Exceptional Things That Great Teachers Do

All teachers are not created equal. Some are frankly better than others. It is a privilege and special opportunity when we have a great one. Great teachers go above and beyond to ensure that each child is successful. Many of us have had that one teacher that inspired us more than any other. Great teachers are able to bring the best out of every student. They are often energetic, fun, and seemingly always at the top of their game. Their students look forward to coming to their class each day. When students are promoted to the next grade, they are sad that they are leaving but armed with the skills necessary to be successful. Great teachers are rare. Many teachers are capable, but there are a select few who are willing to spend the time necessary to hone their skills enough to become great. They are innovators, communicators, and educators. They are compassionate, endearing, charming, and funny. They are creative, smart, and ambitious. They are passionate, personable, and proactive. They are dedicated, continuous learners who are gifted in their craft. They are in a sense the total teaching package. So what makes someone a great teacher? There is not a single answer. Instead, there are several exceptional things that great teachers do. Many teachers do a few of these things, but the great teachers consistently do them all. A Great Teacher Is Prepared:  Preparation takes a lot of time. Great teachers spend a lot of time outside of the school day preparing for each day. This often includes weekends. They also spend countless hours during the summer working to improve their craft. They prepare detailed lessons, activities, and centers each designed to maximize student learning opportunities. They create detailed lesson plans and often plan for more in a day than they typically can complete.Organized:  Being organized leads to efficiency. This allows great teachers minimal distractions and maximizes instructional time. Increasing instructional time will lead to an increase in academic success for students. Organization is about creating an efficient system to find resources and other materials quickly which a teacher needs. There are many different organizational styles. A great teacher finds the system that works for them and makes it better.A Continuous Learner:  They continuously read and apply the newest research i n their classroom. They are never satisfied whether they have taught for one year or twenty. They seek out professional development opportunities, research ideas online and subscribe to multiple teaching related newsletters. Great teachers are not afraid to ask other teachers what they are doing in their classrooms. They often take these ideas and experiment with them in their classroom.Adaptable: They recognize that each school day and each school year is different. What works for one student or one class may not work for the next. They continuously change things up to take advantage of individual strengths and weaknesses within a classroom. Great teachers are not afraid to scrap entire lessons and start back over with a new approach. They recognize when something is working and stick to it. When an approach is ineffective, they make the necessary changes.Constantly changing and never become stale: As trends change, they change with them. They grow each year they teach always impro ving across multiple areas. They are not the same teacher from year to year. Great teachers learn from their mistakes. They look to improve upon what has been successful and find something new to replace what has been not worked. They are not afraid to learn new strategies, technologies, or implement new curricula.Proactive:  Being proactive can stave off a lot of potential problems including academic, discipline, or any other issue. It can prevent a small concern from turning into an enormous problem. Great teachers recognize potential problems immediately and work to fix them quickly. They understand that the time put into correcting a small problem is considerably less than it would be if it ballooned into something bigger. Once it becomes a large issue, it will almost always take away from valuable class time.Communicates:  Communication is a critical component of a successful teacher. They must be adept at communicating with several subgroups including students, parents, ad ministrators, support personnel, and other teachers. Each of these subgroups must be communicated with differently, and great teachers are terrific at communicating with everyone. They are able to communicate so that every person understands the message they are trying to convey. Great teachers keep people informed. They explain concepts well and make people feel comfortable around them.Networks:  Networking has become a critical component of being a great teacher. It has also become easier. Social networks such as Google, Twitter, Facebook, and Pinterest allow teachers from all over the world to share ideas and provide best practices quickly. They also allow teachers to seek input and advice from other teachers. Networking provides a natural support system with those who share a similar passion. It provides great teachers with another means of learning and honing their craft.Inspires:  They are able to pull the best out of every student they teach. They inspire them to become b etter students, to maximize their time in the classroom, and to look towards the future. A great teacher takes an interest a student has and helps turn it into a passion making educational connections that will potentially last a lifetime. They understand that each student is different, and they embrace those differences. They teach their students that it is those differences that often make them exceptional.Compassionate:  They hurt when their students hurt and rejoice when their students