The Father of Revolution Essay Essay Example

The Father of Revolution Essay Essay I belong to the opposing group. who opposes Jose Rizal as the national hero. and affirms Andres Bonifacio. who genuinely owns the throne to the alleged rubric of â€Å"National Hero† which presently belongs to Jose Rizal. First of all. allow me acquire some facts straight. His complete name is Andres Castro Bonifacio. and he was born on November 30. 1863 in Tondo. Manila and died on May 10. 1897 at a really immature age of 33 in Maragondon. Cavite. Like Abraham Lincoln. his formal instruction was really limited because of his parents’ decease when he was merely 14. He was an devouring reader excessively similar Lincoln and has read legion books like the Gallic Revolution. Biographies of US Presidents and many others. As the firstborn. he had to drop out from school in order to back up his siblings. We will write a custom essay sample on The Father of Revolution Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Father of Revolution Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Father of Revolution Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bonifacio was able to see working several uneven occupations such as courier. salesman and. warehouser. He was besides a man of affairs merchandising fans and canes. He founded the radical motion known as KKK and was its supreme leader which sought for independency from the Spaniards. Not known to many Filipinos. some historiographers regarded him as the â€Å"first president of the Philippines. Andres Bonifacio and Greogoria De Jesus were married at the historic Binondo Church in 1893. His married woman. more popularly known as Aling Oriang. was the laminitis and the vice-president of the women’s chapter of KKK. As a member of the Katipunan. Gregoria was designated the codification name â€Å"Lakambini† which is the equivalent of â€Å"goddess† or â€Å"muse† in Tagalog idiom. Andres and Gregoria had a boy named Andres but died of variola. Bonifacio was executed in 1897 and after more than a twelvemonth his married woman Gregoria met Julio Nakpil. a commanding officer of the Katipunan military personnels in northern Philippines. They got married in December 1898 and had 5 kids. The primary aim of the constitution of KKK is to accomplish independency from Spain through a revolution. On July 7. 1892. the twenty-four hours after Rizal’s exile to Dapitan. Andres Bonifacio founded the KKK – Kataas-taasang Kagalanggalangang Katipunan ng mga Anak ng Bayan ( Highest and Most Respected Children of the Society of the Country ) As a Katipunero. a member of the secret society called KKK. Bonicafio used the anonym â€Å"May Pag-asa† ( There’s hope ) . The first â€Å"Supremo† of the Katipunan. short of KKK. was Deodato Arellano. Bonicacio’s brother-in-law. The 2nd KKK â€Å"Supremo† was Roman Basa. Although Bonifacio was the laminitis. he merely took over as â€Å"Supremo† in 1895 and anterior to keeping the highest place he was the organization’s accountant and so its fiscal. Bonifacio wrote the poem â€Å"Pag-ibig SA Lupang Tinubuan† ( Love of Homeland ) under the anonym Agapito Bagumbayan. With less than 300 KKK members in January 1896. ranks of the Katipunan soared high to more than 40. 000 by August 1896 due to the publication of â€Å"Kalayaan† and rank spread out throughout Luzviminda.

