Different Approaches Example For Free - Free Essay Example

Sample details Pages: 8 Words: 2311 Downloads: 1 Date added: 2017/06/26 Category Business Essay Type Critical essay Tags: Philanthropy Essay Social Responsibility Essay Did you like this example? This assignment will critically discuss three approaches to Corporate Social Responsibility (CSR) which are as follows: CSR as value creation; CSR as risk management and CSR as corporate philanthropy. For the purposes of this assignment, the definition of CSR will be based on Carrolls CSR Pyramid (1991) which states that the economic, legal, ethical and philanthropic responsibilities of the organisation are dependent upon their particular context (Crane and Matten 2010). This first section of the assignment will critique CSR in terms of value creation. Don’t waste time! Our writers will create an original "Different Approaches Example For Free" essay for you Create order Value creation can be interpreted in two ways. Firstly, there are the values created by the organisation which influences its CSR practices such as their role, ethical stance and stakeholder management (Crane, Matten and Spence 2014). Secondly, there is the value created by the delivery of these CSR practices. This may include an economic value, such as the reduction in pollution costs, and a social value, in terms of a reduced negative impact on society (Griseri and Seppala 2010). The model of Carrolls CSR pyramid (1991) argues that the economic and legal responsibilities of an organisation are expected by society, such as the payment of taxes and operating within the law. However the changing context of society also expects an organisation to undertake both ethical and philanthropic responsibilities, particularly in response to the increased power and influence of organisations within society (Crane and Matten 2010). An organisation undertaking these greater levels of responsibilit y can arguably create value both for themselves and the society in terms of responding to a wider societal need in terms of harm reduction and the creation of benefits and value. However, critics of CSR suggest that there is no tangible link between CSR and value creation, but this may be in part due to the difficulties in measuring these links (Crane, Matten and Spence 2014). In order to assist in an assessment of CSR, ISO26000 offers a pathway for organisations to improve and report their CSR activities but this is a voluntary scheme (International Standards Organisation 2013). Other CSR value creation methods include triple bottom line reporting which includes the measurement of value in terms of economy, society and environment. However it can be difficult to measure how these three merge together to contribute to value creation and often, each element is measured individually (Blowfield and Murray 2011). The traditionally held viewpoint of an organisation is as a creator of economic value for its shareholders (Friedman 1970). However CSR as a value creation tool argues that both economic and social value must be considered and this needs to include a wider view of stakeholders (Haigh and Jones 2012). Organisational initiatives which may decrease harm in terms of pollution or natural resource usage could create value for the organisation in terms of lower economic costs, in addition to creating societal value in terms of a reduction in pollution. However, it may be the pursuit of lower economic costs which may be more of an incentive for organisations, particularly in the current economic climate. The argument for a better understanding of CSR as value creation is through aligning economic and social value. Porter and Kramer (2011) suggest a concept of shared value as a route to, not only increase the connections between economy and society, but as a way of enhancing the organisations competitiveness and growth. This form of value creation focuses on the future of the organisation and its interdependencies on society as a provider of, and consumer of, its goods and services. However, this relationship may be affected by issues such as who the organisation views as its most important customers or stakeholders and what matters to them in terms of the value creation proposition of CSR (Basu and Palazzo 2008). In conclusion, CSR as value creation has moved from a traditional economic based view to a more inclusive economic and social value one. Value can be created by providing different CSR approaches to an organisational role such as reducing pollution, which creates economic and social value, in terms of reduced costs and harm. Concepts such as Porter and Kramers shared value (2011) suggest that the connections between economic and social issues can create competitiveness. However issues with measuring social value have led to some criticism of CSR. The second part of the assignment will consider CSR as risk management. Ri sk is defined as an uncertainty which has an impact which needs to be assessed and responded to through the process of risk management (Institute of Risk Management 2015). CSR as risk management will therefore need to consider external issues such as the changing societal context within which they operate and consider risks such as human rights, particularly if the organisation operates in different countries (Crane and Matten 2010). Changes in economic, legal, ethical and philanthropic responsibilities may create uncertainty, which the organisation will need to assess within their internal environment. Blowfield and Murray (2011) suggest that risk management may include areas such as brand value and reputation; working conditions and human rights. With an increasingly connected society, risk management and CSR will need to look at tangible risks, such as a business premises fire, and intangible risks, such as human rights in order to protect the reputation of the organisation. The tragedy of garment factory fires in Bangladesh have highlighted the need for greater worker protection but have also demonstrated the difficulties of implementing CSR as risk management in countries where regulations are weaker (Husock 2013). The process of CSR as risk management should therefore assess these factories in terms of the implementation and monitoring of health and safety issues in order to protect the human rights of the factory workers (Griseri and Seppala 2010). If CSR as risk management is designed to lessen an organisations negative impact on society, then this must include all stakeholders who are essential for the survival of the organisation (Griseri and Seppala 2010). Blowfield and Murray (2011) cite Schafer (2005) who suggests that risk management tends to focus on the economic consequences and this forms the basis by which it approaches the risk management of social or environmental risks. However, most organisations are built around an economic model, so the tendency to view organisational issues may be through the economic viewpoint (Crane, Matten and Spence 2014). This viewpoint may reduce the understanding of risk management, in terms of reducing harms to society, as the emphasis will be on the economic impact, rather than the societal one (Margolis and Walsh 2003 cited by Blowfield and Murray 2011). This focus on the organisation and the impacts of risk upon them arguably narrows the CSR approach, however, without a broader, voluntary approach, governments may be forced to bring in regulations to change the behaviour of firms (Crane and Matten 2010). The use of Carrolls pyramid as a model for CSR highlights some of the areas of risk management. For instance, an organisation has legal and economic responsibilities to society such as paying tax and adhering to the law in the context within which they operate with the state providing a framework for risk management through legislation (Power 2004). Failure to do this may lead to consequences such as economic and legal sanctions such as fines. However, adhering to these economic and legal responsibilities also implies an ethical responsibility (Crane and Matten 2010). Tax avoidance by organisations arguably undermines the CSR approach of an organisation as it fails to consider the impact of this decision on the wider society, in terms of loss of income and the negative impact on the organisations reputation (Crane, Matten and Moon 2008). Here the risk management arguably needs to not only cover what might happen, but also to be undertaken in the context of the expected behaviour of CSR activities. Risk management may involve the reduction of harm to the organisation, but CSR outlines a wider approach, in terms of the lessening of harm to the wider society (Warhurst 2005). In conclusion CSR as risk management needs to undertake a broader approach due to the connections between the organisation and society. Risk management addresses uncertainties and these are part of the changing context within which the organisation operates and therefore needs to include both economic and social issues. However, there may be difficulties with risk management in countries where regulations are weaker. The third section will consider CSR from the approach of corporate philanthropy. Corporate philanthropy is defined as charitable donations made by organisations and is described as a desired responsibility of an organisation as per Carrolls CSR pyramid (1991) (Crane, Matten and Spence 2014). Motivations for philanthropy may vary, but these charitable donations may be underpinned by economic motives such as increasing sales or to improve the public image (Crane, Matten and Spence 2014). Porter and Kramer (2002) argue that philanthropy is becoming more strategic for the organisation and in order to be effective for the organisation, in terms of achieving competitive advantage, needs to be assessed in terms of the economic and social impact of the phi lanthropic action. If an organisations CSR activities are strategic, this will support their competitive advantage (Husted 2003). For example, the organisation is part of the society within which it operates, so therefore its actions, positive or negative, impact on this society. If an organisation needs skilled workers in order to grow, philanthropy which improves the local education system could have both a societal and economic benefit (Porter and Kramer 2002). An organisation may only have a limited knowledge of the society within which it operates in terms of the marketing and economic knowledge or it may be seeking to enter a new market. Here in order for philanthropic activities to have the greatest impact, it may be that partnerships with non-government organisations may be sought (Warhurst 2005). These partnerships may benefit organisations in terms of building relationships and trust within the local context and this may in turn provide access to a market for the organi sation as well. Here the consideration of the internal and external context of philanthropy may increase its benefit to both the organisation and the society within which it operates. There are a number of routes by which an organisation may choose to undertake philanthropic activities in order to gain the most benefit (Husted 2003). Three different options are suggested which include charitable contributions; an organisation-led project or a collaboration between the organisation and an NGO. Blowfield and Murray (2011:244) suggest a form of philanthropy called venture philanthropy. This focuses on the social impact of the philanthropic action by working in partnership with NGOs in order to alleviate a social issue (Blowfield and Murray 2011). Here the desired activity of the philanthropic activity considers the context within which it is operating in order to create benefits for the organisation and its community by reducing harms. This activity arguably creates a greater level of CSR for the organisation as it may be seen to be undertaking a role of corporate citizenship in the performance of its duties not only to itself, but to others (Crane, Matten and Moon 2008). Corporate citizenship, in terms of CSR, conceptualizes the role of the organisation in society in terms of their responsibility, such as philanthropic actions as per Carrolls CSR pyramid (Crane, Matten and Spence 2014). However, it is the way in which the philanthropy is undertaken which seems to have the greatest impact on societal issues (Husted 2003). This includes whether the CSR as corporate philanthropy aligns with the organisation and the society which the philanthropy is aimed at. For example the donation of food by supermarkets to food banks has a number of CSR as corporate philanthropy elements such as a charitable donation, reduction of food waste and enhancing the reputation of the supermarket as helping the community within which it is based (Willsher 2015). In conclusion, CSR as corporate philanthropy may undertake a number of forms including charitable donations and partnerships with NGOs. There are different motivations for corporate philanthropy and these may include increasing sales or improving the company image. The approach to philanthropy may depend upon the strategy of the organisation. If the organisations strategy and philanthropy are closely aligned, competitive advantage may be created. Bibliography Basu, K. and Palazzo, G. (2008) Corporate Social Responsibility: A Process Model of Sensemaking Academy of Management Review Vol. 33 (1) pp122-136 Blowfield, M. and Murray, A. (2011) Corporate Responsibility 2nd ed. Oxford: Oxford University Press Crane, A. and Matten, D. (2010) Business ethics: Managing Corporate Citizenship and Sustainability in the Age of Globalisation 3rd ed. Oxford: Oxford University Press Crane, A., Matten, D. and Moon, J. (2008) Corporations and Citizenship 1st ed. Cambridge: University Press Crane, A., Matten, D. and Spence, L.J. (2014) Corporate Social Responsibility: Readings and Cases in a Global Context 2nd ed. Abingdon: Routledge Friedman, M. (1970) The Social Responsibility of Business is to Increase Profits The New York Times Magazine 13 September 1970 Griseri, P and Seppala, N. (2010) Business Ethics and Corporate Social Responsibility 1st ed. Andover: Cengage Learning Haigh, M. and Jones, M.T. (2005) The Drivers of Corporate So cial Responsibility: A Critical Review Economic Forum on Global Business and Economics Research, Istanbul, 2005. Ashridge, UK, Ashridge Business School 9pp. Husock, H. (2013) The Bangladesh Disaster and Corporate Social Responsibility Forbes.com. May 2, [online] Available at https://www.forbes.com/sites/howardhusock/2013/05/02/the-bangladesh-fire-and-corporate-social-responsibility/ Husted, B. (2003) Governance Choices for Corporate Social Responsibility: to Contribute, Collaborate or Internalize? Long Range Planning Vol.36 (5), pp.481-498 Institute of Risk Management (2015) Risk Management [online] Available at https://www.theirm.org/about/risk-management/ ISO (2013) ISO 26000 Social responsibility [online] Available at https://www.iso.org/iso/home/standards/iso26000.htm Porter, M.E. and Kramer, M.R. (2011) Creating Shared Value Harvard Business Review Vol.January-February 2011, pp.2-17 Porter, M and Kramer, M.R. (2002) The Competitive Advantage of Corporate Phil anthropy Harvard Business Review Vol.80 (December), pp57-68 Power, M. (2004) The Risk Management of Everything 1st ed. London: Demos Warhurst, A. (2005) Future roles of business in society: the expanding boundaries of corporate responsibility and a compelling case for partnership Futures Vol.37 (2-3), pp.151-168 Willsher, K. (2015) Man who forced French supermarkets to donate food wants to take law global The Guardian. May 25 [online] Available at https://www.theguardian.com/world/2015/may/25/french-supermarkets-donate-food-waste-global-law-campaign

