Risk And Resilience And Factors Example

Hazard And Resilience And Factors Example Hazard And Resilience And Factors †Coursework Example Hazard and Resilience in the event that, one Specialist Ramirez has a solid social emotionally supportive network. This is a strong factor since it offers love, fellowship and a motivating force for the veteran to endure the cruel states of war. These incorporate the sendoff party before joining the military, the solid security with his battle group which kept him alive, and the warm invite he got on getting back after the war. Without the solid emotionally supportive network, he would have been powerless to the couple of hazard factors that may have influenced his mental wellbeing, for example, seeing the rough demise of two of his companions. As indicated by Kaylor et al., (1987), â€Å"exposure to battle, including being terminated on and seeing the passing of individual unit individuals, is the stressor that has ruled military veteran examination, with suggestions for both intense and constant pressure responses. On the off chance that two, the main versatile factor was the guid ing Specialist Johnson got during his organization after he went to recover the consumed stays of a little youngster. It helped him adapt the horrendous experience. Nonetheless, the glaring danger factor he confronted was the nonattendance of any social emotionally supportive network from loved ones. The catastrophes saw in his life preceding his organization, for example, confronting the tropical storm Katrina and his parents’ separate from left him distanced. What's more, the steady analysis from the Major and nonappearance of any warm greeting from his family made him defenseless against stress. All in all, the veteran on the off chance that two has a more serious danger of building up a battle related mental issue. This is a direct result of the nonappearance of a solid social emotionally supportive network that may have filled in as an outlet for his repressed feelings emerging from his dealing with the consumed stays of the casualty during the war. As per McCarroll, Urs ano, and Fullerton (1995) and Sutker, Uddo, Brailey, Vasterling, and Errera (1994) â€Å"Prior research with veterans of the 1990â€1991 Gulf War, in addition, has demonstrated that the treatment of human remains was particularly disturbing.† ReferencesKaylor, J., King, D. and King, L. (1987) Psychological impacts of military help in Vietnam: a Meta investigation Psychological Bulletin, 102, 257-271McCarroll, J., Ursano, R., Fullerton, C. (1993). Indications of PTSD following recuperation of war dead: 13-multi month development. American Journal of Psychiatry, 152, 939-941.Sutker, P. B., Uddo, M., Brailey, K., Vasterling, J. J. and Errera, P. (1994) Psychopathology in combat area sent and nondeployed Operation Desert Storm troops alloted graves enrollment obligations. The Journal of Abnormal Psychology and Social Psychology, 103(2), 4-12. doi:10.1037/0021-843X.103.2.383

