Physical development observation of a special need child in a group of diverse children Essay

ASSIGNMENT # 2: PARENT INFORMATION/EDUCATION SHEET In Chapter six, Stress is the body’s reaction to a physical or emotional situation that causes discrepancy in a person’s life. On the other hand, all children will experience stress, sometimes significant amounts of it, in their lives. The author depict the stress that young children may experience and it may well be resulting from disrupted homes, blended families, both parents working outside the home; increased exposure to violence, Parents working all the time, death, poverty Experts agree that for some children, growing up in today’s world may be tougher. As many as 25% of all children are at risk of academic failure because of physical, emotional, or social problems and are less able to function well in the classroom because they are hungry, sick, troubled, or depressed. Children seem to have fewer sources of adult support than in the past, and many are being pressured to grow up faster (Honig, 2009; Marks, 2002).We need to be concerned about accumulated ch ildhood stress and to be watchful about the types of stress-coping responses children are developing. Children experience stress from time to time in growing up. We have good evidence that children in poor families are less able to function well academically, socially, and physically. Despite this, almost 12 million children in the United States (16%) live in poverty, and another 5 million (7%) live in extreme poverty (Luthar & Sexton, 2007. Many children live in families that are typically overwhelmed with high levels of substance abuse, domestic abuse, and mental health problems. Poor children are more inclined to have developmental delays and behavioral and disciplinary problems than other children. They experience malnutrition, health problems, and below average school performance. Five suggested techniques for reducing childhood stress and supporting young children at home are: For parents that are working all the times, quality time is important as kids get older. Allow time for fun activities, It’s really hard to come home after a long day of work to get down on the flo or, and play with your kids or just talk to them about their day especially if they’ve had a stressful one themselves. Whether they need to talk or just be in the same room with you, make yourself available because expressing interest shows that they’re important. Complicating factors, like a divorce or separation, when these are added to the everyday  pressures that kids are facing, the stress is overstated. Divorce has been embattled as the single largest cause of childhood depression. Almost all children in that situation manifest some signs of psychological imbalance or feelings of insecurity. Even the most amicable divorce can be a difficult experience for kids because of uncertainty, it is a tough change. Parents should never put kids in a position of having to choose sides or expose them to negative comments about the other spouse. Parents need to sit down and explain to children the changes in an age appropriate way about what to expect, reassure them that the love both parents have for them will never change and that both of you will always be there to support them in any way. Another Suggested technique is Life event like death of a love one, Parents feel uncertain about how to comfort their children who have experienced the loss of a love one. Children understand very little about death, it is the parent’s responsibility to help their children develop a healthy understanding about the subject matter. Different families have different views when talking to children about death, it is a day to day event that even adult cannot comprehend but in that circumstance parents have no choice but to help their children cope with their loss by allowing them to talk and express their feelings and emotions. Additional suggested technique is natural disaster, as we seen in many countries where a hurricane or an earthquaque cause a family to lose their home and all their belongings. In time of hardship and confusion such as this, Children are thrown out of balance, they feel disoriented and will develop stress and anxiety caused by fear. Parents need to shield their children and help them get back into control. Talk to the children, reassure them that this situation is temporary and promise them that things will get better or seek professional help. Conclusion Our complex modern society has greatly increased the amount of stress adults and children are exposed to. Children are experiencing more stress at younger and younger ages Children react in different ways to stress. Some children become ill. Some may become withdrawn and nervous while others show anger and demand attention. It is not easy to recognize when kids are stressed out, but listen and watch for behavioral changes, mood swings, acting out, changes in sleep patterns, or bedwetting can be indications. Some kids have trouble concentrating or completing schoolwork. Still others become withdrawn or spend a lot of time alone even very young children have worries and feel stress to some degree. Adults ordinarily fail to recognize the incidence and magnitude of stress in the lives of children the author went on to explain how to help kids cope with stress, it is to provide proper rest and good nutrition, to create time for your kids each day. No technique will work all of the time. But Pay a little extra attention to her Some children experience more stress than others, some are more sensitive to stress and some are better at handling it than others. We cannot eliminate all stress from children’s lives, nor can we always succeed in making stressed children feel better immediately. Stress is a part of life, and children learn how to handle child-sized stress by dealing with it, with appropriate help and support. By practicing stress-reduction and relaxation strategies with your children, you’re helping them build skills they will use throughout their lives. Create an information sheet that can be sent home to help families support their children in times

Biography of William Shakespeare Essay

In the mid-sixteenth century, William Shakespeare’s father, John Shakespeare, moved to the idyllic town of Stratford-upon-Avon. There, he became a successful landowner, moneylender, glove-maker, and dealer of wool and agricultural goods. In 1557, he married Mary Arden. John Shakespeare lived during a time when the middle class was expanding in both size and wealth, allowing its members more freedoms and luxuries as well as a louder voice in local government. He took advantage of the change in times and in 1557 became a member of the Stratford Council. This event marked the beginning of his illustrious political career. By 1561, he was elected one of the town’s fourteen burgesses and subsequently served successively as constable, one of two chamberlains, and alderman. In these positions, he administered borough property and revenues. In 1567, he became bailiff—the highest elected office in Stratford and the equivalent of a modern-day mayor. Town records indicate that William Shakespeare was John and Mary’s third child. His birth is unregistered, but legend pins it on April 23, 1564, possibly because it is known that April 23 is the day on which he died 52 years later. In any event, his baptism was registered with the town on April 26, 1564. Little is known about his childhood, although it is generally assumed that he attended the local grammar school, the King’s New School. The school was staffed by Oxford-educated faculty who taught the students mathematics, natural sciences, logic, Christian ethics, and classical language and literature. Shakespeare did not attend university, which was not at all unusual for the time. University education was reserved for wealthy sons of the elite, mostly those who wanted to become clergymen. The numerous classical and literary references in Shakespeare’s plays are a testament, however, to the excellent education he received in grammar school (and to his ability as an autodidact). His early plays in particular draw on the works of Seneca and Plautus. Even more impressive than his formal education is the wealth of general knowledge exhibited in his works. His vocabulary exceeds that of any other English writer by a wide margin. In 1582, at the age of eighteen, William Shakespeare married the twenty-six-year-old Anne Hathaway. Their first daughter, Susanna, was baptized only six months later—a fact that has given rise to speculation concerning the circumstances surrounding their marriage. In 1585, Anne bore twins, baptized Hamnet and Judith Shakespeare. Hamnet died at the age of eleven, by which time Shakespeare was already a successful playwright. Around 1589, Shakespeare wrote his supposed first play, Henry VI, Part 1. Sometime between his marriage and writing this play, he moved to London, where he pursued a career as a playwright and actor. Although many records of Shakespeare’s life as a citizen of Stratford—including marriage and birth certificates—have survived, very little information exists about his life as a young playwright. Legend characterizes Shakespeare as a roguish young man who was once forced to flee London under suspect circumstances perhaps having to do with his love life. But the little written information we have of his early years does not necessarily confirm this characterization. In any case, young Will was not an immediate and universal success. The earliest written record of Shakespeare’s life in London comes from a statement by the rival playwright Robert Greene. In his Groatsworth of Witte (1592), Greene calls Shakespeare an â€Å"upstart crow†¦ [who] supposes he is as well able to bombast out a blank verse as the best of you. † While this is hardly high praise, it does suggest that Shakespeare rattled the London theatrical hierarchy even at the beginning of his career. It is natural, in retrospect, to attribute Greene’s complaint to jealousy of Shakespeare’s ability, but of course we can’t be sure. With Richard III, Henry VI, The Comedy of Errors, and Titus Andronicus under his belt, Shakespeare was a popular playwright by 1590. * The year 1593, however, marked a major leap forward in his career. By the end of that year, he secured a prominent patron in the Earl of Southampton and his Venus and Adonis was published. It remains one of the first of his known works to be printed and was a huge success. Next came The Rape of Lucrece. Shakespeare had also made his mark as a poet and most scholars agree that the majority of Shakespeare’s sonnets were probably written in the 1590s. In 1594, Shakespeare returned to the theater and became a charter member of the Lord Chamberlain’s Men—a group of actors who changed their name to the King’s Men when James I ascended to the throne. By 1598, he was the â€Å"principal comedian† for the troupe; by 1603, he was â€Å"principal tragedian. † He remained associated with the organization until his death. Although acting and playwriting were not considered noble professions at the time, successful and prosperous actors were relatively well respected. Shakespeare’s success left him with a fair amount of money, which he nvested in Stratford real estate. In 1597, he purchased the second largest house in Stratford—the New Place—for his parents. In 1596, Shakespeare applied for a coat of arms for his family, in effect making himself a gentleman. Consequently, his daughters made â€Å"good matches,† marrying wealthy men. The same year that he joined the Lord Chamberlain’s Men, Shakespeare wrote Romeo and Juliet, along with Love’s Labour’s Lost, The Taming of the Shrew, and several other plays. Two of his greatest tragedies, Hamlet and Julius Caesar, followed around 1600. Hamlet is widely considered the first modern play for its multi-faceted main character and unprecedented depiction of his psyche. The first decade of the seventeenth century witnessed the debut performances of many of Shakespeare’s most celebrated works, including many of his so-called history plays: Othello in 1604 or 1605, Antony and Cleopatra in 1606 or 1607, and King Lear in 1608. The last play of his to be performed was probably King Henry VIII in either 1612 or 1613. William Shakespeare lived until 1616. His wife Anna died in 1623 at the age of 67. He was buried in the chancel of his church at Stratford. The lines above his tomb—allegedly written by Shakespeare himself—read: Good friend, for Jesus’ sake forbear To dig the dust enclosed here. Blessed be the man that spares these stones And cursed be he that moves my bones. *The dates of composition and performance of almost all of Shakespeare’s plays remain uncertain. The dates used in this note are widely agreed upon by scholars, but there is still significant debate around when and where he wrote most of his plays.

