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.