rejoice. They understand that life happens and that the kids they teach do not control their home lives. Great teachers believe in second chances, but use mistakes to teach life lessons. They offer advice, counseling, and mentoring when necessary. Great teachers understand that school is sometimes the safest place a kid can be.Respected: Respect is earned over time. It does not come easy. Respected teachers are able to maximize learning because they do not typically have classroom management iss ues. When they have an issue, they are dealt with quickly and in a respectable manner. They do not embarrass or berate the student. Great teachers understand you have to give respect before you earn respect. They are considerable and thoughtful to everyone but understand that there are occasions where they must stand their ground.Able to Make Learning Fun: They are unpredictable. They jump into character when reading a story, teach lessons with enthusiasm, take advantage of teachable moments, and provide dynamic, hands-on activities that students will remember. They tell stories to make real life connections. Great teachers incorporate student interests into their lessons. They are not afraid to do crazy things that motivate their students to learn.Going Above and Beyond:  They volunteer their own time to tutor a struggling student after school or on weekends. They help out in other areas around school when they are needed. A great teacher is the first to help a family of a studen t in need in any way they can. They advocate for the students when necessary. They look out for each student’s best interest. They do what it takes to ensure that each student is safe, healthy, clothed, and fed.Loving  What They Do:  They are passionate about their job. They enjoy getting up each morning and going to their classroom. They are excited about the opportunities they have. They like the challenges that each day presents. Great teachers always have a smile on their face. They rarely let their students know when something is bothering them because they worry it will affect them negatively. They are natural educators because they were born to be a teacher.Educating:  They not only teach students the required curriculum, but they also teach them life skills. They are in a constant state of teaching, taking advantage of impromptu opportunities that may captivate and inspire a particular student. They do not rely on a mainstream or boxed in approach to educate. Th ey are able to take a variety of styles and mold them into their own unique style to meet the needs of the students that they have at any given time.

Ethc-445 Principles of Ethics Final Exam Answers - 1948 Words

ETHC-445 Principles of Ethics Final Exam Answers To Download This Tutorial Visit below Link http://www.studentsoffortunes.com/downloads/ethc-445-principles-of-ethics-final-exam-answers/ (Product Type) : Instant Downloadable We invite you to browse through our store and shop with confidence. We invite you to create an account with us if you like, or shop as a guest. Either way, your shopping cart will be active until you leave the store. All Tutorials will be E-mailed immediately after the Payment, Please Check your inbox or Spam Folder and can also be downloaded by clicking on Tutorial Bucket. For Any Other Inquiry Feel Free to Contact us: studentsoffortunes@gmail.com For More Tutorials Visit: (†¦show more content†¦(Points : 5) To indicate what is prohibited or impossible To indicate that one choice is better than others To show what actions are legal To convey requirements and obligations To indicate that there are really no choices available 5. (TCOs 7, 8) Ethical Egoism proposes that all decisions should be made to promote what? (Points : 5) Our fiduciary responsibilities The good will of others Our self-interests The welfare of the community Stronger relationships 6. (TCOs 2, 4, 9) Free people are motivated toward forming social structures according to a social contract in order to overcome what problem identified by Thomas Hobbes? (Points : 5) The need to overcome disagreements A perpetual state of warfare The establishment of a monarchy Taxation to support the costs of government Organized ways to select leaders 7. (TCOs 3, 6) Agricultural biofuels are not properly a renewable source of energy in the environmental ethics debate. Which of the following also is not a renewable source of energy? (Points : 5) Windmill turbines Hydroelectric power Tidal flow generators Biomass waste systems Solar cells 8. (TCOs 3, 6, 7) The notion that the only thing good without qualification is a good will is attributed to whom? (Points : 5) St. Thomas Aquinas Socrates John Locke Immanuel Kant Oliver Cromwell 9. (TCOs 8, 9) Which ethical concept is organized and directed toward following the greatest

School Kills Creativity †Ken Robinson Free Essays

1. I agree with this statement, my explanation is that everybody got an education since they was born. First, you have to define the word â€Å"education†. We will write a custom essay sample on School Kills Creativity – Ken Robinson or any similar topic only for you Order Now In my opinion education is same as imitation because everyone learns by imitate from what people have done. Students learn mathematic by the method that ancient people made, baby or kids learn everything from what they have seen. You can see that when we were young, we imitated the way we speak from our parents, and we drew the picture from what we see. In that time, we enjoyed that moment. So, we can say that education is in our instinct. 2. 