Group dynamics paper

Division Group A gathering is characterized as a cooperation between at least two individuals planning to accomplish a shared objective. As per Griffin Moorhead (2011, p.241), there exists two sorts of gatherings in an association; formal gatherings where individuals report to one administrator and assignment gatherings, which are incidentally framed with a point of achieving a specific errand after which they are broken up. Casual gatherings are shaped by representatives and are not business related; they incorporate kinship and enthusiasm groups.Advertising We will compose a custom article test on Group elements paper explicitly for you for just $16.05 $11/page Learn More In associations, individuals join bunches intentionally because of shared work rehearses, convictions, premiums, and information. Being an individual from a specific gathering impacts an individual’s work characteristics, conduct, and nature of work. In my association, a few sorts of gatherings exist; be th at as it may, it has been a piece of an office gathering, which comprises of the human asset staff, a capacity bunch involving an administrator and subordinates. The point of our departmental gathering is to cooperate towards meeting the hierarchical targets; hence, rules and guidelines have been set to deal with this gathering, and individuals are relied upon to submit to these standards and guidelines. The human asset division bunch contains the two sexes working in the office; the supervisor drives the gathering in accomplishing better by relegating explicit errands to both powerless and solid individuals, subsequently encouraging correspondence and collaboration. This division bunch contains 33% of the organization’s populace, as it does exclude individuals from different offices. Individuals in our gatherings are skillful, every one of whom have accomplished a degree course, which is a compulsory prerequisite in our association. In any case, the director guarantees that the members’ interests are considered just as the authoritative interests. Depict the phases of improvement your gathering encountered The periods of advancement in a gathering are significant for the development of a gathering, in this manner empowering a gathering to face and tackle emerging issues, discover the answers for these issues, and convey quality outcomes. Our specialty bunch experienced all the four phases of advancement; shaping, raging, framing and performing. Shaping was the principal phase of building a group, whereby, the intrigued colleagues from the division met up and took in the chances and difficulties confronting the association, concurring on the objectives to be achieved.Advertising Looking for article on sociologies? We should check whether we can support you! Get your first paper with 15% OFF Learn More The administrator, who is the pioneer of this gathering, coordinated individuals on performing errands together, henceforth cultivating corresponde nce and collaboration among individuals. Through participation, individuals must be comfortable with each other, thus fellowships among colleagues created. The director likewise screens singular execution in this stage. The Storming stage included rivalry of group members’ various thoughts; colleagues were engaged with tackling issues, exhibiting how they can perform freely. All things considered, our gathering experienced clashes in this phase because of various contending thoughts from colleagues. Be that as it may, the supervisor underscored on resistance and persistence, which empowered our group to conquer this stage; in reality, the manager’s direction empowered colleagues to determine the developing contrasts, thus cultivating collaboration. The norming stage included conceding to the capacity of the group, consequently keeping individual intrigue aside and consented to move in the direction of the achievement of the association and the group. As indicated by ma king incredible associations (N.d, p2), this stage may end up being a disadvantage for individuals because of the dread of the obscure and unavoidable future. The performing stage included finding compelling approaches to accomplish superior with negligible oversight. The performing stage is the phase wherein our group works. With high persuaded and capable individuals, superior is obvious and quality choices on staffing, enlistment, and preparing, among different choices are made by colleagues without oversight. Our specialty bunch is changeless; consequently, the dismissing stage isn't appropriate. Break down the structure of your chose gathering and the impact that this structure has on the viability of the gathering According to Tuckman (1965, p.385), a gathering structure is identified with the example of relational relationship, which respects relational gathering practices. By and by, our human asset division bunch is a conventional gathering inside an enormous association. I t is well outfitted with equipped staff who handle employee’s issues seething from selecting, preparing, order and representative government assistance issues like Medicare among different jobs. This gathering is going by a director who is the pioneer and regulates the group’s