Digital Fortress Chapter 34

Susan sat alone in Node 3, waiting for her tracer. Hale had decided to step outside and get some air-a decision for which she was grateful. Oddly, however, the solitude in Node 3 provided little asylum. Susan found herself struggling with the new connection between Tankado and Hale. â€Å"Who will guard the guards?† she said to herself. Quis custodiet ipsos custodes. The words kept circling in her head. Susan forced them from her mind. Her thoughts turned to David, hoping he was all right. She still found it hard to believe he was in Spain. The sooner they found the pass-keys and ended this, the better. Susan had lost track of how long she'd been sitting there waiting for her tracer. Two hours? Three? She gazed out at the deserted Crypto floor and wished her terminal would beep. There was only silence. The late-summer sun had set. Overhead, the automatic fluorescents had kicked on. Susan sensed time was running out. She looked down at her tracer and frowned. â€Å"Come on,† she grumbled. â€Å"You've had plenty of time.† She palmed her mouse and clicked her way into her tracer's status window. â€Å"How long have you been running, anyway?† Susan opened the tracer's status window-a digital clock much like the one on TRANSLTR; it displayed the hours and minutes her tracer had been running. Susan gazed at the monitor expecting to see a readout of hours and minutes. But she saw something else entirely. What she saw stopped the blood in her veins. TRACER ABORTED â€Å"Tracer aborted!† she choked aloud. â€Å"Why?† In a sudden panic, Susan scrolled wildly through the data, searching the programming for any commands that might have told the tracer to abort. But her search went in vain. It appeared her tracer had stopped all by itself. Susan knew this could mean only one thing-her tracer had developed a bug. Susan considered â€Å"bugs† the most maddening asset of computer programming. Because computers followed a scrupulously precise order of operations, the most minuscule programming errors often had crippling effects. Simple syntactical errors-such as a programmer mistakenly inserting a comma instead of a period-could bring entire systems to their knees. Susan had always thought the term â€Å"bug† had an amusing origin: It came from the world's first computer-the Mark 1-a room-size maze of electromechanical circuits built in 1944 in a lab at Harvard University. The computer developed a glitch one day, and no one was able to locate the cause. After hours of searching, a lab assistant finally spotted the problem. It seemed a moth had landed on one of the computer's circuit boards and shorted it out. From that moment on, computer glitches were referred to as bugs. â€Å"I don't have time for this,† Susan cursed. Finding a bug in a program was a process that could take days. Thousands of lines of programming needed to be searched to find a tiny error-it was like inspecting an encyclopedia for a single typo. Susan knew she had only one choice-to send her tracer again. She also knew the tracer was almost guaranteed to hit the same bug and abort all over again. Debugging the tracer would take time, time she and the commander didn't have. But as Susan stared at her tracer, wondering what error she'd made, she realized something didn't make sense. She had used this exact same tracer last month with no problems at all. Why would it develop a glitch all of a sudden? As she puzzled, a comment Strathmore made earlier echoed in her mind. Susan, I tried to send the tracer myself, but the data it returned was nonsensical. Susan heard the words again. The data it returned†¦ She cocked her head. Was it possible? The data it returned? If Strathmore had received data back from the tracer, then it obviously was working. His data was nonsensical, Susan assumed, because he had entered the wrong search strings-but nonetheless, the tracer was working. Susan immediately realized that there was one other possible explanation for why her tracer aborted. Internal programming flaws were not the only reasons programs glitched; sometimes there were external forces-power surges, dust particles on circuit boards, faulty cabling. Because the hardware in Node 3 was so well tuned, she hadn't even considered it. Susan stood and strode quickly across Node 3 to a large bookshelf of technical manuals. She grabbed a spiral binder marked SYS-OP and thumbed through. She found what she was looking for, carried the manual back to her terminal, and typed a few commands. Then she waited while the computer raced through a list of commands executed in the past three hours. She hoped the search would turn up some sort of external interrupt-an abort command generated by a faulty power supply or defective chip. Moments later Susan's terminal beeped. Her pulse quickened. She held her breath and studied the screen. ERROR CODE 22 Susan felt a surge of hope. It was good news. The fact that the inquiry had found an error code meant her tracer was fine. The trace had apparently aborted due to an external anomaly that was unlikely to repeat itself. Error code 22. Susan racked her memory trying to remember what code 22 stood for. Hardware failures were so rare in Node 3 that she couldn't remember the numerical codings. Susan flipped through the SYS-OP manual, scanning the list of error codes. 19: CORRUPT HARD PARTITION 20: DC SPIKE 21: MEDIA FAILURE When she reached number 22, she stopped and stared a long moment. Baffled, she double-checked her monitor. ERROR CODE 22 Susan frowned and returned to the SYS-OP manual. What she saw made no sense. The explanation simply read: 22: MANUAL ABORT

(case 1) human resources management (Employee Recruitment and Essay

(case 1) human resources management (Employee Recruitment and Selection) - Essay Example They company employees over 2 million associates. It is the largest employer in America. The selection process of the company is quite vast. It includes all aspects like the advertising, screening, selection process which includes interviews, assessments, testing etc. The company uses all the proven methods like interviews, qualitative testing and assessment centers. This is post the other steps like advertising and screening of applications, which form the basis to choose the candidates who would be a part of the selection process. The amount of monies that go into the entire process of selection and recruitment of employees is very high, since the process includes a number of different steps to choose the right candidate and choose the ones who would be great at what they do. The cost that can be incurred for filling in an open position is as much as $490,000. This however is the total cost which includes from advertising, until the training of the selected candidates and the figures that are provided are estimates and not the actual costs that are being incurred by the company (Bernthal, 2009). The table below provides a clear break up of all the costs. These form the direct costs of the selection process however there are a number of indirect costs that are also involved in the selection process of employees. These normally include costs which the organization incurs due to less rigorous selection method. Also another big indirect cost is the quality of the hires. The return on investment for the company can be calculated by [Benefits – Costs / Costs]*100 (Bernthal, 2009). This will provide for a clear view on the amount of return that the company makes out of the investment made into selecting, recruiting, training and paying each employee. This however includes a lot of estimations, which cannot be made by all companies. Hence it is seen that companies generally need to correctly and promptly

Hyperbaric Oxygen Therapy in the management of foot ulceration and its Literature review

Hyperbaric Oxygen Therapy in the management of foot ulceration and its efficacy within the lower limb - Literature review Example Wound in lower limb are common and have tendency to turn chronic. There are basically 3 types of ulcers which can present in the lower limb. They are venous stasis ulcers, arterial or ischemic ulcers and neuropathic or diabetic ulcers. It is important to identify the type of wound because management and prognosis are different for different types of wound. Venous stasis ulcers are mainly located below the knee and in the inner aspects of the leg just above the ankle, like the medial malleolus (Gabriel and Camp, 2008). They occur when inadequate action of the calf muscle to pump out blood results in venous hypertension (Gabriel and Camp, 2008). The base of the ulcer is usually red, the borders are irregular and the ulcer may be covered with yellowish tissue. Fluid drainage is a characteristic feature of venous ulcer. The surrounding skin will be discolored and swollen and may feel warm (Gabriel and Camp, 2008). Ischemic or arterial ulcers are usually located in the feet, especially in regions where there is friction between toes or parts of feet with shoes, or when there is a deformity. They are more likely to occur in the periphery where there is decreased blood supply. The ulcer base is yellowish, grey or black and does not bleed (Gabriel and Camp, 2008). The borders are initially irregular and later have a regular appearance. Neuropathic ulcers commonly occur in diabetic patients and they are usually located at pressure points on the plantar aspect of the feet. Neuropathy causes loss of foot sensation and also changes in sweat-producing glands increasing the risk of being unaware of foot trauma, injuries and callosities. The ulcers appear punched out with the surrounding skin callosed. The ulcer may appear pink or brown (Gabriel and Camp, 2008). Lower extremity ulcers have varied prognosis and are associated with many complications. They are the

Women's Rights Assignment Example | Topics and Well Written Essays - 500 words

Women's Rights - Assignment Example This trend varies in different societies and most commonly practiced in western countries. I would narrate the story about Mrs. Kate Williams who has three children of ages 5, 13, and 20. She is doing job as a General Manager in sales and marketing at a software house called as SOFTEC. She started job around 18 years ago as a trainee engineer in the same company. Ever since then, she never looked back and kept on climbing the stairs of success in job. The way she managed her responsibilities for her family as well as job sets the example for all women in the world. When Mrs. Kate Williams gave birth to her first child, her family was suffering from financial crisis. Her husband was doing a job as a clerk in a small firm and his income wasn’t enough to meet the expenses of the family. The brave lady started looking for jobs herself while motivating his husband also to switch to some better job. As her first child turned two, she got the job in SOFTEC with reasonable amount of salary. But the real problem with doing job was to manage time for her husband as well as her young kid who needed her love and affection desperately. She couldn’t leave her kid all alone at home while she is at job. So, parents hired a maid for taking care of the baby around the clock. Moreover, mother kept on asking about her baby off and on from the office. She could also see her baby remotely from video chat software that maid could operate easily. The problems don’t end with initial phases only. Mrs. Kate Williams had to spend more time as she grew in experience as more responsibilities were assigned to her. With pregnancy periods for other two children, she had to continue her work at home for three months that included answering calls of customers, and designing software for them from home. She also had to give time to her school going eldest child for training him in school education. Husband also needs the company of her wife as he returns