3. What he say happen to us because we have been taught to live in the same pattern, we have to do something in the same way, we have to do something in the same pattern, to make mistake is prohibited. If you learn from history, many things come from the mistaken; Alfred Nobel found Dynamite when he tries to make other thing. Another reason why I agree with his word is that we’re all taught by the same way, so after graduated, we’ll be something like a textbook that you can find it easily. Creativity is the thing that can’t be taught. It has in everyone but education system obstruct it. School kills creativity – Ken Robinson In his speech at the TED conference in February 2006, Sir Ken Robinson claims for a reformation of the current creativity retarding worldwide education system. His point of departure is that children are born with huge talents, wasted by the contemporary education system. While children are not afraid of being wrong, school and the ecological system eliminate this attitude. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech? Robinson thinks that this, making mistakes, is the only way to develop new ideas, although getting on in life means not making mistakes. People, especially children, should have more space to be wrong, accordingly to possibilities of creating something new. Being developed in the 19th century, the education system is focused on providing the requirements for a job in the industry and academic ability. The orator points out that the hierarchy of subjects around the world is the same: first comes math and languages, followed by humanities and concluded by the arts, especially usic and art, after that drama and dance. In Robinson’s opinion this is the right order of priorities for a scientific career, but not for people of the future which have to solute the world problems in a more creative way. Talented people do not get the sense of achievement, because things they are good at are not valued at school; hence, their high creative potentials are wasted. Furthermore Sir Ken Robin son mentions an â€Å"academic inflation† around the world, since conditions for job entrance referring to one’s academic degree are raised. Intelligence is diversely based on visual, tonal, kinesthetically, dynamic and abstract influences as a result it is the interaction of different disciplinary ways of seeing things. That is why the whole body has to be educated to use the whole spectrum of human capacity. Therefore fundamental principles of the education system have to be changed in order to send the next generation into a better future. In my personal experience, around two years ago when I was in high school, I lost all of my confidence and didn’t know what I have to do. My score were lower than other students in the class. The teachers used to ignore me and treated me as a troublemaker. After finishing some internship in America, I’ve realized that I was not that kind. People who I had met in America, especially my boss and my co-worker, encourage me to do what I really want to do. And finally I have a confidence that I can do everything if I want to. Good morning. How are you? It’s been great, hasn’t it? I’ve been blown away by the whole thing. In fact, I’m leaving. (Laughter)  There have been three themes, haven’t there,  running through the conference, which are relevant  to what I want to talk about. One is the extraordinary evidence of human creativity  in all of the presentations that we’ve had  and in all of the people here. Just the variety of it  and the range of it. The second is that  it’s put us in a place where we have no idea what’s going to happen,  idea how I have an interest in education —  actually, what I find is everybody has an interest in education. Don’t you? I find this very interesting. say you  actually, you’re not often at dinner parties, frankly, if you work in education. (Laughter) You’re not asked. And you’re never asked back, curiously. That’s strange to me. But if you are, and you say to somebody,  you know, they say, â€Å"What do you do? †Ã‚  and you say you work in education,  you can see the blood run from their face. They’re like,  Ã¢â‚¬Å"Oh my God,† you know, â€Å"Why me? My one night out all week. † (Laughter)  But if you ask about their education,  they pin you to the wall. Because it’s one of those things  that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it,  partly because it’s education that’s meant to  take us into this future that we can’t grasp. If you think of it, children starting school this year  will be retiring in 2065. Nobody has a clue –despite all the expertise that’s been on parade for the past four days —  what the world will look like  in five years’ time. And yet we’re meant  to be educating them for it. So the unpredictability, I think,  is extraordinary. And the third part of this is that  we’ve all agreed, nonetheless, on the  really extraordinary capacities that children have —  their capacities for innovation. I mean, Sirena last night was a marvel,  wasn’t she? Just seeing what she could do. And she’s exceptional, but I think she’s not, so to speak,  exceptional in the whole of childhood. What you have there is a person of extraordinary dedication  who found a talent. And my contention is,  all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and  I want to talk about creativity. My contention is that  creativity now is as important in education as literacy,  and we should treat it with the same status. (Applause) Thank you. That was it, by the way. left. Well I heard a great story recently — I love telling it —  of a little girl who was in a drawing lesson. She was six  and she was at the back, drawing,  and the teacher said this little girl hardly ever  paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her  and she said, â€Å"What are you drawing? †Ã‚  And the girl said, â€Å"I’m drawing a picture of God. †Ã‚  And the teacher said, â€Å"But nobody knows what God looks like. †Ã‚  And the girl said, â€Å"They will in a minute. †Ã‚  (Laughter) When my son was four in England —  actually he was four everywhere, to be honest. Laughter)  If we’re