Impact of terrorism on Italian economy

Impact of terrorism on Italian economy Introduction Background Information Terrorism has become a global phenomenon. This has been boosted by the hard economic times that have been witnessed in the world. Various studies have been conducted, and they indicate that terrorism has had on a number of developing countries. The same can be said about the US and UK. However, there is little literature on the impact terrorism has had on other developed countries especially in Europe. Italy is a developed country in southern Europe. The country has borne the blunt of terrorism in the last two decades.Advertising We will write a custom research paper sample on Impact of terrorism on Italian economy specifically for you for only $16.05 $11/page Learn More Thesis statement This paper seeks to find out the impact that terrorism has had on the economy of Italy, a developed country. Terrorism has had on the economy of Italy In the 17th century, Italy had been undergoing a recession and Spain had taken advantage of its weakness to rule most of Southern Italy. Towards the end of the 17th century, Spain had declined in terms of political and military power. The Italians in Southern Italy had tried to rebel in the 17th century. However, their rebellion had often been quelled. It was not until the beginning of the 18th century, particularly in 1713, when Spanish succession came to an end after they lost the war of Spanish Succession (1700-1713) to Austria which then took the part of Spain in dominating Southern Italy. In 1734, Spain would regain Naples from Austria. There was a lot of progress in the 18th century, and church powers were reduced. The Italian rulers also implemented major reforms in the country. In 1796, Napoleon successfully invaded Italy. The Napoleon conquered the Naples in the year 1798. However, Napoleon proceeded to win at Marengo. On the other hand, Piedmont was taken in as part of France. The Cisalpine Republic, was given a different name, the Italian Republic. When the Napoleon was defeated, the old regime was recaptured. This happened in 1815. Most of the old kingdoms were reinstated in the 19th century. However, Venice and Genoa remained without reinstatement. This era was marked by a high level of restlessness and discontent. Carbonari organized rebellion in Naples. In addition, there was another rebellion that was instigated by the same group in 1821. The rebellions were both unsuccessful as the Austrians were able to quell these rebellions. One Italian nationalist, Giuseppe Mazzini was a key figure who championed for a united Italy. After leading an unsuccessful rebellion in 1831, he had to flee to France and later to Britain but continued to agitate for Italian nationalism. The year 1848 was marked by a number of revolutions in Europe (Duggan, 2006). Palermo was the first, Naples and Venice followed soon and succeeded in restoring its status as a republic.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Pope had been prevailed upon to rescue the Italians. Nevertheless, the Pope did not intend to fight the Austrians. Naples’ King staged a coup. He was supported by the Swiss mercenaries. Later on, the Pope was forced to flee his home after a coup that made Rome a republic albeit short lived since the French soon restored the Pope. Creating unity in Italy started in 1852. This is the time when Camillo Cavour was stated to be captured by the Prime Minister of Piedmont. Camillo joined the French and British people to fight Rusia in 1855. None of the countries wanted the unity of Italy. In 1860, a unified Italy was established. This happened when King Victor Emmanuel established a treaty with Garibaldi. The latter yielded to pressure and gave all his powers to the King. Italy had been on the same side with Germany and Japan. The three countries had all lost terribly to the allies. The reconstruction of Italy started in 1946. This was the year when Italy had a referendum to create a republic. Later, the elections for the assembly were held and soon the first president became Luigi Einaudi in 1948. Italy stood to benefit from the Marshall Aid from the USA (Ferraresi, 1996). The industries were soon flourishing, and the standards of living continued to increase. The growth continued until the late sixties when university students showed unrest. This was followed by labor unrest. This perhaps forms the first incidents of modern day terrorism in Italy. Failed university systems radicalized the students, and this was fuelled by the failure of the then governments to deliver to a section of the citizenry. The centre of these radical movements was the perception that communists had given upon the ideals on which communism was founded. The citizens were losing confidence in the Italian government to preserve these ideals. Some Italian students even saw the cooperation between their communi st leaders and Christian Democratic representatives as a sign of contempt for the working class. Further, there was easing of tensions between the west and the communists in the east. This led to the adoption of hybrid business philosophies that were both borrowed from the capitalists and communists. However, the capitalist policies were highly loathed by the working class as they saw this as the cause of the disparities that were emerging in the Italian societies. The western philosophies allowed companies to adopt the technology that was quickly replacing the workforce. These tensions between workers and their unions coupled with the disgruntled university students soon give birth to a number of leftist and terrorist organizations. The most notorious would emerge the Red Brigade. It is largely acknowledged as the most dominant and ruthless terrorist organizations the country had ever had.Advertising We will write a custom research paper sample on Impact of terrorism on Ita lian economy specifically for you for only $16.05 $11/page Learn More The Red Brigade was formed in 1970 by a group of university students. It had emerged from the late 1960s’ protests by workers and students where they had joined workers in demonstrating against the right wing political leaders. They initially operated in the major cities within Italy such as Milan and Turin. They would target factories which were viewed as the breeding grounds for social disparities (Willan, 1991). Its leaders advocated for the formation of a revolutionary state by use of armed struggle so as to separate the Italian government and the western elements. As a result of the group’s hatred for the manner in which union leaders were treating workers coupled with the refusal by the government to solve salient social and economic issues, many of the early ideological targets of the group’s leadership involved attacking the establishment which included trade Unionist s, politicians, and business owners. In 1971, the group enthusiasm led to a change in the change of internal terrorism procedures from a tactical point of view to a more strategic approach. Members had previously participated in the destruction of vehicles belonging to union officials and factory equipment. The new strategy involved broader attacks on buildings and offices. They later started engaging in human targeting when during the year 1972, the group claimed responsibility for the kidnapping of a foreman. The group was fast becoming the most stubborn terrorist group in Italy. The organization was fast growing, and it soon established an organizational command similar to that of a military force. It had the executive committee, which was the headquarters as it was in charge of ensuring the smooth running of the organization’s activities. The field unit structure composed of sections the urban regions. This was aimed at breaking down the command unit along the regional bo undaries. The Italian government was unable to stop the organization, which boosted its growth. Notably, many believed that the Italian government was on its way to collapse. The incident finally puts this organization on the focus of the country. After the abduction of the Prime Minister, the group had sought for 55 days to dialogue with the government to release sixteen of its members. Unfortunately, the government and the Christian Democrats did not yield.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More After the death of the then Prime Minister, the government engaged in a war to capture the leaders and silence the organization. The group ceased to exist in the early 80s. In the early 1980s, Italy experienced a recession. This is an aspect that affected other countries in the world too. However, the recession did not last long as it came to an end in 1983 which continued to the end of the Cold War. In 1984, a new terrorist organization emerged. The new group did not use kidnapping though it continued with assassinations and terrorist bombs. The new red brigade movement survived even after the Cold War (Carbone, 2011). However, the group was not very active, but they continued to carry out attacks against government figures. The movement later extended its opposition to the Italian policy on foreign relations. In this case, there was a believe that the government of Italy was being manipulated by the western powers. After the 9/11 terror attacks, the group commended the attackers, an act that would increase the focus the Americans had on the group. BR/Pcc, in 1999, attacked and some people in the group slew an officer who worked in the ministry of labor. The Institute for International Affairs in Rome was bombed by the BR/Pcc in the year 2001. Fortunately, there were no deaths reported in that bomb attack. With the rise and growth of the terror group reminiscent the earlier Red Army Brigade, the Italian government embarked on an exercise to eliminate the group. The new strategies used by the government included extensive use of the media, and an increase in the source payments. This new tact enabled the government to separate the extremists from the general public and for the police authorities to infiltrate the terror group easily. The police could identify members of the terror group, map the networks, and then establish measures to prevent future attacks. This was by arresting all known members and sympathizers of the group. These efforts began to pay as s oon as the government arrested various members of the group. In addition, other individuals who were in the former movement and had been implicated in the assassination of Prime Minister Aldo Moro were arrested too. These groups rose to the top of the terrorists’ food chain in Italy. From sabotaging economic activities and causing political anxiety, these groups continued to be a hindrance to the growth of the Italian economy. The fact that these terror groups targeted factories and offices essentially mean that any success in their activities meant there would be a breakdown in the economic growth of the economy. However, even as the country was able to finish these terror groups, a new form of terror had emerged. With the increase of these activities, the economy has suffered immensely. Firstly, terrorism has an effect on GDP per capita growth. This is especially the case where the rate of terrorism is great. It also means that the capital formation to GDP is affected by a rise in the rate of terror activities. Terrorism affects the performance of an economy. It has been found that terror activities will most likely happen in a democratic country that enjoys high income. Italy is such a country, and this explains the rise in terror activities from international terrorists. Countries with developed institutions will even suffer severe consequences from a terror attack. Political instability is also a huge negative in the economic situation within a country. Terror attacks will likely lead to political instability. Take the example of Italy after the assassination of the then Prime Minister. The incident caused instability in the country’s political arena and economic growth stopped as investors did not know what to expect in the future. It is important to note that modern day Italian economy is very much reliant on tourism, education, and banking. For the tourism industry, terror completely eclipses any tourism activities in a country. Further t o the economic misfortunes that bedevil, Italy, the country joined the European Union in 1999. That decision seems to have been disastrous as that has led to unimaginable levels of unemployment (Bindi, Scuola superiore Della pubblica amministrazione (Italy), Brookings Institution 2011). The country’s northern region remains very industrialized while the south drags on with poverty. Italy has a current population of 61 million people. Conclusion Summarize/Review key points As Italy faces the Euro crisis, most analysts are skeptical about what the future portends for the country. The Euro crisis is one of several other crises that are likely to face Italy if the companies in Italy refuse to act together. As discussed earlier, Italy faces a major problem in that the south and the northern regions continue to operate in very different economic environments. While the north has innovative and robust companies that continue to grow and employ more Italians, the south has smaller g overnment and family companies which operate in a domestic market that is not competitive. Production in this region continues to go down over the years. A balance of the two economies essentially means Italy is undergoing no growth as it moves into the future. As such, Italy’s future is bleak. Concluding thought Compared to Germany, the Italian economy has fallen behind by thirty percent. The industrial production in Italy continues to go down- 25 per cent since the start of the 2008 recession. However, given the change in the political leadership it remains to be seen what the future of Italy is going to be. Therefore, the leaders should improve all the sectors of the country. References Bindi, F. M., Scuola superiore della pubblica amministrazione (Italy), Brookings Institution. (2011). Italy and the European Union. Rome: Scuola Superiore della Pubblica Amministrazione (SSPA). Carbone, M. (2011). Italy in the post-Cold War order: Adaptation, bipartisanship, visibility. La nham, Md: Lexington Books. Duggan, C. (2006). A concise history of Italy. Cambridge [England: Cambridge University Press. Ferraresi, F. (1996). Threats to democracy: The radical right in Italy after the war. Princeton, N.J: Princeton University Press. Willan, P. (1991). Puppetmasters: The political use of terrorism in Italy. San Jose: Authors Choice Press.