Four Methods of Reporting Cash Flow within Health Care Assignment

Essays on Four Methods of Reporting Cash Flow within Health Care Assignment The paper â€Å"Four Methods of Reporting Cash Flow within Health Care" is an   engrossing example of an assignment on finance accounting.  Per Diem is a model of paying for health services rendered for patients who go to hospitals, nursing facilities or clinics in order to obtain the amenities and services that they need for their wellbeing. The amount of payment or bill that is usually paid on a per diem visit is a predetermined amount in accordance with the treatment and length of time given to administer the care needed by the patient (Hicks, n.d.). In the past the per diem way of paying health care bills or costs was decided by the provider (hospitals, physicians, etc.); currently, the per diem paying method became contractual, and the payer or the third party (insurance company) sets the price or amount to be paid for health care services given (Kaufman 2009).2) Per EpisodePer episode, payments are usually the costs of all services given to a patient in one period of care . These are generally called case rates where the total amount paid for by the patient includes all care services needed for operation procedures and in-patient visits to hospitals in connection to DRG or Diagnosis Related Groups that contains a required time frame required for a particular treatment to be done (Hicks, n.d.). Per episode, payments are generally employer-based because employers are required by law to provide health insurance benefits for their employees. This is done by paying the insurance company directly or by going through a public health insurance entity by deducting the required premium or payments (employee and employer share) from the payroll (Mefford 1994).3) Per PatientPer patient payments, generally called capitation costs or expenses are fixed or standard payments that patients shell out on a monthly basis to the hospital or health care facility an outpatient goes to.   The number of payments stay the same regardless of the number of visits the patient has made; where in some cases there may have been no hospital visits made within a specified period.   State Medicaid payments are an example of per-patient payments since doctors are paid a set amount of money for a specific range of services or care they give to patients (Hicks, n.d.). Categorized as a single-payer health scheme, per patient can be compared to the social security system where chosen tax revenues are paid to providers or third parties via a single governmental; entity like Medicare/Medicaid (Mefford 1994) so members can avail of certain health privileges. Capitation payments or per patient payments also normally incorporate a third party (insurance company) so medical fees incurred by any member within a month are reimbursed by the said third party to the health care facility or medical office where the medical service/s was availed from (Casto et al 2006).4) Fee-For-ServiceThe fee-for-service payment method requires patients to pay a fixed amount for each set of services they are given within a health care facility.   This includes doctor check-ups, x-rays, laboratory tests and other routine medical tests required in order to come up with a proper diagnosis.   The advantage of the medical facility office that provided the care service for this particular type of health care payment method is that it collects the highest repayment for the type of care or service given (Hicks, n.d.). The reason behind this is that patients are billed separately for each kind of service provided, which is based on a list of fees and charges agreed on by the health care provider and the third party (insurance company) who pays the bill after a claim has been submitted (Casto et al 2006).