The Department of Defense Better Buying Power Essay

The Department of Defense Better Buying Power - Essay Example d goods, which was aimed at gaining extra value for the American taxpayer by increasing productivity and efficiency in defense spending (Parrish, 2012). The first phase of the BBP planned to cut spending by $487 billion for the entire DOD in ten years, and the lessons learnt since its implementation have been incorporated into creating BBP 2.0, which was initiated in 2013. Since the implementation of the first phase in 2010 and the second in 2013, there are numerous examples of acquisition executives adhering to the BBP initiative. According to Kendall (2014), the initiative has been a qualified success with evidence suggesting that the practices and policies of BBP have taken hold and opportunity for improvement still abounds. BBP refers to DODs plan to use best practices in strengthening its buying power, improving the productivity and efficiency of the department, and to give the war-fighter value-added and affordable military capability. The initiative consists of essential principles of military acquisitions that seek to attain improved efficiency by promoting competition, doing away with bureaucratic and unproductive acquisition processes, and controlling costs. As a result, the DOD expects that the overall outcome of the initiative will be the improvement of tradecraft in service acquisition. While it should also, provide incentives to improve government and military industry innovation and productivity. BBP 2.0 was a further initiative created to improve on BBP 1.0, seeking to build on the DODs commitment towards continually improving their acquisition practices. Some of the plans put into place that show the initiative’s progress include the Defense Acquisition Board’s affordability analysis, which seeks to facilitate decision making on defense investments. For instance, opportunities for smaller entrepreneurs have been given additional focus and attention, while military services are now using cost-estimates as standard practice. Majority of

The Integration of European Union Essay Example | Topics and Well Written Essays - 2500 words

The Integration of European Union - Essay Example Also, the abolishment of conflicting laws and uniform rules and regulations will assist businesses to streamline and adopt uniform policies across the EU. This paper will discuss some of the benefits that businesses of the 21st century may acquire due to an integration of EU and will further discuss as to what are such benefits, how they may be of any help for the businesses. The focus of this paper will, therefore, be largely on examining the advantages and challenges of EU integration for businesses. European Union comprises of 27 member States and is serving as a Political as well as Economic Union of European Countries. The basic philosophy behind the integration of Europe is to allow the regional integration by creating a single market for the whole of Europe. The basic theme of EU is despite having differences in the values and cultural aspects of the individual member countries; however such differences shall not be the basis of competition between the Member States. Thus despite the creation of single currency and market, EU Member States have retained their individual characteristics thus creating a fine amalgamation of integration which is advocating the formation of collective identity for EU while at the same time allowing individual member States to keep their own individual characteristics intact. Established in 1993 as a result of Maastricht Treaty, EU is now a region comprising of 500 million people contributing almost 30% of the share in the World Gross Domestic Pr oduct. At the global level, EU is, therefore, operating as a system of super nationalism as well as inter-governmental allowing member States to dominate the world scene in the disguise of an integrated Regional Community. One of the most important aspects of this integration is the fact that establishment of EU has resulted into the creation of a single market which not only allowed the free movement of people but also goods and services thus creating a strong window of opportunity for businesses working within the Region to flourish and prosper at least at the Regional Level.

Gender in Magazine Discourse Essay Example | Topics and Well Written Essays - 250 words

Gender in Magazine Discourse - Essay Example Whereas female magazines like Elle and Martha Stewart Living, revolve within beauty, dating tips, gender equality, relationships and celebrities. Even more in the Cosmopolitan. Just as well, there are discourse similarities too such as money, careers, health and religion. As such, male magazines often feature sexist discourse and imagery in emphasizing physical attributes of female personalities, thus objectify women. In contrast, a female magazine would also feature a woman, and thus personify her as a social pillar or role model in a particular discipline for purposes of gender empowerment to all women. Additionally, articles engage and use various activities that ultimately set the pace in defining fashion trends and identifying with society’s perceptions of the ideal man or woman. In manly magazines, like Attitude featuring Alan Cummings, car races, hunting sprees and boxing are prime examples. For female types; Glamour magazine featuring gardening tips, tend to lean toward; remodeling, recipes, shopping, interior design and dà ©cor or even gossip. Through discourse these activities define society’s unwritten social statuses where more often than not, gender identities are tailored to fit traditional masculinity or alpha male identity. Articles therefore embody use of political, socio-cultural, verbal and body language signs as channels of communication to further their discourse (Gill 196). However, I do not conform to the depiction of gender in magazines because whatever is portrayed through them is often a discriminative blind fold that not only overlooks divergent and different views but also reproduces biased stereotypes to society’s

Whether Ethical Sourcing A Source Of Competitive Advantage Dissertation

Whether Ethical Sourcing A Source Of Competitive Advantage - Dissertation Example Adopting the means of ethical manufacturing sourcing generally relates to a wider market audience and conformance with predefined ethical standards and principles that facilitate an organization to create a brand image and adhere to the corporate social responsibility. Ethical sourcing, however, is a hindrance that suppliers face in their normal course of business. For instance, organizations find it expensive to adopt ethical supply chain and distribution networks thus generally face lack of coalition among business and individual objectives. UK ethics law is essential in guiding principles for ethical sourcing since it conducts activities under the permissible range of the European law. Supply chain is a condition that enables an organization to operate in a more defined manner than the companies it competes with. It gains competitive advantage, which results in profits increase to that company in terms of margin enhancement, especially in the modern dynamic business world. It also serves as a valuable strategy as it involves all critical features that a strategy entails like conceptual and analytical decision making in terms of products, their time of delivery and the market to be targeted. Introduction Ethical sourcing is making sure that workers who are treated well and paid fair wages to work legal hours create the products being sourced in safe facilities. It also means that the supplier of the product is regarding the environment for the period of the production and manufacture of the product. Many companies may have various reasons as to why they use ethical sourcing. Others may claim to embrace ethical sourcing, but not completely and may not be practicing it in all their companies globally. Sourcing ethically is ensuring that honest values are met for the period of the manufacturing of products, as well as sourcing equipment. It is ensuring the participation of everyone in their products' development is paid a fair wage and working in safe and hygien ic conditions. It also means that employees work at reasonable hours, is not subject to unfairness and is of civilized working age. In this project, it will be found out whether Ethical sourcing is a source of competitive advantage to various companies owing to customers and consumers’ interest. Analysis of the strategies that different organizations like M&S and Co-op use to realize effective ethical sourcing is going to be done to show whether these ethical sourcing is beneficial or disadvantageous to them. Some of the United Kingdom Ethic laws that regulate functionalities of these companies will be discussed (Report Linker 2011). What supply chain is will be disclosed and whether it has any advantage as a competitive source (Kate & Anna 2004). Literature review This literature review explains ethical sourcing and develops arguments for and against its adoption by major retailing organizations. It is acknowledged that different countries have different rules, regulations a nd laws governing sourcing (Lynn 2007). This dissertation, however, focuses on how major retailers source products for selling in the developed economies of the UK, EU and US. Whilst the overall objective of this review is to, critically, examine ethical sourcing and its adoption by some firms (but not by others), it will help develop a model that can be used to see how â€Å"ethical† organizations actually are. Sourcing ethically, in a scholarly capacity, means the upholding of at most moral and decent values during the process of developing commodities. It is a perfect blend of sustainability, values imbibed in a business practice and social responsibility

Federal emergency management agency (FEMA) Term Paper

Federal emergency management agency (FEMA) - Term Paper Example The FEMA also secures state and local governments with the resources and the expertise in specific areas where help is needed (FEMA, 2012a). They also provide funds for rebuilding; and release funds for infrastructure relief by allowing affected individuals to secure low interest loans. This agency also secures funds for the training of emergency response personnel within the US and other territories (FEMA, 2012a). The FEMA’s mission is to support citizens and â€Å"first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from and mitigate all hazards† (FEMA, 2012b). The goals of the FEMA include the preparation of communities for emergencies. In effect, it secures resources to improve the capacity of federal, state, and local government agencies in order to secure best practice and secure grants for local communities (Malcolm, 2012). Another goal of the FEMA is to mit igate the damage caused by disasters. These mitigation goals come about before and after disasters occur; this is when risk management is carried out before disasters and grants are offered for affected individuals in order to mitigate the impact of such disasters (Malcolm, 2012). Another goal is to protect communities from external threats and more importantly to respond to disasters and emergencies. Supporting recovery in communities impacted by disaster is also a significant goal for the FEMA (Malcolm, 2012). The objectives of this organization include the securing the participation of agency employees for the renewal process; emphasizing mitigation as a means of reducing the risks to people, property and communities of disasters; securing a culture of assistance among citizens by ensuring national emergency management partnerships; establishing an all-hazards resource in emergency management; maintaining close relationships with federal agencies in most areas of emergency manage ment; establishing flexibility in the state and local emergency management programs; securing a quick and effective administration in assistance claims; and establishing means by which the efficacy of the FEMA programs can be assessed (FEMA, 2012c). The structure of the FEMA leadership is primarily lodged with the President of the United States from whom main orders for the mobilization of the organization resides (FEMA, 2012d). The FEMA is headed by an administrator, assisted by a deputy administrator and the chief of staff. Staff members would include the directors for the following offices: Executive Secretariat, and the Office of the National Advisory Council. The Chief Counsel would also form part of the administrative staff, including the senior advisor to the Secretary for Emergency Management and the Deputy Administrator of the office for Protection and National Preparedness (FEMA, 2012d). Under the Protection and National Preparedness office are the following assistant dire ctors in specific areas: national preparedness, grant programs, national continuity programs, and the Office of National Capital Region Coordination. The Administrator for the US Fire Administration would also form an office under the FEMA administration (FEMA, 2012d). An associate administrator for t

