The Inevitability of School Violence: No Need for School Reform Essay

The Inevitability of School Violence: No Need for School Reform â€Å"Guns don’t kill people, people kill people,† I have often heard. We know people kill people. The real issue now is whether or not people can change people. Some are of the opinion that we are capable of doing so; by implementing new reforms and tightening school security, people are, in effect, saying they have the solutions to the problems. The violence of recent school shootings has wrought anxiety and fear in parents, teachers, and administrators across the nation. The massacre of Columbine turned a public school library into a cemetery. The shooting in Oklahoma ripped us from the comfort of a stereotypical and easily recognized threat; now popular straight-A students pull guns without black trench coats. The violence has become unpredictable and, in all cases, extremely frightening. In response to the threat, schools have engaged in extensive prevention programs, often banning book-bags, implementing dress codes, setting up metal detectors, or requiring studen ts to attend anger management classes. Such attempts at reform sound efficient on paper and may to some extent alleviate the anxieties of parents, but they are like storming castle walls with slingshots. The object of reform in this case is not tangible or always plausible. The object of reform is the human heart, the internal person. We need to understand that the problem is bigger than a trench coat or a gun; therefore, dress codes or metal detectors cannot solve it. These reforms are often vain attempts at prevention. They hinder education and provoke students. Policy makers and schools need to be aware that no simple public mandate can suffice as a solution. In response to the massacres, schoo... ...ain—is wider than the sky—†. We cannot implement a reform that will change human nature. There is no dress code that will bring self-esteem to the outcast or humble the popular. There is no metal detector that can sufficiently alert a student population to an angry and violent peer. The problem this nation faces is that of hurting hearts and minds. To present a concrete solution one must have a concrete problem, but this problem is complicated and its factors at times inexplicable. Its enormity resides in human emotion, its source as large as the capacity of the human mind. It is, therefore, as Dickinson aptly put: â€Å"wider than the sky.† Works Cited Mathis, Deborah. â€Å"Schools Fail at Stopping Violence.† The Cincinnati Enquirer 7 December 1999, Final ed./Warren: A3. Miller, Mark. â€Å"The Haunting Memories.† Newsweek 13 December 1999, Final ed./Warren: 75.