Violence in Public School Free Essays

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

An Adventure of a Lifetime free essay sample

Ever since I was little, I had always dreamt of going to Europe and exploring the culture, meeting new people, and having fun with friends, but I never imagined that I would really get to do that along with doing something that I love, making music. When I started playing flute in fourth grade, I didn’t think I was good enough so I quit until the next year and I started playing the alto saxophone. Starting in sixth grade was my first ever honors band; the John Phillip Sousa Foundation held an audition every other year in a three-day planned event, and I was excited to go down to Lowell, Massachusetts for the very first time. Since I loved the honors band so much I went back again in eighth grade, but with a new instrument, the baritone saxophone. This instrument was remarkable, it made me feel powerful and like no other feeling I had felt ever before. We will write a custom essay sample on An Adventure of a Lifetime or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I mean, what can I do to someone if I’m only five feet and one-and-three-fourths inches tall? That’s what I loved about it, although, the heaviness of the metal instrument plus my height (5 foot 1 inch) is not a good combination, but it was definitely a match made in heaven! Fast forward to the summer before freshman year and a couple days before my birthday, a group of fifteen of us from band were all headed down to Lowell, Massachusetts again, this time for a trip to Europe! I was even more excited to go down this time, we toured seven different countries, Switzerland, France, Austria, Germany, we had different groups stay with families in Belgium, Italy, and the Netherlands. Our first stop was in Belgium where each of us were paired into a home with a family that we would stay with for a few days. After Belgium, we took a double-decker bus to Bonn, Germany and toured the famous Beethoven’s house and where he was born. Following the tour of Beethoven’s house, we set off for Mozart’s house in Salzburg, Austria. We then made our way to Switzerland, it was definitely my favorite branch of the trip, with the beautiful blue colored water and the great tasting glacier water that was nice and cold. Then through the country to Italy, visi ting only a couple cities and then to France. First we went to Chamonix, France, when we were finished in Chamonix, our last stop was in Paris. The next day after we arrived, we went to the Eiffel Tower and climbed the stairs. There were six-hundred-seventy steps that we climbed, and definitely the most steps I had climbed in one whole stair case. This was special for us, we did get to the top of the tower and we watched the sunset. It was a gorgeous view from the top, seeing all of Paris, then once the sun went down, the lights started to sparkle and move across the bottom to the top of the tower. It was an incredible scene to behold. This trip helped me recognize that I love to travel and experience new cultures, eat new foods and meet new people. I have learned from this trip and the experiences that have changed me, I became quieter, and although I became quieter, I am a way better listener and learner because of it. I love music, I listen to it and play it all the time and I do not think that I could live without it. There will always be a way that I will make music be apart of my life. Music to me is one of my biggest passions, battling for first place along with animals, nothing with stop me from looking or finding opportunities to play when I get older.

Saturation Essay Essay Example

Saturation Essay Essay Viola students are all aware of the infamous Professor Taller Old Testament worksheets, and I have just begun mine. That night, the La Miranda weather was cool and a relief from the smoldering hot temperatures of the day time. As I began to work on my assignment, I occasionally glanced around me. The sky was pitch black with glistening stars that looked like fireflies. Groups of people walked by, school books In one hand and Bibles In the other. As I continued to drift off into my own thoughts, I suddenly noticed a boy and a girl sitting next to the fountain with their feet up against the barrier of the pool of water. I was intrigued by their in-depth conversation of faith, life, and heartache. At the end of their conversation, the boy prayed for the girl and they parted ways. I sat in my chair In awe of how amazing my fellow peers were. Every twenty minutes of doing work I would take a break and relax. I could smell the scents of my sweet freshly baked cookie and coffee from Commons. I picked up my cookie and CLC could feel the soft dough and chocolate in my hands. I took short sips of my coffee to ensure that it lasted me the duration of my time studying. We will write a custom essay sample on Saturation Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Saturation Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Saturation Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The creamy and sweet caramel overjoyed my mouth. I sat there thinking about how blessed and lucky I was, hat the beautiful scenery and essences of Bola were now my home. I once again took out my folder and began working. While continuing my work, I decided to turn on soothing music and immediately Goggled Hellions united. As I listened to the songs, I could hear in the background the trickling of the fountain as each stream of water came down. The coolness of the oncoming breeze slightly touched the back of my neck. The trees and leaves looked as if they were dancing ballet together to a beautiful song. Everything about the scene was serene. As I took In a deep breath, I felt a sense of composure. Although my worksheets were stressful, I felt as though I had the motivation and relaxation to finish them on time. Being part of such an academically inclined community made it feel as though I was trying to swim against a deep current, but in this exact moment I felt a sense of calmness in all the chaos. As I looked up and saw the elaborate mural of Jesus on the wall, It reminded me of how Jesus told Peter to walk on the water and trust Him. Peter stepped out to Tallow Jesus, out Degas to Tell tartar Decease AT ten walls wince made him begin to sink. I believe our everyday life is the same in the sense that once e take our eyes off Jesus and begin to worry, we also begin to sink. Although I had been feeling overwhelmed, I realized that I was brought to this university for a purpose. I needed to have more faith and trust in not only Gods plan for me, but in myself and my abilities as well. I have always been a person to stress myself over things out of my control. Whether it be school work, activities, or life in general. When I decided to attend Viola, I knew I would encounter many trials. Although these trials may feel endless, when I am sitting at the Fountain 0 of Faith my strength feels renewed. I feel as if I am David and all of my hardships are Goliath, and with God I can defeat any obstacle in my way. When I am sitting here relaxing, those feelings begin to fade. When I was deciding which school was right for me, my mom told me to visit each campus and sit somewhere where I could really get a feel of what the community was like. When I visited Viola, the place I chose was the exact table I sit at every time I come here to study. I love to be able to sit and remember my experience of why I chose this university in the first place. Each study session reminds me of how much I love Viola and everyone in it. As I push myself to my limit, I feel a sense of relief as I finish my last page of my last worksheet. The fountain shuts off, which tells me that it is midnight. It is pure silence besides the faint noise of clicking from keyboards on laptops in the distance. I sigh as a huge weight has been lifted off my shoulders and I just sit. I sit and think of the opportunities God has provided me with. I sit and think of everything that has lead up to this moment. I sit and think of Gods goodness. After I pack up my things to head back to my dorm, I take a moment to pull up a chair next to the fountain. I notice the cerulean blue tiles that line four of the seven steps. The other three are painted white with detailed yellow flowers. I put my feet up Just as the couple had done earlier and I look up. My eyes wander into the Jet black sky full of numerous stars. As I notice the bright moon, I realize that God created everything in the sky. He names each star by name, and cares for me so much more than each star that drapes the Heavens. As I sit in awe of Gods creation, I cannot help but notice all of the glory and power of The Lord. Sometimes all you need in lifes chaotic trials, is to be still and know that He is God.

Mao Zedong and the Peoples Republic of China essays

Mao Zedong and the Peoples Republic of China essays Many today believe that China is on its way to becoming one of the worlds top superpowers. Increased diplomatic talks with the United States and its recent admission into the World Trade Organization only emphasize its growing political and economic importance. According to an article in TIME Magazine: the People's Republic is the buzz of all Asia as a candidate superpower of the next century. All this from a country that at the beginning of the last century lacked an effective central government, and was still holding fast to socio-political traditions that were centuries old. Today, China has achieved the unity that has so long been an issue in its history, and that eluded political leaders from 1912 to 1949. At the beginning of the Twentieth Century, no one could have imagined such progress, and it is possible that China would not have progressed at such a rate were it not for one man. Mao Zedong led China through a successful revolution, and instituted vital changes that allowed China to begin its journey to superpower status. At the beginning of the Twentieth Century, China was a land of tradition, mostly untouched by time. About ninety-four percent of the Chinese population lived in small rural villages. With a population of some 397 million, China had one-fourth of the Earths population, but only 6 percent the Earths arable land. There was also a serious lack of modern technology in China, and consequently the ratio of work to yield on the arable land was very poor. There was also a long tradition of feudalism in China that made the average peasants life even harder. The poor, who made up sixty percent of the population, owned only eighteen percent of the land, while the rich who made up only ten percent of the population owned forty-nine percent of the land. The peasant population either worked for wealthy landowners, or had their own tract of land and had to pay taxes to the regiona...