Dadas Contribution to Contemporary Art Essay Example for Free

Dadas Contribution to Contemporary Art Essay This research paper supports my belief that Dada had a far reaching effect on art of the 21st century so much so that contemporary art as we know it could not have come into existence without Dada. Dada Zurich was the catalyst for many other centres of the nihilistic movement. Tristan Tzara was the major force behind the Zurich Dada where he and Francis Picabia produced 8 issues of Dada magazines in both French and German between the years 1917 to 1921. (Dada Anti-Art Movement) Upon the end of the war Switzerlands importance as a neutral refuge educed, resulting in Richard Huelsenbeck, leaving for Berlin while Picabia went to Paris, and when Tzara followed him in 1920 thus ending the Zurich phase of Dada. (Dada Anti-Art Movement) Richard Huelsenbeck was the founding member of Dada Berlin which included members such as; Johannes Baader, George Grosz, Raoul Hausmann, Helmut Herzfelde and Hanna Hoch. (Dada Anti-Art Movement) Dada Berlin was known to be satirical and highly political with targets more and precisely defined than any other Dada movement. Dada Berlin utilized periodicals, including Club Dada and Der Dada, which employed the use of photomontage and typography. The Cologne Dada group was formed in 1918 by Jean Arp and Max Ernst and was known to be less political and more focused on being anti-aesthetic. (Dada Anti-Art Movement) Max Ernst was known for his satirical collage techniques using popular printed material, depicting the weirdly erotic. (Dada The Anti-War Art Movement) In May 1920 Dada Cologne hosted one of the first Dada exhibitions. Held in the courtyard of a public house accessed through a mens bathroom the exhibition was soon closed down by the authorities due to suspected pornographic content but later reopened. IAN CHILVERS Dada) Dada Hannover was formed in 1919 after Kurt Schwitters applied to join the Berlin dadaists but was refused because of his unpolitical attitude. Schwitters possessed a unique dedication to Dada ideas, leading to the production of artwork constructed using urban refuse and found objects (objets trouves). This had a major influence on later movements like Junk Art, Assemblage and Arte Povera. (Dada Anti -Art Movement) Not limited to Europe, the Dada movement also had a New York Centre. Formed by Marcel Duchamp, renowned for reproducing the Mona Lisa with a beard and moustache and signing a urinal proclaiming it to be a fountain, along with Man Ray, a well sought after fashion and portrait photographer, renowned for his photograph Le Violin d`Ingres. (Justin Wolf’s Dada) Dada Paris, which was known for its theatrical and multi-cultural activities, came about when, many of its early founders, such as Jean Arp, Marcel Duchamp, Max Ernst, Man Ray, Francis Picabia and Tristan Tzara went to Paris, where they met with a number of french poets including Louis Aragon and Andre Breton. Dada Paris was later dissolved when Breton, unable to deal with Tzara’s and Picabia’s nihilistic mentality, left to start a new movement. This marked the birth of Surrealism. (Dada Anti-Art Movement) According to Dieter Wanczura, â€Å"Surrealism emphasizes the unconscious, the importance of dreams, and the psychological aspect in arts and became an important movement in the fine arts, literature and in films. † Unlike Dada, Surrealisms emphasis was not on negation but on positive expression. It has a sense of playfulness and impulsiveness that brings fantasy and mystery into art pieces. The most fascinating aspect is that there are so many questions and ideas that surround Surrealism making it a hugely inspiring modern art/contemporary art movement. (Surrealism ; Surrealist artists) Contemporary artist today, challenge, oppression, authority and control that spans economic, social and political concepts. More importantly, contemporary art frequently touches on deep emotional issues that trouble our society. The Dada organization challenged the status quo of society and what is viewed as art making it easier for more artists’ work to be viewed as art because they no longer need to conform to any particular standards or values of society. Due to the Surrealist movement, society has been exposed to the concept that art can be anything the artist visualizes or feels inside. This can sometimes seem odd to the public who does not see its values and heroic stature, resulting in art not being noticed and appreciated by collectors, galleries and museums but judged as a masterpiece by people who share the artist feelings and thoughts.