exercises; it is a delicate office as secrecy of employees’ subtleties is strongly suggested. The bosses help this gathering by guaranteeing that they think about the proposed choices of colleagues, henceforth including the individuals in the dynamic procedure. With the help gave by the chief and bosses, the gathering is all around spurred, execution is high, and it works under negligible management. Remarkable exhibitions are compensated by the administration; thus boosting the employees’ spirit. Moreover, the fair kind of authority in this gathering makes dependability in colleagues. As per Hartley (2007, p.1), propelling colleagues empowers them to be faithful to the group, hence forth holding them and keeping up an upper hand over other groups.Advertising We will compose a custom article test on Group elements paper explicitly for you for just $16.05 $11/page Learn More Explain the elements of gathering conduct inside your chose bunch Being a piece of a gathering includes associating with other colleagues, who can impact the conduct of a person. Furthermore, the standards and mentalities of a gathering can impact an individual’s conduct. Gathering standards are significant in a gathering, as they depict the picture of a gathering. A gathering cohesiveness impacts on correspondence, members’ fulfillment, members’ execution, and the group’s readiness to change. Group elements additionally impact the response of a group and its conduct. In our group, kinships have been grown, subsequently cultivating correspondence, which helps participation and promise to the group. Subsequently, this gathering has the standard of imparting, encour aged by fellowships inside the group. The kind of authority utilized in a gathering decides the conduct of a gathering; the majority rule administration uncovered in this gathering has yielded spurred colleagues who are beneficial and faithful to the gathering, in this manner requiring insignificant oversight. Compelling critical thinking strategies empower the gathering individuals to tackle issues quick and successfully; to be sure, conceptualizing is basic in this gathering, henceforth creating numerous thoughts, which respect dynamic. Participative conduct is in this manner apparent in this office gathering, as all thoughts are placed into thought. The set standards in this gathering empower individuals to keep to certain conduct gauges. They incorporate execution standards that decide how quick individuals are required to function and prize distribution standards that decide how rewards will be offered to assemble individuals, which could apply to each member’s commitmen t. Along these lines, standards decide the group’s conduct, molding individuals into capable and responsible people. Investigate the impact that your chose bunch has had on you concerning the accompanying ideas: bunch polarization, congruity, and oblivious conformity According to Krizan Baron (2007, p.193), bunch polarization involves settling on outrageous choices when in a gathering, henceforth bringing individuals from a gathering towards a typical view. By and by, having a place with a gathering has affected my perspective on a few ideas. Gathering polarization can realize rivalry in commitment of thoughts with the end goal that, a few individuals will go to the extraordinary of misrepresenting their point in any event, when their point is outrageous, from there on putting the gathering at a hazard, as they accept the hazard will be shared. In any case, the preservationist individuals just settle on choice while putting the gathering intrigues first; they stay away from u nsafe choices that could influence the gathering. In this way, individuals ought to think about their choices before supporting them, particularly on the off chance that they are uncertain of the impacts of such choices. In our gathering, such cases have been clear; hurried choices that power the whole gathering to confront the outcomes have been made, which likewise influence the organization.Advertising Searching for exposition on sociologies? We should check whether we can support you! Get your first paper with 15% OFF Find out More Congruity involves coordinating of perspectives, practices, and convictions to what an individual’s see is ordinary in the gathering. Notwithstanding, a few practices can be seen as either gainful or negative congruity, accordingly impacting arrangement of standards. By the by, so as to fit in a gathering, some adjustment in conduct and conviction might be required. Along these lines, similarity is related with bunch pressures, which result to change. Having been in a gathering, similarity is vital now and again, for example, if an individual has a loner character, he needs to change and become social so as to adapt to different individuals as far as correspondence and participation. Mindless conformity is a method of reasoning that happens when bunch individuals limit clashes by arriving at a successful choice; in any case, singular innovativeness and autonomous reasoning is lost due to over-dependence in oblivious conformity. My gathering anyway has rules concerning dynamic whereby, the gathering isn't permitted to settle on hurried choices that woul