Same sex couples adoting children Essay Example | Topics and Well Written Essays - 2500 words

Same sex couples adoting children - Essay Example Same sex couples are denied adoption of children on the assumption that children suffer in the process. Stability of homosexual relationships, suitability as parents, the ability of the children of same sex to cope with the family environment, the same parental anxieties and responsibilities experienced by the same sex parents are reasons enough to allow adoption by the same sex couples. According to Buxton and Warner adoption allows children whose parents cannot care for them to be placed within a family environment. It is a legal process by which the connection between the biological parents and the child is severed and new ties are formed between the child and the adoptive parents. Thus the legal rights are handed over to the adoptive parents and hence the welfare of the adopted child is of great importance to any state. The state has a right to determine if the adopted child is under the right care and is being given a healthy development environment. Initially women that could not conceive would go in for adoption but now with the same sex parents, adoption is becoming commonplace. Same sex parenting through adoption is taking place in countries like United States, Australia, Europe and Canada. The basis of decision in allowing adoptions is no more restricted to sexual orientation and marital status. Emotional security, stability and serving in the best interes t of the child govern the decision for allowing adoption of a child. Sexual orientation does not negatively impact the quality of parenting. There is ample empirical evidence to support the view that same sex parents are as successful in parenting as the heterosexual parents. Buxton and Warner find that no differences have been found in children from the two types of families in self-esteem, psychological development and peer-relationships. There is no evidence to suggest that adult children of same sex parents identify themselves as gay or lesbians. The desire for

The attitudes of children and adults Essay Example | Topics and Well Written Essays - 750 words

The attitudes of children and adults - Essay Example gs about these manifestations in one’s characteristics, it is the experiences that the individual undergoes that actually defines his behavior into that of an adult, or that of a child. However, basically, humans are ‘selfish’ by nature, and these attitudes towards the different parts of life may still root to the fact that humans are selfish beings. Let’s take four aspects wherein the difference between such behaviors can clearly be seen: honesty, education, trust, and personal outlook. One of the most discordant aspects of life is honesty. Honesty is one of the basic things that people can either adhere to or stray from. Although children are not the most tactful individuals one may come across with, they are by nature, very honest creatures (Froese). When it comes to honesty, a child’s remarks/comments are those that are deemed reliable, compared to that of an adult’s. Adults’ credibility in honesty is shadowed by the mere fact that it is quite natural for them to blurt out ‘white lies’, -- which is also where children are first exposed to the concept of lying. Children are very blatant in their facial expressions, as well as their actions. A child who told a lie, is most likely to gush, and cover his mouth, with an obvious act to conceal such action. Whereas an adult who told a lie is just most likely to touch his lip, a more refined and unobvious way to conceal such act (Pease and Pease 25). When it comes to lying, though, chil dren and adults both lie – and the reasons behind it are usually to one’s own benefit. A child is most likely to lie to escape punishment, while an adult may lie to impress someone, to get his way, or to protect others, even themselves (Zolten and Long). However, it is noted that any individual – child or adult, does not respond well to being lied at. In terms of education, the attitude of the child and the adult may differ in the light of how they were â€Å"programmed† for such endeavor, as well as

Should You Let Your Teenagers Drink by Cassandra Jardine Essay

Should You Let Your Teenagers Drink by Cassandra Jardine - Essay Example Acccording to the report  in â€Å"Should You Let Your Teenagers Drink?†, Jardine provides a realistic discourse of an issue for which Sir L. Donaldson holds a rigid stand as a Chief Medical Officer. By experience, Jardine and several other parents know exactly that to a certain extent, they ought to give in to the act of spoiling their kids in order to keep them from the perils of binge-drinking. Donaldson, however, opposes such an idea or practice, claiming that teenagers should refrain from alcoholic drinking until they are 15 years old. Throughout the Western world, youths of such age have had access to liquor markets and statistical figures are truly upsetting, so Jardine could well ascertain how a stance toward abstinence should work as imposed upon those experimenting in the â€Å"free-houses†.This discussion stresses that 'mother knows best’ and this clichà © is strong enough for the ground of taking the perspective which Jardine looks at on deciding a bout the resolution to opt for. Having spent considerable amount of time with her children, Jardine may be imagined in a setting where she can readily engage with their thoughts and thereby become sensible to their needs as the situation goes with an increasing sense of fluidity. This way, she can gradually bring across the main point that it is not necessary to keep young people from drinking for as long as parents employ the attitude of affectionate watchfulness.... With her story shared in the article, Jardine demonstrates how important it is to have a two-way communication process with her children so that the latter are allowed the flexibility to express themselves and air their particular concerns or reasons for exploring stuffs that are new to them. It appears that with parents who tend to be otherwise repressive, teenagers are rather more likely to stay away from confiding with the elderly having gone against the children’s freedom to seek identity and establish conformity with peers they feel are the true ones who can relate with and care for them. In all fairness, Jardine does not miss on identifying why Donaldson has made his own stand, exemplifying concrete details via the youth-gone-wild of the British culture. She further exhibits support for his stand by featuring the impact drinking alcohol bears on the development of pliable brains among teens. Clearly, Jardine perceives the probable consequences of a misguided drinking hab it where alcoholism or addiction to drinking emerges to cause a threatening influence on teenage people who eventually incur failure in studies or lack of interest in healthy activities. Unsafe sex and unwanted pregnancy are no new stories either. Hence, in this light, the Chief Medical Officer deserves credits for his proposition. If parents, on the other hand, were to be more subjective by way of constant communication, this would enable the young ones to convey the core substance of their values and priorities. It is particularly fascinating to learn that Jardine makes a spontaneous flow of conversation with her children of ages 13, 14, and 19, all of whom seem to