The Problems Of Indiscipline In Rivers

The Problems Of Indiscipline In Rivers Abstract The purpose of this study was to investigate The Problems of Indiscipline in Secondary Schools in Abua/Odual Local Government Area. One hundred teachers constituted the study sample. Questionnaire was administered to teachers to obtain data for five research questions. The statistical tool used to analyse the raw data was percentage method. The results showed that lack of corporal punishment, irregular payment of teachers salaries, poor administration constitutes the major problems to indiscipline in schools. In this regard, it was suggested that corporal punishment should be introduced in schools; also, more and adequate incentives should be provided to the teachers. CHAPTER ONE: INTRODUCTION Background of the Study Education in any perspective finds its usefulness in the areas of moral, intellectual, social and spiritual development of the child. This development to a great extent is a function of the quality of the educational system, which is partly measured on the basis of students discipline. Discipline constitutes one of the fundamental, critical and challenging functions of the teacher. Mostly, when viewed from the fact that students whom they manage their affairs are drawn from different home background, accommodates the influence of peer groups and thus, were bound to exhibit different patterns of behaviour that may not conform with the instructional standard of the school. Discipline is an aspect of school function which if not well maintained can render the school system ineffective. School discipline as a matter of fact is seen as a vital element in the process by which students are enabled to function in the society. The general idea underlying this fact is that if the school is situated in the society and it is hoped that the products of these schools will be absorbed into the society, the students must therefore be made to develop rule-following and law, adding habits so that they conform to the general social expectations of the main culture absorbing its basic attitudes and beliefs, Sieber and wilder (1997:70) point out that a society without rules is inconceivable, and rules without attitude of disapproval towards them are inconceivable. In the English Elementary School, obedience was enforced mildly without any military goal in mind and in that discipline was seen essentially as a process of obedient training for society at large. On the other hand, thinking of discipline in terms of training for society, Docking (1990:4) says it may encourage a schooling for subordination where teachers use their disciplinary authority to satisfy some unfulfilled need within themselves so that they are to view children as a means rather than as ends. The promotion or maintenance of effective discipline is essential if organised group action is to be effective or productive whether the group is a club, society, a union, a company, a business or industrial concern or a nation. The word discipline connotes that the members or a group should reasonably conform to the rules and regulations, which is the code of behaviour which have been formed for it or by it, so that every one may benefit by them. Peoples morale or industrial peace are definitely proper by maintenance of discipline if the members of a group do not abide by the rules of the organisation, it may collapse. Chaos, confusion, disobedience, disloyalty and antisocial or anti-organisational activities develop to the detriment of every one. In the word of Spriegel (1997:34) discipline is the force that prompts an individual or a group to observe the rules, regulations which are seemed to be necessary to the attainment of an objective. It is a factor, which restrains an indivi dual from doing certain things, which are deemed to be disruptive for the group objectives. It is also the exercise of restraint or the enforcement of penalties for the violation of group regulations. Thus, discipline can be said as an attitude of the mind, a product of culture and a particular environment which promotes an individual to willingly co-operate in the observance of the rules of the organizational to which he belongs. School discipline is often seen as an important ingredient in the process by which children are enabled to function in the society because living in the society entails living in association with certain agreed rules, which govern ones behaviour. Thus, keeping order in the school is a multi-faced problem associated with range of interacting factors, such as the child himself, home and neighbourhood influence, changing societal values and expectations, the school and its natural environment, and the individual teacher. The problem of indiscipline is more apparent among secondary school students all over the world. Indiscipline among them has attracted serious attention of scholars and administrators. These scholars and administrators attributes to their state of development. They opine that when students notice certain biological changes signalling maturity in the course of the growth and development, they tend to misbehave by faulting school rules and regulations Mukhargee (1995:17). Indiscipline is a mode of life not in conformity with rules and non-subjected to control. By extension, the term connotes the violation of school rules and regulations capable of obstructing the smooth and orderly, functioning of the school system Adeyemo (1995:22). School rules and regulations in most cases affect students more than any other thing because they are made by the school authorities in order to guide and protect the students while in school. Statement of the Problem In the teaching and learning process certain identifiable problems of indiscipline militate against its success and achievements. That means for effective teaching and learning to take place there must be discipline in order to make reasonable achievements. In spite of the effort so far made by the government for the past eight years to curb indiscipline in our secondary schools, delinquency, truancy, disobedience, absenteeism, etc. are some of the problems of teaching and learning in our secondary schools in Abua/Odual Local Government Area. This study is therefore interested in addressing the problems of indiscipline so that teaching and learning will improve in our schools. Purpose of the Study The general purpose of this study includes the following: (a) Determine the factors underlying the problem of maintaining effective discipline in secondary schools. (b) Ascertain the effects of such factors on academic performance. (c) Make recommendation on the areas that would solve these problems. Research Questions The study shall be guided by the following research questions: What factors are responsible for school indiscipline? What are the effects of such factors on students academic performance? What are the strategies adopted by teachers to prevent classroom indiscipline? Does the rate of indiscipline among secondary school students increase or decrease for the past three years? Are girls more receptive to instruction than boys in secondary schools? Significance of the Study The importance of this study includes the following: (1) To provide information for government and school administrators about the solution to the problems of school indiscipline. (2) To provide relevant data about the causes of indiscipline from teachers perspective. (3) To make recommendations and suggestions that possibly could help solve the problem of indiscipline. Scope of the Study The study focus on school indiscipline from twenty-two (22) selected secondary schools in Abua/Odual Local Government Area of Rivers State. Definition of Terms For the purpose of this study, the following terminologies shall be defined thus: Student: A person who is studying in a school, especially a secondary school. Secondary School: This is a school for young people between the age of 11 and 16. Regulation: This is an official rule made by authority. Discipline: This is the practice of training people to obey rules and regulations. Indiscipline: This is lack of discipline, control in the behaviour of a group of people. CHAPTER TWO: REVIEW OF RELATED LITERATURE The chapter can be reviewed under the following headings. 2.1. Students discipline in Nigeria schools 2.2 Imperative of indiscipline in secondary schools 2.3. Causes of indiscipline 2.4 School indiscipline and academic achievement 2.5 School rules and regulations on student discipline 2.6 The concept of in loco-parentis and its relationship to students discipline 2.7 Student discipline and classroom management 2.8 Strategies of curbing indiscipline 2.9 Summary of the literature reviewed 2.1 Students Discipline in Nigeria Schools According to Matsoga (2003:54) violence and misbehaviour exist in Nigeria schools. This lack of discipline which interferes with the teaching and learning process, manifests itself in various ways including bullying, vandalism, alcohol and substance abuse, truancy, inability or unwillingness to do homework etc. Moswele (2004:146) and Matsoga (2003:53). Vandalizing school property is at rampart and this has influenced the government to introduce school fees in order to mend, that which was broken such as window, panes, furniture and walls. Theft is also common. For instance, in 2003 students in one senior secondary school broke into a biology laboratory to steal ethanol Banda (2004:16) some of these students lost their lives and others lost their sight. In another senior secondary school, 19-year-old boy committed suicide after fighting with another student over a borrowed plate Maleka (2003:162). These horrible acts left the nation speechless, not knowing where such behaviour originates. These incidents sprang the debate on the use of corporal punishment in schools which concluded that Nigeria cannot do away with it, but it has to be used guardedly Maleka (2003:162) and Keorang (2004:51). Experience had it that, teachers may ask for transfers; while parents withdraw their children from schools with numerous cases of student misconduct such as the one mentioned above. 2.2 Imperative of indiscipline in secondary schools Discipline in these schools is now passing through an eclipse. The problem of indiscipline is found everywhere, therefore, students do no longer believe in hard work as the only honourable path to success. Slangs connoting examination malpractice like choke exhibit, dagbo, omokirikiri and the like are common during examination time and they are expressed in such free but shameful that one somehow think that it does not mean anything. Children of the high and low, big and small, powerful and the downtrodden are involved in varying degrees. At this juncture, it would be worthwhile to highlight some of the prevalent cases and acts of indiscipline amongst secondary school students. 1. Cultism Cultism has suddenly become the giant monster that has swallowed up our ethics and morals; any student who fails to belong is quickly packed off the stage by either being intimidated out of school or killed. Many have been forced to join counter cultist group, which often produced fatal consequences. Section 329 (1) of the 1999 constitution of the federal republic of Nigeria defines cultism (secret cult) as an association that uses secret signs, oaths, rites or symbols and which is formed to promote a cause, the purpose or part of the purpose which is to foster the interest of its members and to aid one another under any circumstance without the regard to merit, fair or justice to the demerit of those who are not members. à ¢Ã¢â€š ¬Ã‚ ¦who members are sworn to observe oaths of secrecyà ¢Ã¢â€š ¬Ã‚ ¦ 2. Indecent Dressing Near naked and other forms of nudity is the order of the day in our schools. Kpakol (2004:62) argues that peer pressure, self-indulgence, and dress to kill-the deliberate habit of putting on seductive clothes to attract those of the opposite gender sexually or throw off balance emotionally. In this connection Bellow, (1993:3) states that school discipline is the training which produces in children self-restraint, orderliness, good conduct, operation and the habit of getting the best out of themselves. It involves intellectual and moral education as opposed to mere order and instruction. 3. Curriculum content Any society whose educational system is careless about the need of the society is doomed. It thus, not enough to have a curriculum. It is most important that the curriculum relates and adequately takes care of the entire societal aspiration. Our curriculum today is greatly deficient in moral education as contained in the curriculum is shabby and neglected. In some schools, it is not even taught. The subjects of History, Civic and Nature study and so on that immediately inculcates the ideal nation building to the youth are abolished social studies and integrated science that is fashioned in their stead has proved to be incapable in content and practice. 4. Parental Training Charity it is said begins from home. A parent who is not firm with his children and lets them go the bad is not kind to them. Parents do not often consider the future welfare and success of their children as of great importance. Firmness is not shown by constant scolding, beating and fussing, this is to many educators indicates weakness. In addition, some parents are always quarrelling and fighting. This definitely makes the students not to have affection and develop negative attitude to life. In school, that student may be and always picking quarrel with his peer because this is what he grew up with. 2.3 Causes of Indiscipline Indiscipline as we have noted elsewhere is not a new phenomenon. It has engaged the attention of many writers and authors at different levels. Causes of indiscipline in secondary schools are numerous. They include school society, wrong ideals, idleness, lack of good leadership, injustice, lack of realistic rules, bad home training and upbringing, etc. Okoroma (2000:1109) and Nwankwo (1991:67) note that the causes and symptoms of indiscipline are many and vary from school to school and from place to place. In their view, some symptoms of indiscipline include general unrest and deliberate breaches of school rules, peaceful and violent demonstration, mass disobedience, truancy, delinquency, absenteeism, drug use and abuse, as well as drunkenness. Shakaran (1997:47) and Nwankwo (1991:67) have identified the causes of indiscipline in secondary schools in Nigeria to include authoritarian methods, bad staff behaviour, harsh school rules, poor communication, results, lack of adequate school facilities, influence of home and society. In this paper, we however, proffer a multi-dimensional approach to this burning issue of indiscipline in our secondary schools; hence our consideration of the causes of indiscipline will be multi-dimensional. 1. Social Influence There has become a sudden shift from merit to lack lustre. Achievements are no longer measured by commitment and capability but influence and material wealth who you know than what you are measured up in terms of merit, is what determines promotion. Thus, a student need not burn the night candle. 