Android’s operating system review

Android’s operating system review Android’s operating system is extremely safe and really hard for malicious users to get into other peoples phones and corrupt them without the user granting them permission but this wasn’t always the case. As the Linux kernel can be accessed directly this means developers have to use advanced software and hardware to ensure integrity of applications, data and the network is kept also confidentiality. Main security features incorporated by Android to protect the phone or tablet is the Google Play app this where users download majority their applications from. Google play now has a license verification and Google Play Protect which scans apps when you download them from the app store. Android also have an app and a website to locate if a device is stolen/lost. It also has a feature that when you download from a website for example and the device can’t verify the application certificate it has a pop up that users have to untick to allow installation from an unknown source. Also the device if enabled can go through periodic scans that will inform a user of potentially harmful apps. This is shown in the diagram. Androids basic security features presented is a pin, password and pattern or in some of the newer devices can be unlocked via the users face. One service that Android phones offer is device encryption. This involves scrabbling the data on the device and only when the device is presented with the correct key could you access the data for example a password or pin. If a user doesn’t enter the correct pass after a certain amount of tries users are sometimes able to set an erase all option. Android uses dm-crypt to encrypt the data. This encrypts data all the way down to the root file system thus working at the kernel level and has a 128 bit algorithm. It allows the whole disk to be encrypted. However once this encryption key is set there is no option to change it without a hard reset of the device and losing all of the data. Newer Android versions have incorporated fast encryption meaning you are prompted to enter your key in at start up, this leads to a slightly long time to get the device started. On the application level Android has introduced sandbox security and permission. Sandbox is an old concept and originated from the UNIX operating system which would split file permissions from processes. This means once the application is up and running unless granted permission by the user the application stays in its parameters and run on a virtual machine. This ensures one app doesn’t have access to another app. It sort of works like a sand toy i.e. once sand is in the toy unless the child allows the sand to come out the sand will never leave the sand boxes walls. This is seen when users first download their app from the Play Store or once downloaded the go to the applications settings and can edit it from there. For example simple applications like a photo editing application shouldn’t be accessing your phone but however it may need to access your storage such as photos or videos, it may also ask for permission to access your camera. With Android there isn’t a specific way an app has to enforce its security. Due to the apps being â€Å"sandboxed† at OS memory corruption doesn’t occur, this also means the native code at the Linux kernel is just as secure as the code operating on the â€Å"virtual machine†. Authentication is being able to identify the user or users and allowing them access to the system. Android uses â€Å"user-authentication-gated cryptographic keys†. On initial start-up authenticator tokens are available to receive information from the user. Users on Android must use a pin/pattern or password. This then generates a 64bit User SID. This works as the â€Å"key to the lock†. This 64Bit code is paired with the users’ password/pin or pattern. When users want to change this they must provide the original password thus giving the original 64bit user SID. If they don’t provide the exact key all the information hidden by the key is lost and this is what is known as an â€Å"untrusted enrol†.

The Relationship between the Director and Directee Essay

The Relationship between the Director and Directee - Essay Example This in essence means that spiritual directors should have love for their spiritual directees. In the video, we also learn that good spiritual directors should be humble and should not impose their views or their wishes on their spiritual directee; this point is actually supported by Barry and Connolly when they say that humbleness is one of the pre-requisite of good spiritual direction. Again, we learn from the video that good spiritual directors should be competent in their work, and that they should have a good grasp of the teachings of the church; this view is supported by Barry and Connolly when they say that competent spiritual directors should undergo specialized training meant to prepare them for the ministry of spiritual direction. The other important point that we learn from the video is that competent spiritual direction requires confidentiality on the part of the spiritual director; in the video, we find Fr. Cain as the spiritual director quite confident in his work in di recting Virginia Blass, his spiritual directee. Lastly, we learn from the video that a good spiritual director should be a good listener, this view is emphasised by Barry and Connolly in their writing. In this interview, my interviewee is Pastor Eric Brown. Pastor Brown has been involved in the ministry of spiritual direction for the last five years. The following is a summary of my conversation with Pastor Brown. Answer: I recognized my call to the ministry of spiritual direction after being a pastor for five years. Before I became a spiritual director, I was involved in the ministry of preaching the word and I had travelled to many places preaching the word, including to places like Africa and India. During this time, many people whom I preached to inquired from me how they could know the ways of the Lord in their lives. After reflecting for quite a long time about how I could help

Analysis Essay Example | Topics and Well Written Essays - 1250 words - 2

Analysis - Essay Example China remains one of the economies with the greatest impact on other economies. This is attributed to the rapid growth rate growth rate of almost ten percent for the last ten years. The objective of this paper is to give a detailed analysis concerning the rise of china’s economy. In addition, the paper provides an in-depth analysis of the impacts of china’s economy on the United States. The economy of China grows because of a number of reasons. For instance, china’s substantial investment in infrastructure plays a key role in the growth of its economy. The many forms of transportation make trade easy hence improved local and international trade. For instance, the availability of railway transport system in China and other forms of transport help improve the economy of China. The rail network in China is now more than many countries in the world. The most important thing about this is that China keeps investing in infrastructure on a yearly basis. By the year 2006, China had overtaken India by eleven thousand kilometers that were the leading by then with sixty-four thousand kilometers. In addition, availability of water, power, drinking water, and irrigation in China surpasses many countries in the whole world. For instance, the development of China concerning these dimensions is three times that of India. Therefore, infrastructure development in China plays a significant role regarding its economy growth. China’s economy remains growing at a faster rate because of the increasing number of manufacturing industries. For this reason, therefore, China is the greatest exporter of goods in the entire world. In addition, China is also the second largest importer of goods. The growth in the export and import of goods in China shows its improved purchasing power. Furthermore, China being the least importer of services products gives a sneak preview of its

Feasibility Study Essay Example for Free

Feasibility Study Essay Going to school requires a lot of paper works. For instance, some courses being offered by a particular school require Accounting Thesis and Feasibility Studies as part of the curriculum. These paper works consume large amount of time since they necessitate a good deal of thinking and analysis. Students usually need to travel or walk in different locations in the process of Thesis or Feasibility making, which also requires time. Though the services needed are offered everywhere near the vicinity, students are in need of good location to assemble- free from disturbance, and with everything they need. The proponents then came up with an idea to design an all-in-one place for paperwork- making where meeting with group mates and completion of the book at the same time are done. This business would strive to eliminate the time lag in waiting and walking for printing, binding, photocopying and encoding. This business also offers discounts in its photocopy services depending on the number of pages. It also provides convenience with its fully air-conditioned environment for students to discuss and share ideas. Aside from this, there is also canteen and free Wi-Fi adding the one-stop shop services of the establishment. Business Name The propose business shall be named as â€Å"A-Z P-Spot† in which â€Å"P† stands for paper works, which is the main reason for the establishment of the business. â€Å"A-Z† means that the area is a One-stop center, with all-in-one services for paper works for the convenience of the students. Business Location This proposed study shall be located at Lopez Jaena St., Butuan City in front of Medonna Mart as shown in Figure 1.1 Vicinity Map. The figure is specifically located 300 kilometers away from FSUU College. This lot, in a current state, is vacant. It has a total land area of 180 square meters. Because it is in the city proper, it is accessible to all those who need it and since it is in the corner establishment, it is easy to locate. Figure 1.1 (Vicinity Map) Services Rendered Conference Rooms – the students can rent a room inside the establishment to meet with colleagues without noise and distraction from other people. Canteen – It can provide the food needs of the students. They will not waste time in going to some other place just to eat since it is already within the establishment. Printing Services – When work is done, they can easily produce a hardcopy for the project and again, they will not be wasting time in going somewhere else just to print. Photocopy Services – Allows students to reproduce copies of the project with discounts. Encoding – Gives student lesser work since they can let other people encode.