Do You Wanna Build A Snowman

Do You Wanna Build A Snowman Sleeping at night has become one of those mythical concepts this IAP, like unicorns or people that don’t like Taylor Swift. What’s not to like? :( The backstory explaining this is relatively simple. A friend and I were taking the same Intro to Java class this IAP, and spent over 24 hours working on one of the problem sets, 15 (hours) of which happened consecutively (from 9pm on Thursday to Noon on Friday). Ever since then, I’ve had an inverted sleep pattern I’ve been too lazy to change. It’s nighttime when my eyes open, and the middle of the day when I go to bed. In either case, I always have my Taylor Swift playlist close by so I’m always happy. And IAP has come with a fair amount of work, but not nearly enough that I can’t sleep an arbitrary number of hours per day, which I can. Thankfully, MIT never sleeps. So while I was up last morning at seven a.m., making my way through the sixth season of Sons of Anarchy in the Destiny Kitchen Lounge, Kevin Morrow ’18â€"whose sleep pattern has also been invertedâ€"was up and about. Suddenly, he burst into the kitchen excitedly, saying something about snow. Now, I saw snow for the first time in November 2013. Those fluffy dandruff-like powdery demons were cute for the first three days, but quickly overstayed their welcome and threatened to drown me each time I stepped out of Random. So I doubted I could really be excited about snow. My heretic thoughts vanished the moment I stepped out of the kitchen and peered through one of Random Hall’s glass entrance doors, and into the winter wonderland beyond. The sidewalks and alleys were covered in snow, thick white snow that looked like they would be so much fun to crunch through in boots. The sky seemed gray and cloudless, and from every part of it, flurries of snow descended in non-original patterns that we’ve all seen before. Yet, there was something beautiful about the snow falling against the stark backdropâ€"plus snow had been lacking in the past few weeks, enough so that its presence this morning was more than appreciated. Then Kevin suggested that we go to Killian Courtâ€"which is an eight-minute walk from Randomâ€"and catch the sunrise. Plus apparently there would be so much snow there. Let’s see. Dorm, warm. Kitchen, toasty. With fridges. And food. Outside, gray. Cold. Beautiful, but beautiful in the way terrifying cyclones captured on a blank canvass might be beautifulâ€"the kind of beauty you can mope dreamily at, but would rather not step into, because why would you. But he seemed pretty excited, and I realized that I had never really done anything with snow beyond stare at it and flee from it. So twenty minutes later, Kevin and I were crunching our way down Mass Ave and toward Killian. And at this point, words fail to do justice to what happened. I had my first adventure with snow, and it was awesome. First, Kevin and I started out tamely. We just took pictures, the Dome protective behind us. Then Kevin collapsed on the snowy ground and began flapping his arms and legs. My first thought was that he was an alien creature about to take flight, and he was doing some masochistic snow-dance communication-thingy/self-procreation/photosynthesis ritual to call in the alien cannibals to feast on the cold, snowy, Taylor-Swift-loving skin that Iâ€" Oh. It’s a snow angel! Like in the movies! I’d only ever seen snow angels in the movies. I told him I’d never done one. He exclaimed incredulously. Told me to do one. And I did one. My first snow angel! Just dropped to the ground and swung my arms and legs in arcs. Fewer sights made me happier than the angel I printed on the snow. Sniff. Then I scooped up a thick clump of snow and flung them at Kevin, but they scattered into dozens of pieces before they struck him. Apparently, you had to crunch them into a hard-packed ball before flinging them. Which Kevin demonstrated. By flinging balls of snow at me :( And then he said those magic words: “Do you wanna… …build a snowman?” Yes! Yes! And so we set to work. He showed me how to create the baseâ€"start with a hard-packed ball of snow and roll that ball along the snowy ground until it was big enough. I was able to create the head and the middle. Then we hunted around for sticks for the arms, stones for the eyes and nose and buttons. At first, our snowman looked pretty evil, like he would strangle us given the chance. But by the time we were done, he looked pretty great. I’d built my first snowman. It looked so real. This only happened in the moviesâ€"this had ever only happened in the movies. I was overwhelmed and speechless and ecstatic. Kevin and I took pictures with our snowman. Despite popular belief, Olaf was admitted to MITKevin Morrow Then we had to start heading back to our dorm. I felt so sad to leave Olafâ€"yes we named him Olaf. But we had to. We returned to Random, cutting through a bunch of high school students preparing for a science olympiad. Kevin showed me an interesting path through MIT’s AeroAstro building that led us closer to our dorm. I couldn’t believe how much the morning had been full of laughs and relatively simple experiences that felt deeply and powerfully beautiful to me. Thanks Kevin, for this :D I think there’s a point in your life where you realize how well things are going, how happy you are, how lucky you feel. It’s that point where the things you once saw in the movies, once told yourself you’d never see beyond those movies, occupy the entirety of your morning. It was a really wonderful morning. We built a snowman. Threw balls of snow at each other. Talked about MIT. That’s more than I’d ever dreamed of two years ago. Everything feels great. Well, except for Olaf. I imagine he’s dead now. He’s either melted into eternal nothingness, or got kicked down by a bunch of bored kids. Oh well :( At least I was able to give him a goodbye hug.