2. Corruption This is the oldest son of indiscipline. This son has grown up that it often stands shoulder to shoulder with its father indiscipline. What permeates all the stretch of our society today is how to make it quickly. Public finance meant for welfare programmes that would have stemmed the aid of mal-behaviour in our youths and adolescents gets diverted to redundant programmes or private pockets. To such extent, there is no motivation in those who should be seen to be disciplined. With empty stomach, ragged dressing, hopeless accommodation, intolerable health, there is no way a person can resist temptation. 3. Rural-urban Drift Closely related to the issue of government policy and corruption is the issue of rural-urban drift. A writer once said that everyone is a village by root. The rate, at which our youths and adolescents migrate from the serene, quiet and less atrocious life in the village to the noisy, burdensome, busy and unnecessarily over populated cities, is alarming. One identified reason for this as outright lack of basic facilities and infrastructure in our villages. Where there is any, it is often in a state of despair so grossly inadequate that no youth would see his mate coming home from the city without being tempted to taste the city. This sudden transformation from the village to city life is bound to produce unpalatable consequences. This explains why secondary school students are engaged in crimes nowadays either to be able to sustain the tempo of life in the city or in preparation to get to the city. 2.4 School Indiscipline and Academic Achievement In classroom teaching, discipline implies the control of a class to achieve desirable behaviour. The concept of school discipline and school rewards has the similar objectives of assisting students to make maximum achievement in their academic pursuits. According to Nwankwo (1991:67) discipline behaviour involves characteristics such as self-sacrifice, diligence, co-operation, integrity, consideration and sympathy for others as well as the fear of God. He goes on to say that discipline is a system of guiding the individual to make reasonable and responsible decisions. In classroom teaching, discipline means the control of a class to achieve desirable behaviour. Discipline involves self-control; a disciplined person knows and takes the right course of action. He is guided not simply by self-interest, but also by consideration of interest of others. A disciplined individual is also guided in his behaviour by moral and social principles. Factors of indiscipline that lead to low academic achievement are common with student from socio-economic status families Alumode (2002:84). This is because teachers are often prejudiced against youth from low socio-economic status families and show preferential treatment to students from high socio-economic status families Manster (2001:297). Another reason is that peer influences on low socio-economic students are often antisocial and delinquency prone, emphasizing early marriage for the girls and gang activities for the boys Conger (1993:13). Blodsoe (2005:28) believes that the quality of interaction among members of the adolescents family influence the degree of discipline and success in school work. According to him, the studies of the family relationship of bright, high-achieving students versus under-achieving high school students shows that the high achievers more often than under-achievers describe their parents as typically sharing vacation and ideas as understanding, appro ving, trusting, affection etc. encouraging (but not pressuring) with respect to achievement and over restrictive or severe in discipline. 2.5 School Rules and Regulation on Discipline The Education Act of 1999 has documented some rules and regulations that govern student discipline in Nigeria schools. It stipulates methods and procedure for minor and severe disciplinary measures such as corporal punishment, suspension and student expulsion. Rules and regulations are drawn for the orderly conduct of the school affairs. Some of them are written and others are implied and they recognised by law. Addressing the issue of rules and regulations Nwangwu (2009:142) state that: The Schools Board and individual school authorities have the right to make any reasonable rules and regulations for the orderly conduct of school affairs in the interest of the entire school and school system. The fundamental point raised above is that those provisions are made by relevant authorized bodies to direct and spell out the relationship between teachers, student and school authorities. The responsibility is therefore on every member of the school system to respect and obey the rules, as any breach must be followed by the application of appropriate disciplinary measures. The courts of law shall always put into consideration the reasonableness and constitutional right of the school rules and regulations. Rules that encroached on a constitutional right of students will invariably be invalidated by courts. 2.6 The Concept of in Loco-Parentis and its Relationship to Students Discipline In educational circle, the special relationship which exists between students and the schoolteacher regarding discipline is termed in loco-parentis. It is assumed that the teacher in performing certain roles especially as it relate to control of parental jurisdiction. According to Remmlein and Wane in Igwe (1998:82) in loco-parentis means in place of the parent, charged with some of the parents right, duties and responsibilities. The implication is that schoolteachers or authorities stand in place of parents in respect to students education and discipline. By this it is expected that teacher have the invariably contracted with parents to perform some of the duties and functions of the latter. The teacher is therefore expected to act reasonably in this capacity. In present, the teachers acting in loco-parent is to discipline an erring student, and should ensure that the punishment was done reasonably and in good faith in order to avoid costly and embarrassing court cases. The teacher should act within the limit of this principle, because according to Eferakaya (1998:17), school officials who perpetuate acts of indiscipline can no longer be protected by the in loco parentis doctrines the courts are quite convinced that the school is incapable of assuming full parental responsibilities. 2.7 Students Indiscipline and Classroom Management The International Dictionary of Education formally defines discipline as a term to describe teacher classroom control or general restraint of pupils behaviour Lingworth (2004:18) argues that coercion can never be a method of educating in the sense that where teachers tend to interpret control of threats thereby forcing students to learn what he has taught them is far behind the truth. Another interesting aspect of discipline and administrative control is the use of scientific procedures known as behaviour modification based on the learning theory developed by Skinner who advocates some technique and positive reinforcement such as using rewards to bring about and maintain desired behaviour combined with extinction behaviour i.e. weakening undesired behaviour by ignoring it or by otherwise removing its reward consequences. However, the work of Lauwerys (1999:42) is discovered to be in contrast with the scientific procedures of behaviour modification and psychodrama work of Piaget. His work on classroom management focuses attention on the teachers public demonstration that he knows what is going on, his ability to facilitate smooth transaction from one activity to another and handle movement and type of demand he makes from pupil. There is bound to be conflict when administration in school is taken to be rigid and regimentation, where students have to fear administrations rather than respect them. Fagbula (2002:80) in his work concludes that teachers rather than settle their minor matters take them to the school administrators create a problem to administrative control of schools. Bad administrative control can hinder effective discipline tone in the school. These can take the form of giving bad and inadequate food to students, ineffective teaching, bad staff behaviour, authoritarian methods of administ ration, high school rules, arrogant attitude of the school prefects, unsatisfactory curricula, poor examination results, poor communication between administrators and school pupils. 2.8 Strategies for Curbing Indiscipline It is imperative to ensure that the best behaviours and conditions are inculcates, established and maintained for effective learning to take place in our secondary schools. This can be realised if we accept that the teacher has the power to impose discipline by using some sort of power over this students. However, this is only possible to a little extent, for it to have meaningful impact it must also take into account the psychological needs and development level of the student. A well-managed school begins with thorough advance planning by the school head and the teachers. Accordingly, extrinsic and intrinsic motivation should be used, positive and negative motivation, provision and satisfaction of students need the teacher having adequate knowledge of the subject, teaching students how to learn and making them to use their time effectively. The school environment should be busy, and an active place in which the students and teachers know that they are on the same side working together to achieve something worthwhile. Such an environment is likely to establish mutual respect, and a mild reproof or expression of disappointment on the part of the teacher will enhance discipline. Cleanliness and tidiness of surrounding, not being excessively noisy or disruptive when others are working, taking care of communal property, and punctuality exhibition of normal courtesies expected by the society to be observed. The rules can be established by quite persistence and good example by the teacher. In essence, good discipline enables the sort of psychological need proposed by Maslow and others to be satisfied. This is because most disciplinary cases are as a result of unfulfilled basic needs. The teacher should look carefully at each level including the most basic psychological one of nutrition and ventilation. 2.9 Summary of the Reviewed Literature The chapter examined the concept of indiscipline as it derived from the word discipline. Discipline here means a mode of life in accordance with rules, subjected to control. Therefore, indiscipline means lack of control in the behaviour of a group of people. Relating the above to the school environment, indiscipline could be referred to as inability of a person to live in accordance with school rules and regulation; it is the breaking of rules and regulations of institution. Imperative and causes of indiscipline were discussed from the multi-dimensional perspective, which include cultism, indecent dressing, curriculum content, parental training, societal influence, corruption and rural-urban drift. Again, school indiscipline and academic achievement, which implies the control of a class to achieve desired behaviour was discussed. The chapter also examined school rules and regulations on discipline, which are drawn up to regulate school activities for the orderly conduct of the school affairs. The concept of in loco-parentis and its relationship to student discipline, which is the special relationship that exist between students and the school teacher regarding discipline, because the teacher is expected to stand in place of the parent in respect to students education and discipline. Finally, strategies of curbing indiscipline which include pedagogical, social and psychological techniques of curbing indiscipline in secondary school were proffered. CHAPTER THREE: RESEARCH METHODOLOGY This chapter presents the research methodology to be adopted for the study. It is organised under the following heading: Research Design, Population of the Study, Sample and Sampling Technique, Instrumentation, Validity of the Instrument, Administration of the Instrument, and Data Analysis Technique. 3.1 Research Design The research design adopted for this study is the descriptive survey research design, which is concerned with condition or relationships that exist and practices that prevail. Specifically, it is concerned with identified the problems of indiscipline in secondary schools in Abua/Odual Local Government Area. 3.2 Population of the Study The population of this study is 440 persons, who are teachers in the twenty-two (22) secondary schools in Abua/Odual Local Government Area. 3.3 Sample and Sampling Techniques A stratified random sampling technique was used for the study. Out of twenty-two (22) secondary schools in Abua/Odual Local Government Area, ten (10) were sampled out through the ballot system; this represents 46% of secondary schools in Abua/Odual Local Government. In each school, ten (10) teachers were randomly selected to give 100 teachers, which represent 52% of the total number of teachers in Abua/Odual Local Government Area. Thus, the sample for this study is made up of 100 respondents. 3.4 Development of Research Instrument The instrument for this study is questionnaire titled Questionnaire for Teachers on indiscipline problems (QTIP). It was developed for this study and addressed to various respondents with structured questions developed based on the objectives of the study and the literature reviewed. The instrument is divided into two (2) sections (A and B). Section A deals with the personal data of the respondents; section B sought responses to items on factors, which militate against the effective maintenance of discipline in secondary schools. The questionnaire adopted the 4-point Likert summated rating scale with values: Strongly Agree (SA) = 4; Agree (A) = 3; Disagree (D) = 2; and Strongly Disagree (SD) = 1. 3.5 Validity of the Instrument The instrument was given to the supervisor and senior lecturers in the department who are experts in educational management to examine and make corrections. They scrutinize item by item and decide its validity to elicit the necessary information needed to provide adequate answers to the research questions. The final draft of instrument was designed to reflect corrections of the experts in the department. Also the researcher ensured that the five interested research problem areas, which militate against the effective maintenance of discipline in secondary schools to ensure that it is adequate enough to measure, what is supposed to measure and ensuring that the desirable result is achieved. 3.6 Administration of the Instrument The instrument for this study was administered personally by the researcher. The completed copies were retrieved on the spot while the others were retrieved later. 3.7 Data Analysis Technique The responses was based on the 4-point Likert summated rating scale will be analysed and presented in table by means of percentages. A decision on the research questions was made to arrive at by dividing frequency of occurrence by the total number of respondents and multiplied the product by 100, that is: Frequency of occurrence x 100 Number of respondents 1 CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA In this chapter the data collected is presented and analysed as follows: Research question one: What factors are responsible for school indiscipline? Note: the following was used to analyze the work. Strongly Agree (SA) = 4 Agree (A) = 3 Disagree (D) = 2 Strongly Disagree (SD) = 1 Table 4.1 Factors of school indiscipline S/NO