The Rise And Decline In Teenage Suicides Psychology Essay

The Rise And Decline In Teenage Suicides Psychology Essay Teenage suicides are devastating, not only to the victim, but to families, friends and all who knew the victim. Statistical data show the rise and decline in teenage suicides ages 15 to 24 as far back as 1952. The causes, symptoms, risk factors, are all factors. Studies indicate that young men commit suicide at a higher rate than young women. There are economical as well as social surroundings that play a major role in placing teenagers at a higher risk of suicide. Researchers are finding that medical conditions undiagnosed or left untreated, is contributing to the rates of teenage suicides. Other researchers are finding that warning signs are going unnoticed and with the assistance of schools workers, doctors, and peers and above all, parents, watching for such signs can make a dramatic change in the rates of teenage suicides. Appropriate funding for prevention programs, family as well as school interventions can make a difference between life and death in a teenager who may be cons idering suicide. The purpose of this paper is to explore the causes and prevention programs for teenager suicides between the ages of 15 and 24. The different ways gender, age, and society can influence a teenagers thoughts of suicide is also explored. I will show various warning signs and symptoms teenagers feel when contemplating suicide (Andrews, Tanya David, 2005). The overall purpose of my research is to examine the prevalence of teenage suicides between the ages of 15 and 24. Various studies indicate that economical as well as social problems play a role in teenagers trying to commit suicide. It seems the lower the socioeconomic state, the higher the risk for teenage suicides (Brown, 2001). Other studies indicate that warning signs and symptoms are going unnoticed or untreated. Family histories, drugs, alcohol abuse, all play major roles and school workers, doctors, teachers, parents and so forth all need to be able to recognize and diagnosis such problems and try and reduce teenage suicide rates (Brown, et. al, 2007). Literature Review Many authors agree that social economic status affects the overall suicide rates among teenagers. They also agree that rural areas, sparsely populated areas in communities that have experienced historical trauma and cultural losses (Brown, 2001; Brown, Wyman, Brinales, Gibbons, 2007; Miller Eckert, 2009). Brown (2001) states that upheavals in the economy, job losses and social as well as loss of traditions will only increase suicide rates in teenagers. This author does not mention in his article whether or not economical influences play a role in teenage suicides. Individuals or THE RISE AND DECLINE IN TEENAGE SUICIDES 4 teens living in the lowest socioeconomic areas are more than five times the risk of suicide compared to others (Brown, 2001). Many authors agree that school based curriculum programs, prevention programs, school personnel training involving teachers, screening programs and community involvement are essential tools in preventing teenager suicides. They also agree on the percentage of teenage suicide rates and look at risk factors, warning signs and symptoms (Joe Bryant 2007; Kutcher, 2008; Miller, Eckert, 2009). Joe and Bryant (2007) and Kutcher (2008) also believe that screening of school-aged children can assist in identifying early risk factors and allow for intervention and prevention treatment. Brown 2001, Kutcher, 2008 and Wyman, Brinales and Gibbons (2007) agree that risk factors involving family histories of suicidal attempts, teenagers being exposed to drugs, alcohol, feelings of hopelessness, depression and mental disorders are risk factors that should be diagnosed and treated as a way in prevention methods. Miller and Eckert (2009) believe that factors leading to a decision to commit suicide are triggers such as mental illness, emotional, family turmoil and so forth. Other authors took a look at antidepressants that physicians and prescribe to teenagers for depression and the side effects that could take place (Barlas, 2007; Brent, 2007, Dockasi, 2009; Wagner 2007). All three discuss the Food and Drug Administration, (FDA) and the black box warning labels that are now required to be placed on labels indicating the potential risk of suicide due to the side affects of antidepressants. Teenage suicides are a major public concern in nearly every country. Suicides account for nearly 3% of all deaths, and are the third leading cause of death in teenagers. High school THE RISE AND DECLINE IN TEENAGE SUICIDES 5 students surveyed indicated that 9% have considered suicide and 2.6% have attempted suicide (Brown, et. al, 2007). Discussion Statistics of Suicide According to the World Health Organization, (WHO), teenage suicides have been on the rise from 1952 to 1992. Teenage suicides are the third leading cause of death in teenagers ages 15 to 24, and young men commit suicide successfully at a higher rate than women in over 30 countries. From the 1950s through 1998, youth suicide rates in the United States have nearly tripled (Brown, et al, 2007). Some reasons for such a trend are the loss of traditions, support, and teenagers can no longer rely on their parents as role models. This data indicates that mental illnesses are more prominent now in teenagers and is approaching 20% , compared to 10-12% in the 1960s (Brown, 2001). Suicide Attempt One such case is when an 8th grader stood at the edge of a concrete bridge looking down to the bottom some fifty feet below. All he knew was that he wanted to die; he extended his arms, took a deep breath and leaned forward. In an instance it could have been all over, expect for a stranger grabbing the young man around the stomach and pulling him to safety just seconds before he would have succeeded in committing suicide. Looking back, after receiving the necessary mental health diagnosis, he didnt regret what he tried to do, but he came to understand that what made him do such a thing was what he now understood to be a THE RISE AND DECLINE IN TEENAGE SUICIDES 6 mental illness. He knew he really didnt want to die, but something kept pushing him on, finally with help of a stranger and the right care, this young man can receive treatment for his illness and can live a long and productive life (Henick, 2010). Suicide Deaths Compared to Regular Medical Conditions The Center for Disease Control and Prevention (CDC), in 2004, reported a 300% increase in suicides rates. Rates for teenagers 15 to 19 year olds increased 11%. Teenagers ages 10 to 14 showed an increase in suicides rates of 100% (Andrew, Tanya, David, 2005). In 1996, some basic facts are that teenagers died from suicide more than cancer, heart disease, AIDS, birth defects, stroke, pneumonia and influenza, and chronic lung disease combined. Nearly one in five high school students have seriously considered a suicide attempt during the preceding school year, and three students made genuine suicide attempts within the last year (Andrew, et al, 2005). There are many risk factors that can influence why a teenager may want to commit suicide and these include, age, gender, cultural and social influences, mental illness, recent losses, family histories of suicides, prior suicide attempts, peer pressure, family violence, sexual violence and so forth (Kutcher, 2008). One such risk factor is the access to the means. Teenagers in the United States succeeded in killing themselves at a rate of 2.5 % due to the easy access to guns at home or from their peers. Suicides by means of guns has increased at a more rapid pace than any other methods used, such as hangings, drugs, and so forth (Brown, 2001). THE RISE AND DECLINE IN TEENAGE SUICIDES 7 Effects of Social and Economic Pressures Teenagers are not immune to the economical state or their social surroundings and the effect it has on their way of thinking or looking at the future. Teenagers surveyed in one study showed results that indicated the lower the socioeconomic status, the higher the risk for teenagers and showed that they had more than a five time risk of committing suicide (Miller Eckert, 2009). Upheavals in the economy have caused undue stress in young