Where Does Law Come From? Essay -- The Origin of Law

Where does law come from? Law has been defined in many ways by various leaders and thinkers but there is no universal definition. There are numerous sources and the English legal system adopts the rules derived from these various sources to form the English law. Sources of law include common law and equity, legislation, and international conventions such as the European Convention of Human Rights (ECHR). It must be noted that customs or constitutional conventions are not law. It is a common misconception that customs or conventions are law. The judiciary have repeatedly held that conventions are not law and thus are not binding. The case of Attorney General v Jonathan Cape Ltd aptly demonstrated this point as the court held that the convention of Parliamentary confidentiality is only a convention and does not carry any legal weight. Nevertheless, it is essential to understand what, and how, are sources of law created and what possible dangers may arise from these sources. Common Law Common law first came about during the reign of William the Conqueror who created a common set of laws which was binding on all in the land. In the 15th century, the Chancellor was given the responsibility of deciding cases and he subsequently created his own court, the Court of Chancery which decided cases based on equity. As a result of the Judicature Act 1873, common law and equity were merged into the same courts to ensure that one enhances, instead of opposing, the other. Consequently, the only distinction between common law and equity is the remedies available to litigants. Today, common law is regarded as case laws which are decisions made by judges in cases. Common law is operated on two concepts of equal importance, namely the do... ...e Human Rights Act 1998 Third Edition, 2006 Articles T.H.Bingham ,’The European Convention on Human Rights: Time to Incorporate’ (1993) L.Q.R. 390 Table of cases A-G v Jonathan Cape Ltd [1976] QB 752 Fitzpatrick v Sterling Housing Association Ltd [1999] 4 All ER 705 Miliangos v George Frank (Textiles) Ltd [1975] 3 WLR 758 R v Goldstein, R v Rimmington [2005] UKHL 63 R v R [1991] 4All ER 481 Royal College of Nursing v Department of Health and Social Security [1981] 2 WLR 279,CA Table of statutes and other instruments Statutes: Abortion Act 1967 c87 European Communities Act c68 Human Rights Act 1998 c42 Interpretation Act 1978 c30 Judicature Act 1873 c66 Legislative and Regulatory Reform Act 2006 c51 Parliament Act 1949 c103 Public Interest Disclosure Act 1998 c23 European Legislation: European Convention of Human Rights (1951)

History of education Essay

â€Å"Give a man a fish, you feed him for a day, teach a man to fish and you feed for a lifetime. † This adage is completely true in its meaning and substance. It means that if you educate a person, you are showing him the way to the future. You are giving the necessary training that helps him earn his bread and lead a better life for himself and his children in future. Education is the only way which distinguish human from the animal. According to Aristotle, the distinguishing feature of man is his moral sense. Man can learn from his experiences and from his experiences of others; he knows what is good and what is bad. He is capable of revising his judgements whenever he doesn’t agree with the circumstances of life. It is because of this reason that education became a part of the training of man. We are the superior because we contain the knowledge and the education which has only bought us in this condition. Education is described as the training and instructions given to the human. It also gives a person ability to develop character and mental power. It is compared to light that light up the darkness. In other words, it means that people become more aware of things in life and they see things from different perspectives. It also leads a person from mental bankruptcy to enlightenment. Education can be obtained formally and informally. The education we get at schools and colleges is termed formal education and the education ewe get at homes regarding family values and social relationships is called informal education. A Chinese proverb says, â€Å"If you are planning for a year, sow rice, if you are planning of ten years plant trees nut if you are planning of hundred years, educate people. † Education is the backbone of a society. It holds the foundations of civilizations and development. If the system of educating people is good in a country, the country makes rapid progress. This is the reason why millions of dollars are earmarked for education in the developed countries. The real purpose of education lies in disciplining our reasoning and emotion. If our emotions are not properly channelised, we are reduced to the status of animals. If our reasoning is not properly controlled, it my go wrong. Similarly, emotion and reason should have their due share in determining the personality of a person; otherwise man becomes a lopsided creature. At last, education is the important thing which we should not discourage. The real purpose of education can be achieved if it is not tagged with any other motion expect education. We all have the right to study and gave as much information as we can so let gather the knowledge and be educated.