Macbeth Ess - 1197 Words

ayMacbeth Essay 3. The power of the play is its relevance to today’s society. We are surrounded in everyday life by men and women who might as well have been characters in this play. The play of Macbeth has themes in it which can be associated with people who live in our world today. In Macbeth we see a king who abuses his power and uses it for the wrong reasons. He almost always get away with it. Despite the fact that there were people that were suspicious of Macbeth, he was never brought to justice with some of his deeds. In this play we also find out about the lengths that Macbeth went to, so he could become king and to also stay as king. The similarities between people in today’s society are that the lengths that they will go to,†¦show more content†¦However the abuse of power used by people today, as well as the abuse of power by Macbeth did not benefit the general community, neither did it benefit Macbeth at the end of his reign. This point also links to the point that people today as well as in Macbeth time only thing about their selves. The acts that they commit, whether it be with power or not really doesn’t benefit anyone. With power comes greed to. There are many people today in general who can fit that mould of Macbeth being greedy. Not only was he thane of Glamis and Cawdor, but he was also king of Scotland. Before Macbeth became King of Scotland he was The Thane of Cawdor and Glamis. In the general community today there are many of levels of greed which people have to make themselves happy, hence showing that they would fit for the role as Macbeth who was greedy. People today also seem to think about themselves. It can be recognized more obviously in people with power like it was with Macbeth. Some people live in their own selfish world. They only think about themselves for the most part. Even when they do things for other people it could be because it is out of habit or because they are pleasing themselves with whatever their vision is of themselves. This was also the same with Macbeth. He carried out his acts with only the thought of himself and where he would end up. He killed Banquo and attempted to kill his son so his reign as king wouldn’t end. He killed Duncan so heShow MoreRelatedEssay on Macbeth and the Gunpowder Plot of 16054662 Words   |  19 PagesMacbeth and the Gunpowder Plot of 1605 Shakespeare’s Macbeth was influenced by the gunpowder plot of 1605. The equivocation that was inspired by this event played an important role in the play. The general theme of Macbeth reflects the mood of society at the time that it was written. This relationship is a direct reflection of the mimetic theory. This paper will examine the Gunpowder Plot of 1605 and the role of equivocation in the subsequent prosecutions during the time that Shakespeare wasRead MoreThe Spiritual Dimension of Hamlet Essay2181 Words   |  9 Pageshis passage,   Ã‚  Ã‚  Ã‚   The soldiers music and the rites of war   Ã‚  Ã‚  Ã‚   Speak loudly for him. (5.2)    Not all critics appreciate the spirituality in Hamlet. A.C. Bradley’s Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth presents a different and conflicting interpretation regarding the presence of spirituality within the play:    For although this or that dramatis persona may speak of gods or of God, of evil spirits or of Satan, of heaven and of hell, and althoughRead MoreEssay about Hidden Spirituality in Shakespeares Hamlet2169 Words   |  9 PagesHamlet. The purpose of this paper is to identify and elaborate on selected spiritual elements in the play. Not all critics appreciate the spirituality in Hamlet. A.C. Bradley’s Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth presents a different interpretation regarding the presence of spirituality within the play: For although this or that dramatis persona may speak of gods or of God, of evil spirits or of Satan, of heaven and of hell, and although the poet may showRead More Spirituality in Shakespeares Hamlet Essay2389 Words   |  10 Pagesquestion underlying the narrative of the play – a moral question – indicates the spiritual nature of   Hamlet. Not all critics appreciate the spirituality in Hamlet. A.C. Bradley’s Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth presents a different interpretation regarding the presence of spirituality within the play:    For although this or that dramatis persona may speak of gods or of God, of evil spirits or of Satan, of heaven and of hell, and although the poetRead More Horatio in Shakespeares Hamlet Essay2166 Words   |  9 PagesPublishers, 1999.    -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   - -, ed. â€Å"William Shakespeare.† The Norton Anthology of English Literature. 6th ed. New York: W.W.Norton and Co., 1996.    Bradley., A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth. New York: Penguin Books, 1991.    Burton, Philip. â€Å"Hamlet.† The Sole Voice. New York: The Dial Press, 1970. N. pag. http://www.freehomepages.com/hamlet/other/burton-hamlet.htm    Chute, Marchette. â€Å"The Story Told in Hamlet.† ReadingsRead More Shakespeares Hamlet - Hamlet and the Ghost Essay2495 Words   |  10 PagesW.W.Norton and Co., 1996.    Boklund, Gunnar. â€Å"Hamlet.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Bradley., A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth. New York: Penguin Books, 1991.    Brown, John Russell. â€Å"Multiplicity of Meaning in the Last Moments of Hamlet .† Connotations 2.1 (1992): 16-33. http://www.anglistik.uni-muenster.de/Connotations/brown21.htm    Burton, Philip. â€Å"HamletRead More Shakespeares Hamlet - The Importance of the Ghost Essay2768 Words   |  12 Pages New York: W.W.Norton and Co., 1996. Boklund, Gunnar. â€Å"Hamlet.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965. Bradley., A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth. New York: Penguin Books, 1991. Brown, John Russell. â€Å"Multiplicity of Meaning in the Last Moments of Hamlet .† Connotations 2.1 (1992): 16-33. http://www.anglistik.uni-muenster.de/Connotations/brown21.htm Burton, Philip. â€Å"Hamlet.† The SoleRead More The Pitiful Ghost in Shakespeares Hamlet Essay2928 Words   |  12 PagesW.W.Norton and Co., 1996.    Boklund, Gunnar. â€Å"Hamlet.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Bradley., A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth. New York: Penguin Books, 1991.    Brown, John Russell. â€Å"Multiplicity of Meaning in the Last Moments of Hamlet .† Connotations 2.1 (1992): 16-33. http://www.anglistik.uni-muenster.de/Connotations/brown21.htm    Burton, Philip. â€Å"HamletRead MoreEssay The Hamlet Ghost3184 Words   |  13 PagesW.W.Norton and Co., 1996.    Boklund, Gunnar. â€Å"Hamlet.† Essays on Shakespeare. Ed. Gerald Chapman. Princeton, NJ: Princeton University Press, 1965.    Bradley., A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth. New York: Penguin Books, 1991.    Brown, John Russell. â€Å"Multiplicity of Meaning in the Last Moments of Hamlet .† Connotations 2.1 (1992): 16-33. http://www.anglistik.uni-muenster.de/Connotations/brown21.htm    Burton, Philip. â€Å"HamletRead More Hamlet, the Melancholy One Essay3212 Words   |  13 PagesPublishers, 1999.    -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   - -, ed. â€Å"William Shakespeare.† The Norton Anthology of English Literature. 6th ed. New York: W.W.Norton and Co., 1996.    Bradley., A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear and Macbeth. New York: Penguin Books, 1991.    Brown, John Russell. â€Å"Multiplicity of Meaning in the Last Moments of Hamlet .† Connotations 2.1 (1992): 16-33. http://www.anglistik.uni-muenster.de/Connotations/brown21.htm    Burton, Philip. â€Å"Hamlet