people and are making them feel as though they are unable to cope (Brown, 2001). Studies have shown that have linked socioeconomic factors and suicide risks to sexual orientation, social disadvantages, sexual abuse, and so forth. Over 90% of victims found to have at least one mental health disorder (Kutcher, 2008). Teenagers being exposed to alcohol, drugs and other substance abuses are at a greater risk of committing suicide. Hopelessness and suffering, depression, and mental disorders are going undiagnosed or untreated. Separation or divorces of parents causes undue stress on teenagers (Miller Eckert, 2009). Warning Signs and Treatments The U.S. Food Drug Administration, (FDA). In 2003-2004, the FDA issued a public warning that antidepressants could trigger suicidal thoughts and behaviors in teenagers 20 and under after taking the drugs for a minimum of 2 months. The Journal of Medical Association, (JAMA), looked at 5,310 children and teenagers and found that children taking antidepressants added a risk about 2 in 100 of experiencing worsening suicidal feelings above what they had been feeling (Barlas, 2007). The FDA, ordered that THE RISE AND DECLINE IN TEENAGE SUICIDES 8 antidepressant drugs needed warning labels indicating young people are 4% more likely to exhibit suicidal intentions if taking these drugs. The black box warning labels should included in the medications bottle stated an increased risk of suicide may accompany the use of these antidepressants and the black box warnings were placed on the inserts of all antidepressant medication and warned doctors to watch patients closely (Barlas, 2007; Brent, 2007; Dockasi, 2009; and Wagner, 2007). There are many warning signs that family members, friends, and school officials can be made aware and to look for in a teenager contemplating suicide. A very significant sign is the teenager tried to commit suicide previously; mood changes; giving away personal belongings; depression; great sadness; feeling of isolation; withdrawing from family, friends, peers; eating habits; turning to drugs and alcohol, and harming themselves to list a few. Common circumstances are linked to reasons why teenagers are committing suicide. The feelings of being rejected by family, friends, peers, failure and disappointment in oneself, emotional and family turmoil can lead a teenager to look for a permanent solution, such as suicide, since they cannot remedy the problems themselves. Many teenagers do not know they are suffering from a mental illness which could be causing their thoughts and feelings and by diagnosing and treating teenagers with mental illness. There can be a reduction in the deaths of teenagers and continue the downturn in statistics (Shaffer Cowdry, 1999). Studies have shown that have linked socioeconomic factors and suicide risks to sexual orientation, social disadvantages, sexual abuse, and so forth. Over 90% of victims found to have at least one mental health disorder (Kutcher, 2008). THE RISE AND DECLINE IN TEENAGE SUICIDES 9 Family histories of suicide attempts and teenagers who have attempted suicide before are at a greater risk for a second suicide attempt (Kutcher, 2008). Risk factors, such as which populations are at an elevated risk and which risk and positive factors could be targeted for preventing suicide (Brown, et al, 2007). There are various causes that could be contributing to teenagers committing suicide. Preventions of Suicide Curriculum school based prevention programs involving support of staff, screening of students and training teachers of what to look for in a troubled teenager. Involving peers and the community are areas that can also bring awareness to teenagers in need (Andrew, et al, 2005). Prevention programs involving specific information need to be provided directly to students that focus on warning signs and teaching peers how to talk with another teenager contemplating suicide. Knowledge is power and the more knowledge teenagers are about suicide, the better the results will be (Miller Eckert, 2009). Physicians or primary care doctors are key individuals in being able to diagnosis a trouble teenager. They are the first choice of contact that many teenagers want to contact in times of distress. Physicians treating teenagers need to be well educated and know the warning signs and give proper treatment (Kutcher, 2008). One such study analyzed prescription data for antidepressant medications used by teenagers and found that Lithium actually reduced the rate of both completed suicides and suicide attempts in teenagers diagnosed with bipolar disorder (Steele Doey, 2007). THE RISE AND DECLINE IN TEENAGE SUICIDES 10 Many schools are now using screenings for school-age children in an effort to identify teenagers at risk and can assist in identifying early risk factors and allow for intervention and prevention treatment (Joe Bryant 2007; Kutcher, 2008; Miller Eckert, 2009). School psychologists have an ethical and legal responsibility to prevent teenage suicides whenever possible. These psychologists play a vital role in school-based suicide prevention (Miller Eckert, 2009). There are many ways that state governments, public involvement and schools, colleges, healthcare providers and officials can make a difference in the overall teenage suicide rates. The National Governors Association, (NGA), produced a list of recommendations to assist in reducing teenage suicides. They suggest increasing public awareness, creating state prevention plans, establishing school-based prevention programs (Henick, 2010). The Centers for Disease Control and Prevention, 2008, surveyed students in grades 9-12, and found that 14.5% of teenagers in the U.S. have seriously considered suicide in the past 12 months; 18.7% of teenagers were females; 10.3% of those teenagers were males; 11.3% of teenagers made a plan about how to commit suicide. Another result was that 6.9% of teenagers made at least one attempt that resulted in injury and required medical treatment (Miller Eckert, 2009). THE RISE AND DECLINE IN TEENAGE SUICIDES 11 The Presidents New Freedom Commission on Mental Health (2003) and the Childrens Mental Health Screening and Prevention Act of (2003), target teenagers who are at risk for suicide. Research has shown that when asked, a teenager will commonly state whether or not he or she is contemplating suicide. Many states now require that schools provide suicide prevention and management. There are three categories of the programs are, curriculum programs, in-service training for teachers and staff, and school-wide suicide screenings of school aged children (Joe Bryant, 2007). In 2003, President Bush authorized 82 million dollars over a three year period by passing a new law aimed at preventing suicides among teenagers and young people. The new law provided states, colleges, universities and other agencies with grant money to start suicide prevention and intervention programs. The Presidents New Freedom Commission on Mental Health, (2003), established screening of children, looking for mental illness, establishing community-based treatment and training for child care professionals in an attempt to stop suicides in teenagers (Joe Bryant, 2007). Laws Enacted The U.S. Congress and Surgeon General passed prevention acts with a main priority for 2010, aiming at addressing and trying to change statistical teenage suicide attempts currently at 2.6% down to 1%. Addressing antidepressants medications and psychosocial programs involving intervention will be done through research to determine hat strategy would be most effective (Brown et. al, 2007). THE RISE AND DECLINE IN TEENAGE SUICIDES 12 Conclusion Our children are our future. Studies that have shown suicide rates among our teenagers over the years have been at epidemic levels. There is a great need for federal, state, and local government involvement. Schools, universities, parents, communities and so forth, need to become aware of the causes, symptoms and address the teenagers needs accordingly. Reducing teenage suicide rates will be challenging, but by identifying risk factors, intervention and preventive treatment programs, funding and practices will definitely make a difference. Ending teenage suicides should be an attainable goal.