Bloodlines Chapter Twenty-Six

IT TOOK DAYS for me to finally get the whole story, both about Lee and about how Eddie and Jill had come to the rescue that night. Once I had Lee as the missing piece, it was easy to connect the murders of Tamara, Kelly, Melody, and Dina, the human girl he'd mentioned. All of them had been killed within the last five years, in either Los Angeles or Palm Springs, and many had documented evidence of knowing him. They weren't random victims. What little we could find out about Lee's history came from Clarence, though even that was muddled. By our best guesses, Lee had been turned forcibly into a Strigoi about fifteen years ago. He'd spent ten years that way until a spirit user restored him, much to Lee's dismay. Clarence hadn't had all his wits about him even then and hadn't questioned how his son had returned home after ten years without aging. He evaded answering our questions about Lee being a Strigoi, and we didn't know if Clarence simply hadn't known or was in denial. Likewise, it was unclear if Clarence knew his own son was behind Tamara's death. The far-fetched vampire hunter theory was probably easier for h im to stomach than the murderous truth about his son. Investigations into Lee's college in Los Angeles showed he hadn't actually been enrolled there since before he became Strigoi. When he'd become Moroi again, he'd used college as an excuse to stay in Los Angeles, where he could more easily pursue victims – and we suspected there were more of them than we had records for. From what we'd observed, he'd apparently tried to drink from a few of each race, in the hopes that one of them would be â€Å"the one† to make him a Strigoi again. Further research into Kelly Hayes had uncovered something I should have thought of right away. She was a dhampir. She'd looked human, but that stellar sports record was the tip-off. Lee had stumbled onto her when visiting his father five years ago. Getting the drop on a dhampir wasn't easy, which was why Lee seemed to have gone to the effort of dating her and luring her in. None of us knew anything about the â€Å"bastard spirit user† who'd converted him, though that was of interest to both the Alchemists and the Moroi. There were very few spirit users on record, and with there still being so much unknown about their powers, everyone wanted to learn more. Clarence was adamant that he knew nothing about this mystery spirit user, and I believed him. Alchemists were in and out of Palm Springs all week, cleaning up the mess and interviewing everyone who'd been involved. I met with a number of them, telling my story over and over, and finally had my last debriefing with Stanton over lunch one Saturday. I'd kind of had a perverse interest in knowing what had happened to Keith but decided not to bring it up in light of everything else going on. He wasn't here, which was all I cared about. â€Å"Lee's autopsy revealed nothing that wasn't ordinary Moroi, according to their doctors,† Stanton told me between bites of linguine carbonara. Eating and discussing dead bodies weren't mutually exclusive, apparently. â€Å"But then, something†¦ magical likely wouldn't show up anyway.† â€Å"But there must be something special about him,† I said. I was simply moving my own food around the plate. â€Å"The fact that his aging slowed was proof enough – but the rest? I mean, he drank from so many victims. And then I saw what Jacqueline did to him. That should have worked. All the correct procedures were followed.† It amazed me that I could speak so clinically about this, that I could sound so detached. Really, though, it was just that second-nature Alchemist mode taking over. Inside me, the events of that night had left a permanent mark. When I closed my eyes at bedtime, I kept seeing Lee's death and Jacqueline feeding him the blood. Lee, who'd brought Jill flowers and taken us all mini-golfing. Stanton nodded thoughtfully. â€Å"Which suggests that those who are restored from being Strigoi are immune to ever being turned again.† We sat in silence for a moment, letting the weight of those words settle over us. â€Å"That's huge,† I said at last. Talk about an understatement. Lee presented a number of mysteries. He had begun aging once he became a Moroi again, but at a much slower rate. Why? We weren't sure, but that alone was a monumental discovery, as was my suspicion that he could no longer use Moroi magic. I'd been too freaked out to notice anything strange about Lee's behavior when Jill had asked him to create fog while we were golfing, but looking back, it occurred to me he'd actually looked nervous about her requests. And the rest†¦ the fact that something had changed in him, protected him, however unwillingly, from becoming Strigoi? Yeah. â€Å"Huge† was an understatement. â€Å"Very,† Stanton agreed. â€Å"Half our mission is to stop humans from choosing to sacrifice their souls for immortality. If there was a way to harness this magic, figure out what protected Lee†¦ well. The effects would be far-reaching.† â€Å"To the Moroi as well,† I pointed out. I knew that among them and the dhampirs, being forcefully turned Strigoi was often considered a fate worse than death. If there was some magical way to protect themselves, it would mean a lot since they encountered Strigoi far more than we did. We could be talking about some kind of magical vaccine. â€Å"Of course,† said Stanton, though her tone implied she wasn't nearly as concerned about that race's benefits. â€Å"It might even be possible to prevent the future creation of all Strigoi. There's also the mystery of your blood. You said the Strigoi didn't like it. That could be a type of protection too.† I shivered at the memory. â€Å"Maybe. It all happened so fast†¦ it's hard to say. And it was certainly no protection from the Strigoi wanting to snap my neck.† Stanton nodded. â€Å"It's certainly something to look into eventually. But first we have to figure out what exactly happened to Lee.† â€Å"Well,† I said, â€Å"spirit has to be a key player, right? Lee was restored by a spirit user.† A waiter came by, and Stanton waved her plate away. â€Å"Exactly. Unfortunately, we have a very limited quantity of spirit users to work with. Vasilisa Dragomir hardly has the time to experiment with her powers. Sonya Karp has volunteered to help, which is excellent news, especially since she's a former Strigoi herself. At the very least, we can observe the slowed aging firsthand. She's only available for a short while, and the Moroi haven't answered my request yet for some other useful individuals. But if we had another spirit user on hand, one with no other obligations to distract him from helping us fulltime†¦Ã¢â‚¬  She looked at me meaningfully. â€Å"Adrian?† I asked. â€Å"Do you think he'd help research this? Some magical way to protect against Strigoi conversion? Like I said, between Sonya and the others, he'd have help,† she added quickly. â€Å"I've spoken to the Moroi, and they're putting together a small group with expertise on Strigoi. They plan on sending them out soon. We just need Adrian to help.† â€Å"Wow. You guys move fast,† I murmured. At the words â€Å"Adrian† and â€Å"research,† my mind had put together images of him in a lab, wearing a white coat, bent over test tubes and beakers. I knew that the actual research wouldn't look anything like that, but it was a hard picture to shake. It was also hard to imagine Adrian seriously focused on anything. Except, I kept having that nagging thought that Adrian would focus if he only had something worth caring about. Was this important enough? I really wasn't sure. It was too hard to guess what purpose might be noble enough to get Adrian's attention. But I was pretty sure I knew some less-thannoble perks that might get him on board. â€Å"If you can get him his own place, I bet he'd do it,† I said finally. â€Å"He wants out of Clarence Donahue's pretty badly.† Stanton's eyebrows rose. She hadn't expected this. â€Å"Well. That's not a huge request, I suppose. And actually, we're already paying the bill for Keith's old apartment since he took out a year-long lease. Mr. Ivashkov could simply move into there, except†¦Ã¢â‚¬  â€Å"Except what?† Stanton gave a small shrug. â€Å"I was going to offer it to you. After much discussion, we've decided to simply make you the Alchemist on point here, in light of Keith's†¦ unfortunate departure. You could leave Amberwood, move into his apartment, and simply oversee activities from there.† I frowned. â€Å"But I thought you wanted someone with Jill all the time.† â€Å"We do. And we've actually found a better choice – no offense. The Moroi were able to locate a dhampir girl Jill's age, who could not only serve as Jill's roommate but also as a bodyguard. She'll be joining the researchers who are coming out. You don't have to pose as a student anymore.† The world reeled. Alchemist schemes and plans, always in motion. A lot had been decided in this week, it seemed. I considered what this meant. No more homework, no more high school politics. Freedom to come and go when I wanted. But it also meant removing myself from the friends I'd made – Trey, Kristin, Julia. I'd still see Eddie and Jill, but not to the same extent. And if I was on my own, would the Alchemists – or my father – help fund college classes? Unlikely. â€Å"Do I have to leave?† I asked Stanton. â€Å"Can I give the apartment to Adrian and stay on at Amberwood for a while? At least until we figure out if we can get another place for me?† Stanton didn't bother hiding her surprise. â€Å"I didn't expect you'd want to stay on. I figured you'd especially be happy to no longer room with a vampire.† And like that, all the fears and pressure I'd faced before coming to Palm Springs descended on me. Vamp lover. I was an idiot. I should've been jumping at the chance to get away from Jill. Any other Alchemist would. In offering to stay, I was likely putting myself under suspicion again. How could I explain that there was so much more to my choice than just a change of roommate? â€Å"Oh,† I said, keeping a neutral face. â€Å"When you said you were getting Jill a dhampir her own age, I figured she'd be the roommate and I wouldn't have to room with Jill anymore. I thought I'd have my own in the dorm.† â€Å"That can probably be arranged†¦Ã¢â‚¬  â€Å"And honestly, after some of the things that have happened, I'd feel better still keeping an eye on Jill. It'll be easier if I'm at the school. Besides, if it takes an apartment to make Adrian happy and work on this Strigoi mystery, then that's what we need to do. I can wait.† Stanton studied me for several long seconds, breaking the silence only when the waiter dropped the bill off. â€Å"That's very professional of you. I'll look into the arrangements.† â€Å"Thank you,† I said. A happy feeling welled up in me, and I almost smiled, picturing Adrian's face when he heard about his new place. â€Å"There's just one more thing I don't understand,† remarked Stanton. â€Å"When we investigated the apartment, we saw some fire damage. But none of you who were there reported any.