. I then made the decision to send my daughter to nursery when she was three, but she would not settle and screamed hysterically when I left her. When I picked her up she would cling to my legs and cry if I talked to anyone on the journey home. This seems to follow the pattern of insecure attachment. In Dominic Wyses book, Childhood Studies an Introduction, Leather cites stages of separation behaviour as observed by Robertson and Robertson may be unwilling to trust parent if/when they return, or may become very clingy and refuse to let parent leave them in any situation (2004, p.23). However, my daughter is now in her late twenties, she suffers from periodic bouts of depression and anxiety attacks. She doesnt seem to be able to settle into long term relationships, but in spite of that, in her working environment she is a confident adult holding a managerial position. I feel however, my daughter has inherited traits from her father as he suffers with bouts of depression; furthermore, two of his siblings have had a mental breakdown. Leather says, children take traits from both the mother and father such as physical features, but they can also inherit illnesses (2004) There is now a large body of evidence saying that children are capable of forming attachments to two or three caregivers and if the care arrangements are of good quality, and the quality of parenting has been established, then the child stands to benefit. Furthermore, Fahlberg says, it is not unusual to share the job of mothering and that the child, providing the quality of care is good and that it is consistent, can do just as well as those attached to one caregiver (1994). My daughters carers were consistently part of her growing up therefore; I feel the hereditary factor does play its part in her development. However, after my son was born I chose to give up my job and stay at home. My son didnt experience separation from me as an infant until the age of four when he settled into nursery with no problems. As an adult he seems to cope much better with stress and frustration and he is extremely confident and self reliant. This seems to bear out the positive effects of attachment therefore, highlighting that the relationship formed in early development seems to create a prototype for future relationships. It is interesting to reflect on my own parenting. My mother died when I was twelve and I became the little mother to my father and brother until my father died fifteen months later. This has left me with my own insecurities to deal with. According to Bowlby women who have lost their parents at an early age not only are they likely to have marital problems, after the birth of a child, they can also have difficulty interacting with their child (Bowlby, 1988). Unfortunately, as I said earlier my marriage did breakdown, but I dont believe I had difficulty interacting with my child. On the contrary, I feel I was over protective, because of loosing my parents, and I was anxious for my daughter. This may have contributed to my daughters dependency on me. Furthermore, I take into account that she was the first-born and therefore she had been the sole recipient of my attention. It would have been a different experience for her brother. Through personal development I am aware I have carried through, into adulthood, a lot of unresolved issues. There have been moments where I have felt a great dependence on my therapist and I worked very hard being the perfect client for my therapist to accept me. However, through exploration of my own attachment history I was able to recognise why I felt this dependency and need for acceptance. As my relationship with my therapist grows I feel I am able to be more honest about my feelings. I believe it is through establishing this warm trusting relationship I am able to work towards self acceptance, and as my confidence grows I feel more comfortable with who I am, therefore I no longer feel a need to please others to earn acceptance. This has highlighted how a client, with similar insecurities, may feel in the therapeutic relationship. Like me, the client will bring his own history into the counselling relationship and I feel the therapist needs to be able to acknowledge, with a deep understanding the insecurities the client may be feeling. I feel it is important to explore the clients relational history to establish whether there may be an issue of dependency. It was not easy to explore negative feelings that have been buried for so many years, but my therapist was able to provide a safe space for this to happen. Therefore, although I had my secure base ripped from under me at an early age, I feel my therapy is now my secure base where I can unravel my history and make some sense of it. This intimate relationship I have established with my therapist has allowed me to challenge, explore and take risks with the confidence of feeling accepted. intimate attachments to other human beings are the hub around which a persons life revolves, not only when he is an infant or a toddler or a school child but throughout his adolescence and his years of maturity as well, and into old age (Bowlby, 1980, p. 422). Conclusion: There seems to be an agreement between all the theorists that a secure attachment between a mother and infant is the ideal first relationship, and that relationship is of primary importance. Feeling secure and having your needs met by a consistent caregiver, within all cultures during the early years, is imperative to a healthy development. I feel attachment is the same across all societies, and that fundamentally all children need a secure base. Relationships are of fundamental importance in: the development of personality and sense of self; the difficulty clients bring to therapy (relations with the self and relations with other people); the therapeutic process (the therapy relationship is the heart of the process) Paul, S. and Pelham, G. (2000, pp. 110 -126). Relationships are important for our wellbeing. Whilst attachment types have helped me to understand my history, they have also helped me to understand the important elements for development. Attachment is about a close relationship, and its impact last from cradle to grave. It is now accepted that this relationship can be with more than one person as long as the care is affectionate, consistent, and provides a secure base. It is also agreed that separation from the caregiver during infancy will predict how an individual forms relationships as an adult. As a counsellor it is important to be aware of the different attachment behaviours to be able to provide that secure base from which the client can explore his/her own relationship history. Therefore, the counsellor needs to be able to provide support with deep understanding, Bowlby says,.it is the emotional communications between a patient and his therapist that play the crucial part (Bowlby, 1988, p.156)