Technological Improvements and Their Impact in America Essay -- essays

Improvements in agriculture, transportation, and communication between 1790 and 1860 were the stepping stones for a greater America. From the cotton gin, to the steamboat, to the telegraph, new innovations were appearing all over. America had finally begun to spread its wings and fly. Due to the fact that cotton had to be separated by hand, it was costly commodity. One person could barely separate a pound by hand over the course of a day. It was not until 1793, when Eli Whitney invented the cotton gin that production of cotton soared. A worker on a plantation could now produce fifty pounds of cotton a day, instead of just one. With the increase in cotton production, came the increase in slave labor, which was used to harvest the cotton crop, making each slave an increasingly valuable asset. Westward migration was also seen as cotton spread throughout western land like a wildfire. Almost immediately, cotton was transformed into a major export. ?Cotton exports averaged about $9 million annually from 1803 to 1807, about 22 percent of the value of all exports, from 1815 to 1819, they averaged over $23 million, or 39 percent of the total, and from the mid-1830s to 1860, they accounted for more than half the value of all exports in the nation.? (Tindall and Shi, 418) Eli?s invention inspired other people to attempt to make their own farming tools. ?The development of effective iron plows greatly eased the backbreaking job of tilling the soil.? (Tindall, 419) In 1819, Jethro Wood improved the iron plow by using separate replaceable parts. Improvements thereafter included John Deere?s steel plow (1837) and the chilled-iron steel plow of John Oliver (1855). In 1831, a primitive grain reaper was invented by Cyrus McCormi... ...l Morse?s 1832 invention. It is quite possible that more social changes were triggered by the telegraph, than from any other invention. Before the telegraph, communications were delivered by boat, train, horseback, or hand. Now, news and messages could be received immediately. Together, the improvements in agriculture, transportation, and communication changed the ways of economic, social, and political life. By the 1850s, farming had become a leading commercial activity. The standard of living for many farm families also improved. ?Undeveloped land dotted with scattered farms, primitive roads, and modest local markets was transformed into an engine of capitalist expansion, audacious investment, and global reach.? (Tindall, 432) Tindall, George Brown and David E. Shi. America: A Narrative History. Vol. One. 7th ed. New York: W W Norton & Company, 2007.

Gender Bias

A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform bette r in STEM fields than girls. One common stereotype the arts.The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to â€Å"measure implicit attitudes and beliefs that people are unwilling or unable to report† (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance. Gender Bias A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors Oacobs 2005, AAIJW 2005).American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010). Gender differences within math and science develop early in adolescence (Sleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform bette r in STEM fields than girls. One common stereotype the arts.The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al. , 2011). The Implicit Association Test was developed to â€Å"measure implicit attitudes and beliefs that people are unwilling or unable to report† (Project Implicit, n. d. ). Approximately 70 percent of IAT tests revealed stereotypes associating science with males more than females (Nosek et al. , 2009). Researchers at the University of Washington adapted the IAT to conduct a study on children ages six to ten years old.The test focused on gender identity, math-gender stereotype, and math self-concept. The results showed that by second grade, girls showed a weaker identification with math than boys, confirming the stereotype that math is for boys Cvencek et al. , 2011). Another study utilized the IAT to contrast science and liberal arts, and found that women who associated males with science were least likely to pursue science, and males with similar stereotypes were more likely to pursue science (Smyth, n. d. The study validated the link between stereotyping and self- efficacy. This is evidence that American culture may influence the way children view themselves related to subjects learned in school. Fear of poor performance in the classroom may also contribute to lack of interest in math and science. A study onducted in 2010 by the AAUW, focused on college students with similar math abilities and divided them into two rooms. The first room was advised that men outperform women on the test, while the second room, was told there was no distinction in performance.