The Welfare Of The Child - 1515 Words

The local authority has the duty of care for the child and their decisions should also be taken into account. This could be linked to the UNCRC. The children s rights are valued and taken into consideration; the child has their own views and feelings. The welfare of the child should be put in the centre at all times. The articles I am referring to from the UNCRC are article 3- organizations should work towards what s best for the child for example a child that is in harm’s way should receive support or should be taken away for protection, depending on how much risk they are in. Article 12- children and young people have the right to say what they think should happen; this is relevant to a child going into foster care as they still have†¦show more content†¦This could be counselling to help with emotions and behavioural management to monitor behaviour. Social workers that can be of a support for them professionally and help them develop holistically. An Advocate could be a friend to the child that they could speak to whenever they want about their struggles and feelings, this could be of support for the child if they feel they can’t speak to anyone or if they find it hard to make friends/ build relationships. http://www.uncrcletsgetitright.co.uk/images/PDF/UNCRCRights.pdf, 14/09/15) It’s important that the child doesn’t get pushed aside during this transition and they are being valued. If the child has a physical disability they may find it hard enough to cope with the transition alone without being pushed aside and not having their needs met as individuals, providing facilities for the child and helping them around by holding their hand as they walk or pushing their wheelchair may be a relief for the child, adapting facilities may be of support for the child with physical disabilities such as a disability toilet. The child shouldn’t feel ashamed of their skin colour, ethnicity or religion, to overcome this the care setting could provide display boards with pictures of children from all over the world holding one and others hand to promote equality. The setting could also provide dolls of different coloured skin, this may also help the child feel more comfortable in their skin especially as they are going through a