Ptlls 008 Roles, Responsibilities Essay

Important to define the terms prior to listing the entities which may impact on my work: Legislative requirement: A duty to act according to the law as defined in an Act of Parliament and usually enforceable through the courts. Code of Practice: A set of rules outlining how a person in a particular profession or situation is expected to behave. Statutory Code of Practice: A Code of Practice approved by Parliament and admissible as evidence in any legal action. The Children Act (2004) – Every Child Matters underpinned the Change For Children agenda. The Act came into being following the death of Victoria Climbie. The Act is applicable to children and vulnerable adults up to the age of 25. Focused on five specific outcomes for children: Be healthy Stay Safe Enjoy and Achieve Make a positive contribution Achieve economic well-being Protection of Children Act (1991) – gave local authorities to investigates cases of child abuse. Safeguarding Vulnerable Groups Act (2006) – introduced a vetting and barring service for those working with children and vulnerable adults. Disclosure and Barring Service (DBS) checks (previously CRB checks). Code of Professional Practice (2008) – introduced by the Lifelong Learning Sector. The code is based on 7 behaviours expected of teachers. Copyright Designs and Patents Act (1988) – relates to copying and adapting materials. The Data Protection (1998) – relates to information held on people by others. Education and Skills Act (2008) – aimed at increasing participation in learning. The Equality Act (2010) – brought all the areas of discrimination: race, sex, disability, race into one Act. The 2010 Act identifies 9 areas of discrimination. Freedom Of Information Act (2000) – individuals can ask to see the information held on them Health and Safety At Work (1974) – imposes obligations on all to operate within a safe and healthy environment Human Rights Act (1998) – basic rights for all The Further Education Teacher’s Qualifications (England) Regulations (2007) – professional status for teachers in FE and a qualification route GRAVELLS, A. (2012) Preparing To Teach In The Lifelong Learning Sector 1. 2 Analyse own responsibilities for promoting equality and valuing diversity The definition of equality is to treat everybody equally, especially in terms of status, rights and opportunities. The 2010 Equality Act brought together a number of different pieces of legislation which means it is unlawful to discriminate against people on the grounds of pay, sex, race and disability. Diversity means being aware that every person is unique, not only because of their visible differences such as race, age or disability, but also non visible differences, religion, social background, economic status or political beliefs. Inclusion is about being objective and looking beyond first impressions. It’s about diversity and breaking down barriers, changing lives and promoting equality. Within my role it’s important for me to base my practice around the concepts of equality, diversity and inclusion and keep an open mind. Without an open mind I may not support all people equally to recognise their potential and achieve their aspirations. Discrimination could then be argued to have occurred as students would not have been treated equally. Particular to my role as a potential facilitator would be the areas of Differentiation Preconceived stereotypes Encouraging a wide variety of views Use of culturally diverse images and resources Learning support where appropriate 1. 3 Evaluate own role and responsibilities in lifelong learning Reflective Journal Annex A It is important to consider this question in relation to internal and external influences. My role as a facilitator is connected to the Learning Cycle. The cycle consists of five reoccurring elements. It is appropriate for me to answer this question offering examples for each element. Identify needs. Role – arranging assessments to identify student need particularly in the key skill areas: numeracy, literacy and ICT Responsibility – offering information, advice and guidance on the contents of the course Plan learning Role – planning schemes of work and when it will be taught Responsibility – designing a scheme of work, lesson plans and resources Deliver/Facilitate learning Role – establish ground rules Responsibility – deal with inappropriate behaviour as it arises Assessing Learning Role – assess progress whether it be for internal purposes or national examination bodies Responsibility – offering feedback to students Evaluation Role – improve the teaching and learning process Responsibility – evaluate session taught perhaps through student reflective journals 1. 4 Review own role and responsibilities in identifying and meeting the needs of learner Reflective Journal Annex B To meet the needs of the learner, firstly I would conduct an initial assessment, particularly in the areas of key skills: literacy, numeracy and ICT. This would enable both myself and the learner to identify and agree areas where additional support was required to enhance learning Secondly I would negotiate Individual Learning Plans (ILPs) to enable both the learner and myself to set targets and monitor outcomes. Thirdly I would initiate regular tutorials where individuals could receive dedicated individual attention where achievement could be celebrated and support and help offered. Lastly, I would constantly be mindful of barriers to learning whether this be learning or personal ones. In such cases where there were issues depending on the nature of these issues I would either deal with them myself or signpost the student to an appropriate professional 2. Understand the relationships between teachers and other professionals in lifelong learning 2. 1 Analyse the boundaries between the teaching role and other professional roles There are three areas on which I intend to focus. First the teachers time is limited it therefore may be appropriate to refer a student to another professional, for example if the students wishes to discuss their career ideas, although I would feel comfortable doing this I may not have the time. I would therefore signpost them to a career expert. Secondly the teacher may not have a particular expertise and teachers should be respectful of the abilities of other professionals. For example if my computer projector broke down I would ask a technician to repair it. They would have both the expertise and health and safety knowledge to complete the task. Thirdly within the busy life of a classroom it is not always possible to meet the specific needs of the learner whether this is in respect of key skills, language barriers or personal problems. In any of the incidents it would be appropriate for me to refer them to another professional. The key is always to support the learning of the learner.

Fighting the Long War Essay

The strategy outlined in â€Å"Fighting the Long War† is a good one. There are, of course, other options. One is to flee and do nothing more than we have already done. Yet, as the presentation’s authors suggest, this would almost certainly lead to the ruin of America. Stopping action now will not clear away centuries of hate and rage, nor will it erase the religious and political goals of a long committed enemy. Those who are less patient and less willing to lose men to a war, might suggested a shorter war, brought about by greater use of force. The military has been tied back and prevented from executing its full power in the Middle East. The United States could, if it wished, use its nuclear weapons against the enemy. Yet it does not. This may be a good thing. Using nuclear weapons would be unquestionably risky. Other countries which boast nuclear technologies might be tempted to retaliate, which could lead to the eventual destruction of American cities. It could also lead to chaos with unpredictable outcomes. Therefore, the best strategy seems to be to follow the long war approach of the presenters. Perhaps the most important point made in the presentation, was that Americans need to understand the nature and necessity of a long war and that they need to be able to trust their leaders. The main objection to involvement in Iraq was not that Sadam Hussein did not need to be stopped – it was that President Bush went in with the wrong motives. Whether the president’s motives were benevolent or malevolent, much of the American public distrusted him and this hurt the war effort substantially. Also of great import is the section on promoting the good points of peaceful Islam. Criticizing a person’s religion often triggers hostility. Those who have already been provoked by maltreatment by non-Muslims are much more likely to be converted violent extremism than those who have lived peacefully among their peers for many years. Promoting Islam’s peaceful movements, then, is a good counter-measure. Likewise, promoting assistance in rebuilding and democratizing Iraq is an excellent idea. Japan has certainly come a long way. It would be nice if Iraq could too.