La Secuencialidad Del Desarrollo Cognitivo Espontáneo

La Secuencialidad Del Desarrollo Cognitivo Espontneo Free Online Research Papers La Secuencialidad Del Desarrollo Cognitivo Espontneo â€Å"El desarrollo del nià ±o es un proceso temporal por excelencia†, he querido resaltar esta frase de Piaget porque me parece un tema central dentro de su teorà ­a. En el texto que nos ataà ±e el autor en un principio resalta dos puntos clave como son el papel necesario del tiempo en el ciclo vital, y otro que viene a decir algo asà ­ como que si la civilizacià ³n modifica el ritmo biolà ³gico fundamental, y en quà © medida lo hace. Para tratar estos puntos Piaget se centrar en el desarrollo psicolà ³gico, y ms concretamente en el desarrollo propiamente intelectual o cognoscitivo. Destaca a continuacià ³n dos aspectos en el desarrollo intelectual del nià ±o, como son el aspecto psicosocial (todo lo que el nià ±o recibe desde fuera) y un aspecto al que le podemos llamar espontneo (el desarrollo de la inteligencia propiamente dicha; lo que el nià ±o aprende o piensa, no es aprendido y que es descubierto por à ©l mismo). Para ello recurre a dos ejemplos donde vemos como leyes que para nosotros pueden resultar ms que obvias, vemos como en nià ±os que no han alcanzado un determinado estadio evolutivo, no es asà ­; como es el caso de el todo supera a la parte, y el ejemplo de las varillas donde se pone en juego la transitividad. â€Å"†¦ para construir un nuevo instrumento là ³gico son necesarios siempre instrumentos là ³gicos preexistentes, es decir, que la construccià ³n de una nueva nocià ³n supondr siempre sustratos, subestructuras anteriores, y por consiguiente, regresiones indefinidas†¦Ã¢â‚¬  , lo podrà ­amos resumir en la siguiente frase: â€Å"siempre se aprende en base a nuestro conocimiento previo†; sà ³lo con leer la frase que aparece en el texto, nos podemos hacer una idea del corte constructivista que presenta Piaget; desde esta à ³ptica el fallo se encontrarà ­a en el planteamiento del problema, y no tanto en el desarrollo. Piaget nos habla en la teorà ­a de los estadios del desarrollo (4 en particular: sensorio-motor, representacià ³n preoperatorio, operaciones concretas, y proposicionales o formales) de escalones sucesivos, por estadios y por etapas, caracterizados por un orden fijo de sucesià ³n (no habla de fechas concretas para los estadios, sino de un orden d e sucesià ³n que ha de mantenerse constante). Como decà ­a en el anterior prrafo para mi, el problema se presenta en el planteamiento de la teorà ­a. Piaget donde nos habla de estructuras generales de conocimiento que son construidas mediante una maduracià ³n donde incluimos una experiencia fà ­sica y social; sin embargo otros enfoques constructivistas alternativos al piagetiano nos hablan de estructuras especà ­ficas de conocimiento, esto es, alguià ©n puede resultar ser un experto en matemticas y puede ser un negado en Historia; pero esto no quiere decir que no se haya pasado de un perà ­odo a otro, ya que para Piaget debemos superar un determinado estadio para poder hablar de un determinado conocimiento. Desde esta perspectiva no hablamos tanto de sucesià ³n de estadios como de amplitud de conocimiento. Los estudios entre novatos y expertos nos revelan gran aporte de argumentos a todo esto; si aà ºn asà ­ no estamos del todo satisfechos con estos argumentos  ¿cà ³mo explicarà ­amos la clsica partida de ajedrez entre un nià ±o de 8 aà ±os, experto en el juego, contra un joven de 21 aà ±os, novato en el campo, el cual termina por rendirse ante el dominio del pequeà ±o?.Anteriormente hablbamos de una experiencia que se da en el nià ±o debido a una experiencia fà ­sica y social, a esto podemos hacer la siguiente crà ­tica: si para pasar de un estadio a otro necesitamos de esas experiencia,  ¿tenemos todos las mismas experiencias?  ¿cules determinan el paso de un estadio a otro?. Por à ºltimo no todos son crà ­ticas para este genial bià ³logo reconvertido a psicà ³logo, ya que su teorà ­a de equilibracià ³n entre asimilacià ³n de conocimiento y acomodacià ³n del que ya tenemos, sigue vigente hoy en dà ­a. Si antes hablbamos de secuencialidad del desarrollo cognitivo espontneo, ahora nos centraremos en la internalizacià ³n de procesos externos (o bien, una reconstruccià ³n interna de una operacià ³n externa). Como ejemplo el autor hace referencia al hecho de seà ±alar con el dedo en el nià ±o pequeà ±o. En un primer momento el movimiento del nià ±o por alcanzar algà ºn objeto queda representado por los movimientos del pequeà ±o, hasta que aparece la madre del nià ±o en esa situacià ³n, y à ©sta cambia totalmente; el hecho de seà ±alar ahora se convierte en un gesto para los dems, el fracasado intento del nià ±o engendra un reaccià ³n en una persona (su madre) no en el objeto que querà ­a alcanzar. De esta manera el significado primario del fracasado movimiento queda establecido por los dems; sà ³lo cuando el nià ±o sea capaz de relacionar, ms tarde, su fallido movimiento de agarrar con la situacià ³n objetiva como un todo, comienza a interpretar dicho movimiento como acto de seà ±alar. Es aquà ­ donde se da la transformacià ³n de un movimiento orientado a uno dirigido a otra persona, como consecuencia de este cambio, el movimiento queda simplificado y lo à ºnico que re sulta es la forma de seà ±alar que se denomina gesto. Como dice el autor a todo esto: â€Å"Se convierte en un verdadero gesto sà ³lo despuà ©s de manifestar objetivamente todas las funciones de seà ±alar para otros y de ser comprendido por los dems como tal. Su significado y funciones se crean, al principio, por una situacià ³n objetiva y luego por la gente que rodea al nià ±o†. De lo anterior deduce una serie de transformaciones en el proceso de internalizacià ³n: a) una operacià ³n que inicialmente representa una actividad externa se reconstruye y comienza a suceder internamente b) un proceso interpersonal queda transformado en otro intrapersonal (en el desarrollo cultural del nià ±o, toda funcià ³n aparece dos veces, primero a nivel social y ms tarde a nivel individual; aplicndose igualmente esto a las funciones superiores que se originan como relaciones entre seres humanos) c) la transformacià ³n de un proceso interpersonal en un proceso intrapersonal es el resultado de una prolongada serie de sucesos evolutivos (el proceso, aun siendo transformado, continà ºa existiendo y cambia como una forma externa de actividad durante cierto tiempo antes de internalizarse definitivamente). Al final del texto se nos dice algo bastante interesante y es que precisamente a la internalizacià ³n de las actividades socialmente arraigadas e histà ³ricamente desarrolladas, podemos dar el salto cualitativo de la psicologà ­a animal a la humana (la internalizacià ³n de las formas culturales de conducta implica la reconstruccià ³n de la actividad psicolà ³gica en base a las operaciones con signos). A modo de recapitulacià ³n podemos decir de Vugotski que habla de estructuras especà ­ficas de conocimiento, a diferencia de Piaget, y adems aà ±ade el proceso de internalizacià ³n de procesos externos (desde este punto de vista el aspecto que Piaget denominà ³ espontneo, no tiene mucha razà ³n de ser). Para este autor el conocimiento se forma gracias a la experiencia social, y al contexto en sà ­ mismo, que influye no sà ³lo en la adquisicià ³n del conocimiento sino en la aplicacià ³n del mismo. Research Papers on La Secuencialidad Del Desarrollo Cognitivo EspontneoThree Concepts of PsychodynamicRelationship between Media Coverage and Social andThe Relationship Between Delinquency and Drug UsePETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperThe Hockey GameMoral and Ethical Issues in Hiring New EmployeesLifes What Ifs