Ethics of the MMR controversy

Ethics of the MMR controversy Introduction: In February 1998 Dr. Andrew Wakefield from Londons Royal Free Hospital suggested a link between the combined MMR vaccination and autism (Guardian, 2008). This link was widely reported by the media, causing parents to doubt the safety of vaccinating their children. As a result there was a huge campaign by the Health Protection Agency to reassure parents that the vaccine was indeed safe, but public opinion is still divided and this lack of vaccination has created a window for infection (General Medical Community, 2009) and a steep rise in reported cases of Measles. This essay will review the ethical implications of Dr. Wakefields work and those involved in the unfolding MMR Controversy. Should the paper have been published? Did the people and organisations involved act ethically? The Media: Despite the minor nature of Dr. Wakefields paper Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children the press ran with its findings, using headlines such as Fresh safety fears raised over MMR jab, New MMR link found to autism, MMR fears gain support, MMR risk of brain disorders?- from the Daily Mail gaining support from previous ministry aides, columnists and writers (Smith 2004). Even in 2001 the Blairs (the then Prime Minister and his wife Cherie) were asked if Leo, their youngest son, had been given the MMR vaccine, and refused to answer (Goldacre, 2008); lending further credence to the idea that the vaccine was unsafe. It has been stated by the BBC (BBC, 2003) that the public believed that the debate over the MMR vaccination was split equally, with G Ps and medical practitioners taking both sides and only 23% aware that the evidence was clearly in support of the combined MMR vaccine. The study was undertaken by Cardiff University between January and September 2002 and surveyed over 1,000 people. With close scrutiny paid to over 2,000 media (papers, radio and TV) reports. The survey concluded that 48% of people feel that journalists, should not (until findings are backed by further investigations and studies) report alarming research however this is still a minority view. Professor Lewis of Cardiff Universitys School of Journalism, Media and Cultural Studies released the following statement: The research also has implications for the debate about fairness in journalism, suggesting that legal definitions of impartiality in broadcast journalism should not be interpreted in a simplistic fashion, BBC, 2003. Further research, such as that by Chen and DeStefano (1998), quite clearly states that misinterpretation of Dr. Wakefields research could have been avoided by clarifying the difference between causality and association but the lack of such definition to the media and public can partially be blamed for the ensuing state of affairs. However the MMR scandal does not end with Dr. Wakefields paper; further articles such as MMR jab new autism link' published by the Sun (Thornton, 2003) or New fear over MMR link with rising Autism by the Telegraph (Adams, 2007) are still fuelling the debate and causing public concern years after the initial study was published in the Lancet Journal. Doubt is occurring despite a massive coordinated effort by the biomedical community to debunk such research showing the grip that this story has had on the population for over 10 years. Some articles have been published in the media criticising the way in which the MMR controversy has been handled although these are far and few between, such and article would be the ONeills The medias MMR shame from the Guardian, 2006. The Researchers: Dr. Andrew Wakefield may have been the public face of the MMR scare but he was not alone in completing the study that started it all, the full list of names sites 13 co-writers, their names and roles are listed in the original journal article: A J Wakefield was the senior scientific investigator. S H Murch and M A Thomson did the colonoscopies. A Anthony, AP Dhillon, and S E Davies carried out the histopathology. J Linnell did the B12 studies. D M Casson and M Malik did the clinical assessment. M Berelowitz did the psychiatric assessment. P Harvey did the neurological assessment. A Valentine did the radiological assessment. J Walker-Smith* was the senior clinical investigator. (Wakefield et al. 1998) Edited to include full Surname original citation refers to J W-S It has to be asked if key personnel involved with controversial aspects of the study acted ethically and trying to answer this question can only be answered by investigating senior team members and their respective roles separately. Dr. Andrew J Wakefield: In March 2004, Dr. E Harris (opposition politician), first raised the issue of unethical behaviour (on Dr. Wakefields part) during the study. As head of the study (Senior Scientific Investigator (Wakefield et al., 1998)) Dr. Wakefield would have had to have sought permission from the Royal Free Hospitals ethics board before commencing his studies. It was alleged by Harris that, after approval was granted, Wakefield changed the methodology to include lumbar punctures involving sedation (unknown, 2004). This public outing of Dr. Wakefields proposed misconduct and subsequent complaints by Harris resulted in an enquiry by the General Medical Council, unearthing more damaging claims (General Medical Council, 2010). It was found that children were subject to unnecessary colonoscopies, lumbar punches and barium meals (without approval), that Wakefield was not allowed to treat children and children were enrolled that did not fit the strict conditional prerequisites of the study (Boseley, 2010). But Dr. Wakefields short comings were not simply confined to the methodology of the study; he was also found have conflicting interests something that was not declared in the paper submitted to the Lancet journal. In 1997 Wakefield had filed a patent (on behalf of Royal Free Hospital) for a vaccine against measles and for treating IBD (Inflammatory Bowel Disease), he had (in February 1998) applied for ethical approval to trial a new measles vaccine under a new company called Immunospecifics Biotechnologies Ltdand been found to have paid children  £5, at his sons birthday party, to take unethical blood samples (Boseley, 2010). Further research regarding Wakefields conflicting interests, in particular his involvement with Immunospecifics Biotechnologies Ltdunearths some controversial evidence, the proposed CEO of the aforementioned company was the father of child 10 (a child involved in the study), with Wakefield and this gentlemen to share equity of the company. It was found that Wakefield and Walker-Smith applied for permission and started trials of an alternative therapy Transfer Factor, that was to be produced by Immunospecifics Biotechnologies Ltd on child 10, also deemed; abuse of [Wakefields] position of trust as a medical practitioner text and quotation; (DeeTee, 2010). The basis for Wakefields Transfer Factor treatment can be found in the work of Dr. Herman H Fundenberg (author of Dialysable lymphocyte extract (DlyE) in infantile onset autism: A pilot study., published in discontinued fringe journal Biotherapy(Fundenberg, 1996)) a discredited and indefinitely suspended American doctor, who has admitted to treating patience at home with his own bone marrow. Fundenberg not only provide the basis research for Transfer Factor, he is cited as co-inventor on the filed patents (Deer, 2004). Dr. Wakefields involvement in the MMR Controversy did not go unnoticed and in 2001 the Telegraph ran Anti-MMR doctor is forced out, reporting that he was asked to leave his post at the London Free Hospital; he cited unpopular research results as reasoning. Since then Dr. Wakefield has worked for the International Child Development Resource Center in connection with a Christian ministry called the Good News Doctor Foundation. He maintains that his results are accurate (BBC, 2010). As a consequence of the General Medical Councils findings Dr Wakefield has been found guilty of misconduct and could be struck off as a result (Rose, 2010). References: Guardian. (2008). Timeline: MMR controversy. Available: http://www.guardian.co.uk/society/2008/dec/02/health-medicalresearch. Last accessed 15 Feb 2010. General Medicine Community. (2009). Imposing Measles Epidemic Due to MMR Controversy. Available: http://stanford.wellsphere.com/general-medicine-article/imposing-measles-epidemic-due-to-mmr-controversy/603680. Last accessed 15 Feb 2010. Smith, J. (2004). The Real MMR Conspiracy. Available: http://www.independent.co.uk/opinion/commentators/joan-smith/the-real-mmr-conspiracy-545872.html. Last accessed 16 Feb 2010. Goldacre, B. (2008). The Medias MMR Hoax.Available: http://www.badscience.net/2008/08/the-medias-mmr-hoax/. Last accessed 16 Feb 2010. BBC. (2003). Parents misled by media over MMR. Available: http://news.bbc.co.uk/1/hi/wales/north_west/3038607.stm. Last accessed 16 Feb 2010. Chen, R DeStefano, F. (1998). Vaccine adverse events: causal or coincidental?. The Lancet. 351, 611-612. Thornton, J. (2003). MMR jab new autism link. Available: http://www.thesun.co.uk/sol/homepage/news/article78818.ece. Last accessed 17 Feb 2010 Adams, S. (2007). New fear over MMR link with rising autism. Available: http://www.telegraph.co.uk/news/uknews/1556883/New-fear-over-MMR-link-with-rising-autism.html. Last accessed 17 Feb 2010. Wakefield et al. (1998). Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children. Lancet. 351 (1), 639-641. unknown. (2004). The Single Injections, and Dr. Wakefields Lack of Ethics. Available: http://www.fatherslobby.com/vaccinations/single_injections.html. Last accessed 17 Feb 2010. Boseley, S. (2010). Andrew Wakefield found irresponsible by GMC over vaccine scare. Available: http://www.guardian.co.uk/society/2010/jan/28/andrew-wakefield-mmr-vaccine. Last accessed 17 Feb 2010. DeeTee. (2010). The GMC on Wakefield. Available: http://layscience.net/node/924. Last accessed 17 Feb 2010 Fudenberg HH.(1996). Dialysable lymphocyte extract (DLyE) in infantile onset autism: a pilot study. Biotherapy 1996; 9: 13-17. Deer, B. (2004). Royal Frees autism pill partner, Herman Hugh Fudenberg, wasnt fit to prescribe. Available: http://briandeer.com/wakefield/hugh-fudenberg.htm. Last accessed 17 Feb 2010. General Medical Council. (2010). Fitness to practice panel hearing: 28 January 2010. Available: http://www.gmc-uk.org/static/documents/content/Wakefield__Smith_Murch.pdf Last Accessed 17 Feb 2010. Rose, D. (2010). Fall of Andrew Wakefield, dishonest doctor who started MMR scare. Available: http://www.timesonline.co.uk/tol/life_and_style/health/article7006525.ece. Last accessed 17 Feb 2010. Fraser, L. (2001). Anti-MMR doctor is forced out. Available: http://www.telegraph.co.uk/news/uknews/1364080/Anti-MMR-doctor-is-forced-out.html. Last accessed 17 Feb 2010. BBC. (2010). Profile: Dr Andrew Wakefield. Available: http://news.bbc.co.uk/1/hi/3513365.stm. Last accessed 18 Feb 2010. ONeill, B. (2006). The medias MMR shame. Available: http://www.guardian.co.uk/commentisfree/2006/jun/16/whenjournalismkills. Last accessed 18 Feb 2010.

Authentic Grasp of Being Essay -- Philosophy Existentialism Martin Hei

Authentic Grasp of Being Martin Heidegger provides an interesting lesson about what must be done to authentically grasp the nature of being in Being and Time. The focus of being in his book is the unique individual human consciousness referred to as Dasein, and authenticity is regarded as that which accords with Dasein’s own self, including its history, present concerns, and future possibilities. The thesis of this paper is an interpretative one: the path to authentically grasping one’s own being requires first disregarding philosophical history regarding being and then understanding one’s own presuppositions. More fully, the phenomena that give rise to examining ontology must be analyzed, which means that one must not simply start with philosophers’ assertions; then one must understand his or her own manner of dealing with being to understand his or her own presuppositions about being, and it will be seen how the presence of all presuppositions cannot be removed. The first part o f this paper will discuss section six, â€Å"The Task of Destroying the History of Ontology,† and the second part will discuss section 32, â€Å"Understanding and Interpretation.† It will conclude with a brief return to the concept of authenticity. The Task of Destroying the History of Ontology Heidegger comes upon the need to destroy the history of ontology as he begins his inquiry into the nature of being. What he first intends to do is understand how the question of being has been answered throughout the history of philosophy and then appraise this body of answers to see how our philosophical starting point may help or hinder us. Heidegger reviews an extensive amount of work, but he believes that it all falls short of understanding being. Worse than... ...what it must be like to authentically grasp our being. First (section six), nothing is gained by being spoon-fed empty statements about general concepts of being, so we must strip away ontological assumptions provided by the history of philosophy. Second (section 32), it is clear that we are not stripping away all assumptions, but we are looking to ourselves to find the groundwork. If we are finding what is within ourselves, then we are grasping the authentic; if we are using knowledge of ourselves to inquire into being, then we are making an authentic attempt at understanding being. Apparently, the historical attempts to remove all presuppositions are what led to the failure of the long human tradition that has tried to understand being. Bibliography Heidegger, Martin. Being and Time. Trans. John Macquarrie and Edward Robinson. New York: Harper & Row, 1962.

The Paris Peace Treaties Essay -- History

The Paris Peace Treaties The Paris Peace Treaties (1919-1920) IB History To the subject and passive onlooker, those meticulous organizers of the Paris Peace Treaties allowed for an unfortunate amount of flaws to enter their task of creating a treaty that could satisfy all of the nations of not only Europe but of the world as well equally. Yet one must attempt to put that passiveness behind and admit that those of the time of post World War I had truly no idea what was to come of their decisions. Thus, the decisions of these toilers of the Paris Peace Treaties undoubtedly made a medley of wrong judgments that were virtually unforeseen at the time. The first of these mistakes was that they looked over the problems that the innumerable ethnic groups of Europe would cause. Second to be overlooked was France, still highly intimidated and insecure of a Germany that it wanted to see completely annihilated and rendered powerless. Lastly, was the Central powers, angry and cheated over their extremely harsh punishments. Thus the founders of the Paris Peace Treaties, despite doing their best to form a way to peace and betterment for Europe, managed to make a great deal of unanticipated oversights in their quest for harmony. The continent of Europe was composed of legions of different ethnic groups that at the end of World War I caused many problems for the treaty drawers of Paris. Even Wilson himself confessed that there were far many more ethnic groups in Europe than he at first realized- most of them seeking their own personal independence. Eastern Europe and the Balkans because many historical occurrences (such as invasions and migrations) were made up of â€Å"a bewildering kaleidoscope of races and religions.† There were still hordes of nationalistic minorities in countries with a majorities of ethnic groups not of their own. To make things even more difficult for the writers of the Paris Peace Treaties was that these races did not live in their own separate areas of the countries of Europe. They lived mixed among themselves, dispersed throughout the regions with the race of the majority. In addition to the problems left to those who drew up the peace treaties (in accordance to the â€Å"ethnic problems†) were that there were still populations of a race of people within various nations that belonged ethnically to another nation. For example, within Hungary ... ...ed to create an agreement for the best of the world. Conclusively, the writers and founders of the Paris Peace Treaties, despite their efforts to bring a lasting peace to the world, made a variance of unforeseen mistakes in their toil. For the uncountable amounts of varying ethnic groups could not be easily separated without annoying at least someone- and since the Central powers were the losers, logic suggested that it would be them. Secondly, France’s increasing insecurity towards Germany that dated back decades caused for it to demand Germany to be paralyzed forever. This as well as other forms of Allied punishments caused for increased Central power animosity towards the Allied powers. Therefore, the intent of peace treaties was well intentioned initially, and the criticism of them was undeserved in that there was nothing that anyone could do else without the impossible of power seeing into the future Bibliography 1. (Handout) Lentin, Antony. â€Å"The Consequences of the Versailles Settlement.† 2. (Handout) Sharpe, Alan. â€Å"Part I: The Post War Settlement. 3. Wolfson, Robert. Years of Change: European History 1890-1945. London: Hodder and Stoughton, 1978, pp.183-192.