INTERNATIONAL ACCOUNTING - Group Project Essay Example | Topics and Well Written Essays - 750 words

INTERNATIONAL ACCOUNTING - Group Project - Essay Example Australia is an independent nation within the Commonwealth, and the powers of the Commonwealth are clearly stated in the constitution. At the same time, residual powers rest with the state. (Background Note: Australia, Nov 24, 2010). It is interesting to note that the literacy rate of Australia is over 99%, and this higher rate is achieved by the effectiveness of Australian education system. The Australian population was 22.3 million in 2010 and surveys indicate that the country maintains a population growth rate of 2.1% (ibid). Although the major part of Australian culture is derived from European roots, the country possesses its own cultural features also. In addition, as reported in Australian Immigration News (n.d.), immigration has played a crucial role in the development of Australian culture. The Australian political spectrum is dominated by three political parties, among which the Liberal Party (LP) and the National are more conservative (Shipping Australia). While the former represents urban business interests, the latter mainly deals with rural interests. Australian accounting system Australian Accounting Standards Board (AASB) is responsible for developing and maintaining financial accounting standards in Australia. In Australia, traditional manual accounting system is largely replaced by accounting software or Accounting Information System (AIS). AASB timely makes amendments to the existing acts and rules so and forces certain industries to compulsorily comply with these proposed accounting standards. â€Å"The AASB’s policies and processes support the implementation of the AASB’s strategies relating to its international role and domestic topics and priorities† (AASB). Since the AASB has formulated separate accounting standards for, non-profit organizations and public and private sector organization, it assists the firms to prepare final financial statements effectively. It also gives considerable significance to domestic requir ements also and thereby contributes to the overall development of the country. Business environment Australia features a work force of 10.8 million, out of which manufacturing industry represents 9.1% and retail trade indicates 10.7% (Background Note: Australia, Nov 24, 2010). This data indicates that Australia could successfully distribute its workforce among manufacturing as well as retail sectors. As per the World Factbook statistics, the Inflation rate of Australia in March 2010 was 2.9% per year and this low inflationary level indicates that the nation could employ its different monetary tools successfully. In 2010, Australia earned $210.7 billion from trade exports, and the main export items include coal, iron ore, wool, alumina, meat, and wheat. At the same time, the country spent $200.4 billion on imports in 2007, and machineries, transport equipments, crude oil, and other petroleum products are the main elements of import trade (CIA, World Factbook). Dimensions The AASB tak es all efforts to merge Australian accounting practices with global financial reporting standards. Many business entities are forced to follow Australian Accounting Standards while preparing their books of accounts. This provision is mandated by Australian Corporations Act 2001. Factors

How Open was the Landed elite during the era 1780 - 1888 Essay

How Open was the Landed elite during the era 1780 - 1888 - Essay Example In European agrarian societies, after the medieval period, land was attributed as a highly demanded asset because it enabled the feudal lords to produce crops for subsistence. However, that was not the only purpose land served. Land was largely seen as a status symbol, a highly valued possession, whose worth could be gauged and flaunted .It was regarded as a safe asset, where wealth could be sustained for a long period, without the fear of deception or fraud. In addition to economic power, land enabled the landowners to amass political powers as well. This was so, as the owner of an estate also served as the head of the community and solved domestic disputes. Moreover, it allowed the landlords to control the inhabitants that lived on his estate, the majority of which derived subsistence through working on his lands. A landlord had a wide access to people who held positions of authority, which buttressed his influence and prestige in his region . Hence, land enabled him to uphold an administrative role in his area, in addition to it,accruing economic and political power. In England, while some men acquired land in order to establish their names, from a feudal family or become part of the landed elite, the others acquired it as an investment or amenity. Due to laws and policies, acquiring land became easier. For example, the Act of 1711 passed in Ireland, which forced MPs to hold land, which was later, revised in 1760 to add more people who were legally able to possess land, greatly incentive people to acquire landiii. The legal obstacles were removed for them and lawyers devised easy and cheap ways to acquire land. Some political entities also bought land in order to ensure their electoral strength.The demand for land also increased as people sought to keep it in order to undertake leisurely endeavors such as shooting and hunting. Some bought land in order to keep it as a buffer before they retirediv. Interest rates came to be greatly associated with the worth of land in the early eighteenth century. Sometimes, when the interest rates were low, espec ially during and after Louis XIV wars, many people expected that the value of land would adjust to ultimately lower levels and hence, acquired lands. During the mid-Victorian boom 1790-1815, rental rates in England surged, and hence, the attractiveness of land as an asset increased. In addition, it was regarded as a stable investment as its value did not fluctuate as much as government bonds in England, as a result of political shocksv. Marriages also allowed for acquisition of land, as office holders who belonged to prestigious families but did not have lands, often married into landholding families, and hence became part of the landed elite. Many of them either belonged to political establishment, or were rich merchants. Many of them were traders in East India Company, who later themselves married into land owning families, or married their sons and daughters, and became part of the landed elitevi. A number of these merchants, who served in the subcontinent, commonly known as â₠¬Ëœ