Effect of the music Essays

Effect of the music Essays Effect of the music Essay Effect of the music Essay There will be a difference between how participants perform on anagram tests depending on whether they are in a condition which has a fast music, slow music or no music played.  PB2: Explanation of Direction of Hypothesis.  The hypothesis is non-directional because a study by Mayfield and Moss (1989) found that when participants underwent a task with either fast or slow music they found fast music acted as a cause of stress and slowed down how fast they could perform the task. However a study by Stough et al. (1994) found that when participants did an IQ test in either silence or with Mozart playing in the background there was no effect on the results. Also a study by Turner at al. found the level of music caused a slower response time in the study. PB3: Identification of Research Method/ Design.  The research method design being used is experimental. A laboratory experiment is going to be used. The task will take place in the form of a sheet of 30 anagrams. The design is going to be a repeated measures experiment.  PB4: Evaluation of the Advantages and Disadvantages of the Chosen Research Method.  One disadvantage of the research method is that it is not like real life. In a real situation participants may not have to be sat down doing a task with just music playing in the background. Their may be other confounding variables such as the volume of the music. Therefore it will have a low ecological validity. An advantage of this study is that it is replicable; therefore confirmation of the results will be possible. This will ensure that the study is reliable.  Another advantage is that laboratory experiments involve the most control over variables and therefore it will give most confidence that the IV has caused changes in the DV.   B5: Identify Potential Sources of Bias in the Investigation and Any Possible Confounding Variables.  One source of bias within the investigation could be that the extent of participants vocabulary is unknown and therefore some of them may never have come across some of the more complicated words. Therefore the subjects studied by participants are of importance. Participants may be of varying intelligence and therefore this will mean they will be tested for intelligence rather than the effect of the music. Another source of bias is if participants are informed about the aims of the study, to investigate how music affects performance of a task, they may conform to how they believe they should behave in the study. For example some one in the loud music category may purposely try less hard on the task as the believe themselves to do worse at the task. These demand characteristics may cause a bias in the results.  PB6: Explain What Procedures Will Be Adopted to Deal With These. To deal with the issue of the length of the words in my anagram tests I will use words of short length only ensuring participants have a larger chance of being familiar with the words. A frequency table for word use will be used to do this. To deal with issue of varying intelligence within the participants should have to complete the task in all three conditions however this would be of no use as then participants will experience order effects and already have knowledge of the answers on the anagram tests, so therefore I will have to ensure that participants will be of as equal as possible intelligence, this can be done using participants from the same school and of the same age. To deal with the second source of bias participants will not be told the true aims of the experiment until they have completed it to prevent demand characteristics.  PB7: Select An Appropriate Level of Statistical Significance To Be Researched Before the Experimental/ Alternative Hypothesis.  An appropriate level of statistical significance is a level of P0.05.  PB7: Identify Any Relevant Ethical Issues and Discuss the Steps to be taken to Deal with These.  One ethical of this experiment is that participants may feel inadequate if they find difficulty in completing the task. However participants should be explained to fully that the task is to test the effect of music and not personal ability. Another ethical issue is that participants will not be told the true aims of the experiment. If told that they were doing a task on the effect of music this may cause participants behave in a way in which they believe they should behave, demand characteristics. For this reason participants will be deceived this may be viewed a deception. To overcome this once the task is completed all participants will be debriefed and told the real aim of the study.  Another ethical issue is that as participants will be deceived they will not be given the chance to give an informed consent before the task begins. This will be dealt with by offering participants the chance to withdraw their data after the investigation when they have been informed of the real aims of the study.

Time Management and Refreshing Classes Tools for Educational Retention Essay

Time Management and Refreshing Classes Tools for Educational Retention - Essay Example To get the most from everything we do, we must be in control of time (Convey, 1994). Or else, decisions that affect how well we play the game, when we play the game and the position we play will be decided for us by others. On the side of a student, which is what this paper will emphasis on, time management, skills and discipline are very essential in life. The biggest problem they have is time management (Laikein, 1973). Failure to manage their time well has led to poor performance, indiscipline cases, and lack of respect for others. Some students have gone to a point of dropping from schools when they realize that it is too late to accomplish what they are supposed to do. What they normally forget is that school represents a period in their lives that will change their future. They should keep this perspective in their minds so that the daily decisions they make turn out to be wise (Mante & O'Brien, 2002). All students including high school, colleges, and university students should have one goal; to help themselves become aware of how they use their time as a resource in organizing, prioritizing, and succeeding in their studies in the context of activities of people living together with them (Boje, 1991). Analyzing the problem of time management will create avenues for teachers and lecturers to understand the reasons why their students do not do their assignments as expected and in the right time. It will also help the students to comprehend the importance of adhering to teacher’s rules, regulations, and advices. This problem will be solved when schools, colleges and universities amalgamate time management programs in their classes to help students handle time management problems. This can be done by fixing time management classes or doing orientation to new arrivals. Poor performance is a major problem that is brought by poor time management (Morgenstern, 2004). The largest per centages of students fail in classes or drop from schools due to poor performance after they are unable to manage their time properly. To curb these problems, there are many methods that can be adapted especially in universities. Mental tools that teach them to incorporate new tactics in their time management skills can be useful. The simple and practical techniques will benefit the students in their classes and their entire lives. They should put the most essential things first. After accomplishing them, they should reward themselves (Berge & Oliver, 2003). This will greatly boosts their morale and make them inspired to do better than that. Every student should find his or her right time to do things. They should figure out the most efficient time to do their best. If one is more comfortable in reading at the middle of the night, then he or she must know that the brain works well at that time. They should not wait for any other time to do it. They should also determine their priori ties and set realistic goals that can be attained. We cannot do everything at the same time and these calls for us to set up the importance of each item. Application of Appreciative Inquiry principles can help solve these problems and bring a significance impact to lives of students. This is the learning of what brings existence to human beings operation when they are at their most excellent. It is a methodology of organization development based on the assumption that dialogue on strengths, achievements, wishes, importance, and dreams are transformational. It is used for strategic planning within organizations, boards in schools, and school districts (Barrett, 1998). It is also very useful in intensification of ties among administrators, staffs, and

Relevance of Organisational Change Models Essay

Relevance of Organisational Change Models - Essay Example The wide and easy access to stores of information, both external and internal has made it easier to organize tasks and to define roles. (Lippit. R 1958) However, the fast-paced ongoing change means that organization now have the added task of planning and tackling issues that will be affected by the change in the future. Some of the issues can be related to the personnel of an organization or with the administration itself. Organizations now need to have a proactive and practical attitude and prepare for future change. If the organization does not prepare itself for the times to come and does not adapt its working to the changing environment in advance, it will run the risk of facing closure and losing its customers and profits. By envisaging the impact of the changes on the organization in the times to come and responding to it appropriately, the organization minimizes its chances of facing serious problems. Moreover, an organization through some change of leadership, customers, and environment feels the need of bringing appropriate change into the organization. An organization through a series of steps can find out the nature of the required change, gauge how it is likely to affect the organization and adjust its functions and work systematically. Firstly, to initiate a planned change process, the organization has to concern itself with entering and contracting. This step enables the managers to envision the further steps in the planned change process and it assists them in deciding whether a planned change is what they actually need for the organization and how to allocate resources to facilitate the change. This step involves the gathering of ideas and suggestions and to formulate a plan of putting them into use. Opportunities and threats facing the organization are analyzed and discussion is held between the various members of the organization. Then, the organization moves towards co ntracting or drawing up a formal agreement for the planned change process. The second stage, diagnosing, revolves around the identifying of problems and their causes and after effects to get a better understanding of the organization's standing and its components. It is considered to be one of the most important activities in the planned change process as it deals with understanding the organization, analyzing what it needs and informing the managers and other members of the organization about its problems and positive attributes. This step is made complex by the analysis of three kinds of problems to the organization. The first type of problem is the collective problems faced by the organization, the other concerns group level problems and the last is concerned with problems affecting individuals in the organization. The analysis can be done by organizational meetings, charts, market research or through interviews. The planning and implementing of change come next, where the members of the organization collectively plan and try to execute organizational development interventions. The interventions are designed to assist in the improvement of the organization. These interventions depend upon an organization's willingness to change and its current capacity to welcome change, its culture and power distributions, and the agent's skills.