Safety from the Inside Out Rethinking Traditional Approaches Free Essays

â€Å"Safety from the Inside Out: Rethinking Traditional Approaches† by Alfie Kohn aims to educate the public regarding the real threat of violence to children. While school shootings and other violent crimes that happen on school grounds gain a lot of media attention, it is far more likely for a child to become the victim of violence off school grounds (Kohn, 2004, 33). Further, children are more likely to suffer from violence at the hands of an adult rather than at the hands of their peers (Kohn, 2004, 33). We will write a custom essay sample on Safety from the Inside Out: Rethinking Traditional Approaches or any similar topic only for you Order Now However, the issue of school violence is analyzed along with the mistaken assumptions of how to respond to school violence. The problem the article tries to address is how to create policy that will be both effective as well as reduce violent acts committed against children while on school grounds. There are several terms that must be defined in order to present a clear picture of the issue. The first is violence which by definition means attempting to or engaging in actions with the goal of inflicting bodily harm or death. This definition is important when discussing violence both in schools and off school grounds. Technical fixes is another definition that directly relates to this article. Technical fixes are technologically advanced pieces of equipment designed to reduce violence and include such things as metal detectors and video cameras. The final term to be defined is zero tolerance. Zero tolerance is the idea that any type of violence or intent to become violent be dealt with swiftly according to a designated set of strict consequences. In response to these definitions, the author of the article assumes that the vast majority of Americans equate violence against students as being violence that happens at school. The author also assumes that Americans believe that technical fixes and zero tolerance policies will solve the problem of violence against students (Kohl, 2004, 34). The orientation of the article strives to make sense of the misguided assumptions that Americans have with regards towards violence against students (Kohn, 2004, 34). It builds upon existing research that proves that teaching anti violence skills to students isn’t enough. The author proposes that students must also be taught how to apply these skills if violence prevention is going to be effective (Kohn, 2004, 35). Further, the author discusses behaviorism and the tendency for humans to preoccupy themselves with behavior rather than looking deeper at the values, reasons and motives behind certain behaviors (Kohn, 2004, 35). Finally, the author argues that when skill based prevention does not work then technical fixes are the answer to the problem (Kohn, 2004, 36). The research the author completed for this article disproves many of these assumptions. Using research as his method, Kohn discovered several discrepancies between what Americans believe and what students actually report about violence. For example, Kohn’s research shows that zero tolerance policies have the opposite of their intended effect. Instead of making students feel safer, zero tolerance policies actually make them feel less safe (Kohn, 2004, 36). Additionally, zero tolerance policies don’t make schools any safer than they were before (Kohn, 2004, 36). As part of his research, Kohn suggests that the threats of zero tolerance policies can be replaced with safe school environment where students are taught to trust and protect one another (Kohn, 2004, 36). Kohn also discovered that teaching students anti violence skills is not as effective as creating schools that are committed to the value of peace so that the physical safety of students is protected (Kohn, 2004, 36). The solution to the article seems to be getting rid of zero tolerance policies that turn children into criminals and replacing them with policies that promote peace and trust among students (Kohn, 2004, 36). According to the author, the consequence of not doing so will ensure that school violence remains a problem. Personally speaking, I think Alfie Kohn has noble goals and ideas to keep children safe at school. However, creating peaceable schools is very difficult because it seems impossible to instill peace values into every single student. The reality is that there will always be a few students who do not care about peace and would rather cause trouble through violence. At the same time, Kohn raises some important questions that I think should be addressed and considered as schools continue to search for a solution to the problem of school violence. How to cite Safety from the Inside Out: Rethinking Traditional Approaches, Papers

most difficult aspects of learning English Essay Example For Students

most difficult aspects of learning English Essay most difficult aspects of learning English BY dostk90 Most difficult aspects of learning a new language I studied English language at school and in university, but when I started to work in Russian-American it-company I met several difficulties with my English. I understood that my English wasnt perfect and I need study more to build my career because in this company and generally you have to speak English most of the your work time. I decided to study English more seriously, but I met some difficult aspects of learning English like grammar part and reading part. First difficult aspect of learning English is grammar. In every language in the world grammar have some special things. But if you know well grammar part youre speaking and writing will be correct and people will correctly understand you. For example, grammar help to people build sentences, how to ask questions, how correctly use verbs in different times, nouns. However, I met another difficult part of learning English like reading part. Next part is reading. For example, Just imagine that you get new documentation for thirty pages in English about new software in your Job and you have to read and understand technical issues in the very short time. In this time you have to use your reading skills like scanning and skimming. This is skills will help you to understand what about topic without reading and translating every word. Thats why when you are learning new language reading skills are necessary. In conclusion, I think that those parts are the hardest because they involve the most difficult aspects of learning a new language: grammar and reading and it take a lot of time to master them.