† I put on a contrived frown. â€Å"Honestly†¦ so much of it's a blur with the blood loss and the biting†¦ I'm not really sure. Keith had some candles. I don't know if one got lit†¦ or I don't know. All I keep thinking about is those teeth and how terrible it was when I was bit – â€Å" â€Å"Yes, yes,† said Stanton. My excuse was flimsy, but even she wasn't entirely impervious to the thought of being fed on by a vampire. It was pretty much an Alchemist's worse nightmare, and I was entitled to my trauma. â€Å"Well, don't worry about it. That fire is the least of our worries.† It wasn't the least of my worries. And when I got back to campus later that day, I finally dealt with it and hunted Ms. Terwilliger down where she was working in one of the library offices. â€Å"You knew,† I said, shutting the door. All thoughts of student-teacher protocol vanished from my head. I'd been sitting on my anger for a week and could now finally let it out. I'd spent my life being taught to respect sources of authority, but now one of those had just betrayed me. â€Å"Everything you made me do†¦ copying those spell books, making that amulet ‘just to see what it was like'!† I shook my head. â€Å"It was all a lie. You knew†¦ you knew it was†¦ real.† Ms. Terwilliger took off her glasses and peered at me carefully. â€Å"Ah, so I take it you tried it?† â€Å"How could you do that to me?† I exclaimed. â€Å"You have no idea how I feel about magic and the supernatural!† â€Å"Oh,† she said dryly. â€Å"I do actually. I know all about your organization.† She tapped her cheek, mirroring the one my tattoo was on. â€Å"I know why your ‘sister' is excused from outdoor activities and why your ‘brother' excels in sports. I'm very informed about the various forces at work in our world, those hidden from most human eyes. Don't worry, my dear. I'm certainly not going to tell anyone. Vampires aren't my concern.† â€Å"Why?† I asked, deciding not to acknowledge her outing everything I strove to keep secret. â€Å"Why me? Why did you make me do that – especially if you claim you know how I feel?† â€Å"Mmm†¦ a couple of reasons. Vampires, as you know, wield a sort of internal magic. They connect with the elements on a very basic, almost effortless level. Humans, however, have no such connection.† â€Å"Humans aren't supposed to use magic,† I said coldly. â€Å"You made me do something that violated my beliefs.† â€Å"For humans to do magic,† she continued, as though I hadn't spoken, â€Å"we must wrest it from the world. It doesn't come so easily. Sure, vampires use spells and ingredients occasionally, but nothing like what we must do. Their magic goes from the inside out. Ours comes from the outside in. It takes so much effort, so much concentration and exact calculation†¦ well, most humans don't have the patience or skill. But someone like you? You've been grilled in those painstaking techniques since the time you could talk.† â€Å"So that's all it takes to use magic? An ability to organize and measure?† I didn't bother hiding my scorn. â€Å"Of course not.† She laughed. â€Å"There is a certain natural talent needed as well. An instinct that combines with discipline. I sensed it in you. You see, I have some proficiency myself. It gives me coven status but is still relatively small. You? I can feel a wellspring of power in you, and my little experiment proved as much.† I felt cold all over. â€Å"That's a lie,† I said. â€Å"Vampires use magic. Not humans. Not me.† â€Å"That amulet didn't light itself on fire,† she said. â€Å"Don't deny what you are. And now that we've determined as much, we can move on. Your innate power might be greater than mine, but I can get you started in basic magical training.† I couldn't believe I was hearing this. It wasn't real. It was like something from a movie because no way was this my life. â€Å"No,† I exclaimed. â€Å"You're†¦ you're crazy! Magic's not real, and I don't have any! It's unnatural and wrong. I won't endanger my soul.† â€Å"So much denial for such a good scientist,† she mused. â€Å"I'm serious,† I said, barely recognizing my own voice. â€Å"I want nothing to do with your occult studies. I'm happy to go on taking notes and buying you coffee, but if you keep making these kinds of crazy statement and demands†¦ I'll go to the office and demand to be switched to another teacher. Believe me, when it comes to working bureaucracy and administrative staff, that is something I have innate power in.† She almost smiled, but then it faded. â€Å"You mean that. You'd really reject this amazing potential – this discovery – that you have?† I didn't answer. â€Å"So be it.† She sighed. â€Å"It's a loss. And a waste. But you have my word that I won't bring it up again unless you do.† â€Å"That,† I said vehemently, â€Å"is not going to happen.† Ms. Terwilliger merely shrugged by way of answer. â€Å"Well, then. Since you're here, you might as well go get me some coffee.† I moved toward the door and then thought of something. â€Å"Were you the one calling Nevermore and asking about vampires?† â€Å"Why in the world would I do that?† she asked. â€Å"I already know where to find them.† Great, I thought. Another mystery. I made it to the cafeteria later that day just as Eddie, Jill, and Micah were finishing dinner. Jill was understandably having a difficult time adjusting to Lee's death and all the revelations we'd uncovered – including his desire to make her his undead queen. Both Eddie and I had talked to her as much as we could, but Micah seemed to have the greatest soothing effect on her. I think it was because he never openly addressed the topic. He knew Lee had died but thought it was an accident and naturally knew none of the vampiric connections. While Eddie and I constantly tried our hand at being amateur psychologists, Micah simply tried to distract her and make her happy. â€Å"We have to go,† he said apologetically when I sat down. â€Å"Rachel Walker is going to give us a lesson on one of the sewing machines.† Eddie shook his head at him. â€Å"I still don't know why you signed up for sewing club.† That wasn't true, of course. We both knew exactly why Micah had joined. Jill's face wore the grave look it had had since Lee's death – a look she would carry for a while, I suspected – but the ghost of a smile flickered over her lips. â€Å"I think Micah has the makings of a real fashion designer. Maybe I'll walk in his show one day.† I shook my head, hiding my own smile. â€Å"No modeling of any kind, not for a while.† After the show, Lia and other designers had gotten in touch, all wanting to work with Jill again. We'd had to refuse in order to protect her identity here, but it had made Jill sad to have to do it. Jill nodded. â€Å"I know, I know.† She stood up with Micah. â€Å"I'll see you back in our room later, Sydney. I'd like to talk some more.† I nodded. â€Å"Absolutely.† Eddie and I watched them hurry off. I sighed. â€Å"That's going to be a problem,† I told him. â€Å"Maybe,† he agreed. â€Å"But she knows what she can and can't do with him. She's smart. She'll be responsible.† â€Å"But he doesn't know,† I said. â€Å"I feel like Micah's fallen for her too much already.† I eyed Eddie carefully. â€Å"Among other people.† Eddie was still watching Micah and Jill, so it took him a moment to pick up on my meaning. He jerked his gaze back to me. â€Å"Huh?† â€Å"Eddie, I'm not going to claim to be any expert in romance, but even I can tell that you're crazy about Jill.† He promptly looked away, though his flush betrayed him. â€Å"That's not true.† â€Å"I've seen it all along, but it wasn't until that night at Keith's that I really understood what I was seeing. I saw how you looked at her. I know how you feel about her. So, what I want to know is: how come we have to keep worrying about Micah at all? Why aren't you just asking her out and saving us all a lot of trouble?† â€Å"Because she's my sister,† he said wryly. â€Å"Eddie! I'm serious.† He made a face, took a deep breath, and then turned back toward me. â€Å"Because she can do better than me. You want to talk about social rules? Well, where we come from, Moroi and dhampirs don't have serious relationships.† â€Å"Yeah, but that's like a class thing,† I said. â€Å"It's not quite the same as humans and vampires.† â€Å"Maybe not, but with her, it might as well be. She's not just any Moroi. She's royal. A princess. And you've seen how she is! Smart and strong and beautiful. She's destined for great things, and one of them isn't being involved with a controversial guardian like me. Her bloodline's regal. Hell, I don't even know who my dad is. Dating her is not even possible. My job is to protect her. To keep her safe. That's where all my attention needs to be.† â€Å"And so you think she deserves being with a human instead?† I asked incredulously. â€Å"Dancing the line of a taboo upheld by both our races?† â€Å"It's not ideal,† he admitted. â€Å"But she can still have a fun social life and – â€Å" â€Å"What if it was another guy?† I interrupted. â€Å"What if some other human asked her out, and they simply went on a casual date? Would you be okay with that?† He didn't answer, and I knew my hunch was correct. â€Å"This is about more than you not feeling worthy of Jill,† I said. â€Å"This is about Micah too, isn't it? About how he reminds you of Mason.† Eddie blanched. â€Å"How do you know about that?† â€Å"Adrian told me.† â€Å"Damn him,† said Eddie. â€Å"Why can't he be as oblivious as he pretends?† I smiled at that. â€Å"You don't owe Micah anything. You certainly don't owe him Jill. He's not Mason, no matter how much they look alike.† â€Å"It's more than looks,† said Eddie, growing pensive. â€Å"It's the way they act too. Micah's the same – outgoing, optimistic, excited. That's how Mason was. There are too few people like that in the world: people who are genuinely good. Mason was taken away from the world too soon. I won't let that happen to Micah.† â€Å"Micah's not in danger,† I said gently. â€Å"But he deserves good things. And even if he's human, he's still one of the best matches I know of for Jill. They deserve each other. They both deserve good things.† â€Å"And so, you're going to let yourself suffer as a result? Because you're so in love with Jill and convinced that she deserves some prince that you aren't? And because you feel it's your duty to support all the Masons in the world?† I shook my head. â€Å"Eddie, that's crazy. Even you have to see that.† â€Å"Maybe,† he admitted. â€Å"But I feel like it's the right thing to do.† â€Å"Right? It's the masochistic thing to do! You're encouraging the girl you want to be with one of your best friends.† â€Å"I want her to be happy. It's worth sacrificing myself.† â€Å"It makes no sense.† Eddie gave me a small smile and a gentle pat on the arm before turning toward an approaching shuttle bus. â€Å"Remember when you said you were no expert in romance? Well, you were right.†