Advocacy for poverty

Maya Coney Crystal Snyder Adam Smith Kyle Parker Need For Advocacy: We want to advocate for those In poverty. The world has enough food to feed everyone but food distribution Is uneven between social classes. Due to this Inequality, we have chosen different options on how to reduce this Issue. People of poverty often face problems with prejudice, Judgment, misunderstanding, and discrimination. We want to help reduce hunger In our community In the Valhalla Beach area and DOD community as well. We also want to help provide clothing to the underprivileged.All of which will help provide awareness for people experiencing poverty. Plan Development: Our group is going to participate in the spirit Friday Food Drive at ODD main campus. The event is scheduled for September 27, 2013. Students are asked to provide nonperishable goods for collection. Our group also plans to participate as a volunteer in the Food Bank of Southeastern VA on November 1 5, 2013. In addition to these two events and ac tivities, we plan to also participate in Meals and Wheels in November as well. Plan Implementation: Our group plans to create a flier.On this flier, we plan to create an event for which students at the V Higher De Center can donate nonperishable goods. After creating the flier, we plan to coordinate the donation event in accordance with the flier. In the donation event, we also plan to collect clothing for donation to local thrift stores, like Goodwill or Salvation Army. To help spread awareness, we plan to forward any school sponsored events from ODDS directed towards poverty to students that attend campus classes. Assessment of Advocacy Project: Individual/ Personal Reflections (4, 1 for each member of the group)Advocacy for poverty By tackles 82 We want to advocate for those in poverty. The world has enough food to feed everyone but food distribution is uneven between social classes. Due to this inequality, we have chosen different options on how to reduce this issue. People of d iscrimination. We want to help reduce hunger in our community in the Virginia Beach area and ODDS community as well. We also want to help provide clothing to the Our group is going to participate in the spirit Friday Food Drive at ODDS main campus. In the Food Bank of Southeastern VA on November 15, 2013.

Slavery Today

slaveholding in the 21st Century commove trafficking is a modern-day form of slaveholding in which a commercial arouse act is induced by force, fraud, or coercion. While this happens all over the world, it occurs much(prenominal) more frequently in the get together States than one would think. Sex traffickers use a variety of methods to condition their victims including starvation, confinement, beatings, physical abuse, rape, cabal rape, threats of violence to the victims and the victims families, and forced drug use. In modern day bondage, human beings argon literally bought and change as blank space on the market, for amounts ranging from $80 to $5,000.Like in the 1800s, victims might as yet be sell at auctions where they assimilate been kidnapped or sold into slavery by their families or friends whom they believed they could trust. They have no control over their lives where they live, what blend they do, their sexuality, or their health. Escaping is nearly impossible a s victims ar often constantly drugged, and they dismay being abused or even killed. This is very similar to slavery in the 1700s and 1800s. Right instanter there are many problems and issues being brought up virtually the United States, however sex trafficking has failed to be acknowledged by most as one of those issues.We should care more astir(predicate) sex trafficking since it is believed to be the 21st atomic number 6s version of slavery. In the 1800s slavery was abolished and ended with the Civil War, but now it has arisen once again in a different way. We should pay more concern to these issues in providing education on the egress by reporting on the statistics and cause of sex trafficking in the media. I begettert know if we can genuinely abolish slavery in every form, but we should try as chronicle has shown the effects slavery has on the individual, as well as, society.

Speech on Marijuana Legalization

A well-known issue, refine now, in the USA is that of the legalization of cannabis. This disputed topic is on the minds of our entire country. Whether or non to legalize marihuana has been a nation wide debate for years. In this informative speech I testament be discussing only if facts and opinions. Opinions and facts will get under ones skin from organizations such as The National placement for the Reform of hemp Laws, ganja legalization Organization and the Drug Policy Alliance. Marijuana Legalization is an issue beca engagement at that place ar so many individuals utilize the total illeg each(prenominal)y.These individuals feel that Marijuana is non a denigrative substance and can come to profit advances that legalize it. The biggest concern on anyones mind is that of health risks. virtu completelyy people feel that it is in the opera hat interest of the nation for hemp to proceed illegal. Marijuana Legalization Organization distinguishs that that is n ot entirely true. Health considerations provide cables to neutralise excessive social function of ganja, however at long last each individual should be allowed the individual(prenominal) freedom to decide whether or not to drug abuse ganja. (MLO) In their opinion, as with anything taken in excess, marijuana is only harmful to those who choose to use it. The example use in MLO is that of an excess amount of wheezing food. Numerous studies work shown that foods with a lot of cholesterin and fat be unhealthy. Should we outlaw bacon? (MLO) The horizon is that instead we need to educate individuals and let people make their own decisions as we do with things like fatty foods, cigargonttes and Alcohol. A recent survey of research prepargon that long term marijuana use did not have a epochal effect on cognitive abilities.The account subjectment was published in the July 2003 Journal of the worldwide Neuropsychological Society. This is also stated in the list of facts v irtually marijuana on the Drug Policy Alliance Website. They state that, not only are there no long-term cognitive price nevertheless, marijuana has been turn out helpful for treating the symptoms of a frame of medical conditions. Medical marijuana has proven to be of significant relief for cancer, glaucoma, and back up patients as well as individuals that converge from neurological disorders.While there are the medical reliefs from the use of Medical marijuana, but DPA also states that the substance has not shown catch of mental illness or to change magnitude risk to cancer. The next claim is that Marijuana is a entry medicate. Webster defines a entre do drugs to be a drug (as alcohol or marijuana) whose use is judgment to lead to the use of and dependence on a embarrassinger drug (as cocaine or heroin)( http//www. merriam-webster. com/) Some people claim that using marijuana will make you regard to use an some other(prenominal) drugs, like heroin, cocaine, LSD, am phetamines, and ecstasy.They argue that marijuana acts as a stepping-stone, or a gateway, that leads people to harder drugs. They support their argument with statistics that show that intimately people who use hard drugs have tried marijuana before. (MLO) at that place is no conclusive establish that the effects of marijuana are causally linked to the subsequent use of other illicit drugs. Preliminary animal studies alleging that marijuana primed the brain for other drug-taking deportment have not been replicated, nor are they support by epidemiological human data.Statistically, for every 104 Americans who have tried marijuana, there is only one regular user of cocaine, and slight than one user of heroin. Marijuana is clearly a terminus rather than a gateway for the overwhelming major(ip)ity of marijuana smokers. (norml) MLO states In essence, the link between marijuana and other illegal drugs stems from the fact that they are illegal. Because they are illegal, marijuana an d other drugs are only available on the minatory market, and anyone who enters the drug market is likely to be exposed to more(prenominal) than one drug.The resultant is simple by legalizing and regulating marijuana sales, we will eliminate the connection to hard drugs. (MLO) They use Holland as an example. In Holland, where politicians persistent over 25 years agone to separate marijuana from the illicit drug market by permitting coffee shops all over the country to sell subaltern amounts of marijuana to adults, individuals use marijuana and other drugs at rates less than half(prenominal) of their American counterparts. (norml. rg) The argument is that, if marijuana were not illegal it would not be a problem. The DPA website states that the majority of the individuals that use marijuana neer fifty-fifty use any other illicit drugs. This statement disproves that common misconception about marijuana being a gateway drug. Finally my sources argue that keeping marijuana illeg al it is speak toing more than necessary. MLO claims that live of keeping marijuana illegal = cost of active law enforcement + cost of pursuance (and defense of accused offenders + cost of enslavement of convicted offenders + hundreds of one million millions of dollars in tax revenue that would be generated if drugs were legal and taxed + cost of foster billing and social services for children of incarcerated offenders. Washington state would save about $105 million a year if marijuana were licitly regulated, according to University of Washington Economics prof Dick Startz. The US national administration Spends More Than $12 Billion Per course of study on Drug Control Programs.Federal drug control budgets do not separate disbursement by drug, so we there is not a circumstantial figure available for the amount that is pass on marijuana alone. Also, these figures do not include any spending by state or local governments, which are likely to be substantial since state pol ice, courts, and prisons are constantly busy traffic with marijuana offenses. They also state that US Marijuana Crop Estimated to Be expenditure Over $35 Billion.A modernistic statistical analysis indicates that marijuana is Americas most valuable cash crop. If these figures are even close to the truth, a logical dodge to regulate and tax marijuana would produce billions of dollars in revenue every year. match to DPA, the fight that the United States is having against drugs in all is costing $51,000,000,000. They also stated that if calcium would profit annually an estimated $1,400,000,000 if marijuana were taxed and regulated.There are only two major solutions to this issue to Legalize or not to legalize that is the question. Legalization could stand to gather the US economic growth but it could also lead to even more people using or abusing the substance. retentiveness it illegal could have the government spending money that they dont of necessity need to spend to regula te the use of this substance or this could be constructive a by keeping individuals from abusing it. scarce time will tell Does anyone have any questions?