Exploring the factors influencing Consumer on choosing iphone in the Essay

Exploring the factors influencing Consumer on choosing iphone in the mobile phone market(Marketing ) - Essay Example Smartphone are in fashion and the iPhone is the most dominating handset throughout. In fourth quarter of 2008, a sale of 305 million was recorded in global mobile market while Compound Annual Growth Rate from 2009 to 2012 is expected to be 12.3%. At present, Apple holds 32 percent of the aggregate mobile phone industry profit globally. Windows mobile are very popular these days. Kirk illustrated a research that by 2012, almost 37.4 % of the Smartphone market will be captured by Operating System of Nokia Symbian, while Android will hold around 18% of the Smartphone market. Operating System of Blackberry will own around 13.9% and the Operating System of the iPhone will own 13.6% of the Smartphone market (2009). Popularity of the iPhone has been increasing day by day. Another research from the Wall Street Journal reveals that the market share of Apple’s Smartphone significantly fell down to 16.6% in the fourth quarter of 2009 from 18.1% in the third quarter of 2009, though sales grew with almost 18% from third quarter to the fourth quarter of the year 2009 while in the fourth quarter of 2008, Apple experienced a growth from 10.8% to around 16.4% in 2009 in market share (Marsal, 2010).   There is a great influence over the Smartphone industry of the iPhone (Sheth, N. 2010).  However, Apple holds a significant role in Smartphone industry (Evans, J. 2010). Apple has been coming up with numerous competitive products like multitouch ipads etc. Marketing side of Apple is very strong and still, it is expected that Apple will be selling around two million ipads in the current year and is expected to sell almost six million ipads in the coming year 2011. This could be the reason behind Investors’ trust in Apple (Hughes, 2010).   A latest mobile model experiences good time till the new model is released by the company. People crazily start buying latest versions of their

Advertising Campaign among the United Kingdom and Italy Essay

Advertising Campaign among the United Kingdom and Italy - Essay Example As pointed by De Mooij and Keegan (3), advertising culture includes personality, cognition, expression, and emotion, which are all influential in shaping consumer behavior. To be successful advertisers are required to know the similarities as well as the differences of consumers in diverse cultural (3).Cross cultural communication solutions are critical to effective cross cultural advertising for any country, including the United Kingdom and Italy. Services and products are usually designed and marketed at a domestic audience. When a product is then marketed at an international audience the same domestic advertising campaign abroad will in most cases be ineffective.The essence of shock advertising is convincing people that a product is meant for them and shock advertising are all about morality. They usually involve sniffing out, simply for the sake of provocation, the ripest cultural taboo. By purchasing it, they will receive some benefit, whether it be lifestyle, status, convenienc e or financial. However, when an advertising campaign is taken abroad different values and perceptions as to what enhances status or gives convenience exist. These differences make the original advertising campaign defunct. It is therefore critical to any cultural advertising campaign that an understanding of a particular culture is acquired. The problems of communicating to people in diverse culture are one of the great creative challenges in advertising. Communication is more difficult because cultural factors largely determine the way various phenomena are perceived. Its perceptual framework is different; perception of the message itself differs. So, there are some shock advertising features in adapting from culture to culture. In Italy and in the UK shock advertising feeds on the market's inclination to reward the unconventional and take advantage of the media's shifting stand on of public sensibilities. 2. The differences and similarities in the using of Shock advertising. Some brands use shock tactics in advertising to break through ad clutter and make people take notice. The question is whether these shock tactics work or whether they just upset people. Benetton and Barnardo, Calvin Klein and FCUK have all been challenged for being too shocking. Benetton (Italy), its first steps in shock advertising were connected with "multi-racial" theme, the idea of colors, they showed a group, made up of people with different colored skin.(Appendix 1) "It was fantastic, so exhilarating to show the products in such a new and simple way." (13) Then the company uses attitudinal and unconventional advertising to mix political and social issues with their ad messages in their campaigns. There was a genuine interest in human rights and other socially conscious causes: "The purpose of advertising is not to sell more. It's to do with institutional publicity, whose aim is to communicate the company's values. We need to convey a single strong image, which can be shared anywhere in the world."(13) So, Benetton's advertising draws public attention to universal themes. The shocking photographs of Benetton's immaterial advertising had no parallel whatsoever in its material offerings. Not in its brightly colored shirts, not in the atmosphere of its stores and not in its point-of-purchase materials. Sure this contrast was shocking too, but it was shock for the sake of shock (and an immediate cash flow). Sooner or later the initial rush was