WeberDurkheimMarx and how they account for religion essays

WeberDurkheimMarx and how they account for religion essays How do we account for religion - its origin, its development, and even its persistence in modern society? This is a question which has occupied many people in a variety of fields for quite a long time. At one point, the answers were framed in purely theological and religious terms, assuming the truth of Christian revelations and proceeding from there. In the 18th and 19th centuries, a more naturalistic approach developed. Instead of needing to believe in the truth of the religion, what was required was just the opposite: intellectual detachment and a suspension of belief. Three people who ended up doing just that were Karl Marx, Emile Durkheim and Max Weber. Marx studied philosophy in Berlin under William Hegel. Hegel's philosophy had a decisive influence upon Marx's own thinking and theories. According to Marx, religion is an expression of material realities and economic injustice. Thus, problems in religion are ultimately problems in society. Religion is not the disease, but merely a symptom. It is used by oppressors to make people feel better about the distress they experience due to being poor and exploited. This is the origin of his comment that religion is the "opium of the people." People do not have an objective view of the world; they see it from the restricted point of view of their own positions.(p.35) At times I may seem to be focusing more on economic rather than religious theory, but that is because Marx's basic stance is that everything is always about economics. According to Marx, humans - even from their earliest beginnings - are not motivated by grand ideas but instead by material concerns, like the need to eat and survive. This is the basic premise of a materialist view of history. At the beginning, people worked together in unity and it wasn't so bad. But eventually, humans developed agriculture and the concept of private property. These two facts created a division of labor and a s...

Application of Neo-institutional and Practice Theory to Fuji Xerox Essay

Application of Neo-institutional and Practice Theory to Fuji Xerox - Essay Example Fuji Xerox Australia Institutional Design In 1990s organizational change and need for adaptation appeared as a core issue in organizations due to complexity in the political, regulatory and technological environment (Greenwood and Hinings 1996). This ability to embrace change and adapt to it has become a key factor in an organization’s survival and retaining a competitive edge. Minor(2007, p351) describes institutionalization as a process by which specific behaviors or activities are cognitively and normatively applied in an organization, so that it is taken for granted that they are lawful. The institutional theory there by, does not focus on organizational change but on isomorphism and stability of an organization (Greenwood and Hinings 1996). Fuji Xerox executive Mr. Gorrie explained the organizational design as a process by which FX aligns their business processes for creating an efficient decision-making process work-flow. Furthermore, they have a reward system to motivat e employees to engage in behavior that is congruent with their environmental conservation goals. Situation Analysis Application of Neo- Institutional Theory Initially it was considered that perhaps institutionalization could be detrimental to an organization’s ability to embrace change. This concept was replaced by a newer one that proposed that institutionalization could actually serve as an excellent basis to propagate change (Greenwood and Hinings, 1996). Recent developments in Neo-institutional theory have highlighted the capacity of various organizational factors to function as agents of institutional change. This concept can be extrapolated to the concept of institutional entrepreneurship, which implies that organizations develop and manipulate structures to work toward their strategic objectives (Nelson, Neri and Paul, 2007). Mr. Gorrie suggested a practical example of change management that was supported through institutionalization. He suggested that when FE was awar ded the contract for New South Whales Government worth $300 million. The contract required for FE to supply multi-function devices to all higher educational institutions under the umbrella of NSW. The project was huge and the organization was under a great deal of pressure about their capability to meet such a massive demand. That required for extensive change management, this required for massive expansion to deliver the order and manage their daily operations. So in light of institutionalization, the change was communicated trough top management and intranet throughout the organization. Furthermore, a senior manager was appointed to ensure that the change was properly communicated and implemented. Application of Practice Theory The main concerns for practice theory are the dynamics of action and the social environment in which the action takes place. According to Feldman and Orlikowski (2011) Practice theory can be applied to an organization in three ways: Firstly the Empirical fo cus that deals with how people act in the context of the organization, secondly the Theoretical focus which relates the actions of employees to that on the social structures of life, and thirdly the Philosophical focus that addresses the constructive role that organizational practices play in creation of social reality. Mr. Rodney

Punctuation Marks in the English Writing Research Paper

Punctuation Marks in the English Writing - Research Paper Example Introduction More and more users of English are joining this language community worldwide, as globalization increases. A common language to use in communication across the globe is necessary: electronic technology allows people to reach anyone, from anywhere in the world, so communication has to take place in a common language, if the advantages of instant access and wide connectivity are to be realized. The structure, syntax and construction of English have been, throughout its history, adaptable. From its earliest documentation, by writers such as Geoffrey Chaucer, to its latest uses in text-messaging and social website writing, this language has changed. These changes have often been visible in the words used, the structure of sentences, the positions of parts of speech in expressed sentences, and in the punctuation marks used in writing. Punctuation is defined in the Encyclopedia Britannica as â€Å"The use of spacing, conventional signs, and certain typographical devices as aid s to the understanding and correct reading, both silently and aloud, of handwritten and printed texts.† Many say that punctuation is necessary to â€Å"clarify meaning† and that its misuse â€Å"appears to reflect wider social decline† (Hitchings, 2011, web page), and hence it needs to remain traditional. But clear and accurate meaning is important in any written communication, and changing a language for the sake of change is not wise. Still, there seems to be room for change in the punctuation of English. Thesis Statement This essay will focus on the question of why we use punctuation marks in English writing. To explore this question, the flowing ideas will form the structure of the discussion: The historical development of punctuation marks in language, with specific focus on English The current use of punctuation marks in English, and how this is changing The continued need for accurate use of punctuation, to ensure clear communication Background – Th e Historical Development of Punctuation in Written Language Earliest Forms In classical times, the Greeks and then the Romans used punctuation to indicate to speakers when and for how long they had to pause in their speech. These symbols were eventually named after the pauses they represented, so that a period came to show the longest pause, when a speaker had reached the end of a complete idea; the comma indicated a short pause, for breathing or effect; and a colon indicated that a clause, or a sub-idea, had ended (Nordquist, 2011, web page). Nordquist cites W.F. Bolton (A Living Language, 1988), who suggests that these punctuation marks came to assist speakers in planning the pace, emphasis and elocution of a speech. The Vulgate Bible, for example, allowed St. Jerome to begin to standardize the use of punctuation – he used the period to show when a passage should be read in one breath – from period to period – rather than to end an idea (Crandall, 2008, web pa ge). From the Fifth to the Twelfth Centuries, punctuation continued to determine the reading style of a passage, rather than any syntactical structure, even