being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: â€Å"Nativity II. † But James got the part of Joseph,  which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts:  Ã¢â‚¬Å"James Robinson IS Joseph! † (Laughter)He didn’t have to speak, but you know the bit  where the three kings come in. They come in bearing gifts,  and they bring gold, frankincense and myrhh. This really happened. We were sitting there  and I think they just went out of sequence,  because we talked to the little boy afterward and we said,  Ã¢â‚¬Å"You OK with that? † And he said, â€Å"Yeah, why? Was that wrong? â€Å"They just switched, that was it. Anyway, the three boys came in —  four-year-olds with tea towels on their heads —  and they put these boxes down,  and the first boy said, â€Å"I bring you gold. †Ã‚  And the second boy said, â€Å"I bring you myrhh. †Ã‚  And the third boy said, â€Å"Frank sent this. † (Laughter) What these things have in common is that kids will take a chance. If they don’t know, they’ll have a go. Am I right? They’re not frightened of being wrong. Now, I don’t mean to say that being wrong is the same thing as being creative. What we do know is,  if you’re not prepared to be wrong,  you’ll never come up with anything original —  if you’re not prepared to be wrong. And by the time they get to be adults,  most kids have lost that capacity. They have become frightened of being wrong. way. We  where mistakes  And the result is that we are educating people out of  their creative capacities. Picasso once said this —  he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately,  that we don’t grow into creativity,  we grow out of it. Or rather, we get educated out if it. So why is this? I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. Actually, we  just outside Stratford, which is where  Shakespeare’s father was born. Are you struck by a new thought? I was. You don’t think of Shakespeare having a father, do you? Do you? Because you don’t think of  Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was  seven at some point. He was in  somebody’s English class, wasn’t he? How annoying would that be? (Laughter) â€Å"Must try harder. † Being sent to bed by his dad, you know,  to Shakespeare, â€Å"Go to bed, now,†Ã‚  to William Shakespeare, â€Å"and put the pencil down. And stop speaking like that. It’s confusing everybody. †Ã‚  (Laughter) Anyway, we moved from Stratford to Los Angeles,  and I just want to say a word about the transition, actually. My son didn’t want to come. I’ve got two kids. He’s 21 now; my daughter’s 16. He didn’t want to come to Los Angeles. He loved it,  but he had a girlfriend in England. This was the love of his life, Sarah. He’d known her for a month. Mind you, they’d had their fourth anniversary,  because it’s a long time when you’re 16. Anyway, he was really upset on the plane,  and he said, â€Å"I’ll never find another girl like Sarah. †Ã‚  And we were rather pleased about that, frankly,  because she was the main reason we were leaving the country. (Laughter) But something strikes you when you move to America  and when you travel around the world:  Every education system on earth has the same hierarchy of subjects. Every one. Doesn’t matter where you go. You’d think it would be otherwise, but it isn’t. At the top are mathematics and languages,  then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too,  there’s a hierarchy within the arts. Art and music are normally given a higher status in schools  than drama and dance. There isn’t an education system on the planet  that teaches dance everyday to children  the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they’re allowed to, we all do. We all have bodies, don’t we? Did I miss a meeting? Laughter) Truthfully, what happens is,  as children grow up, we start to educate them  progressively from the waist up. And then we focus on their heads. And slightly to one side. If you were to visit education, as an alien,  and say â€Å"What’s it for, public education? †Ã‚  I think you’d have to conclude — if you lo ok at the output,  who really succeeds by this,  who does everything that they should,  who gets all the brownie points, who are the winners —  I think you’d have to conclude the whole purpose of public education  throughout the world  is to produce university professors. Isn’t it? They’re the people who come out the top. And I used to be one, so there. (Laughter)  And I like university professors, but you know,  we shouldn’t hold them up as the high-water mark of all human achievement. life, another  them. There’s  not all of them, but typically — they live in their heads. They live up there, and slightly to one side. They’re disembodied, you know, in a kind of literal way. They look upon their body  as a form of transport for their heads, don’t they? meetings. If  by the way, get yourself along to a residential conference  of senior academics,  and pop into the discotheque on the final night. Laughter) And there you will see it — grown men and women  writhing uncontrollably, off the beat,  waiting until it ends so they can go home and write a paper about it. Now our education system is predicated on the idea of academic ability. And there’s a reason. The whole system was invented â₠¬â€ around the world, there were  no public systems of education, really, before the 19th century. They all came into being  to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work  are at the top. So you were probably steered benignly away  from things at school when you were a kid, things you liked,  on the grounds that you would  never get a job doing that. Is that right? Don’t do music, you’re not going to be a musician;  don’t do art, you won’t be an artist. Benign advice — now, profoundly mistaken. The whole world  is engulfed in a revolution. And the second is academic ability, which has really come to dominate  our view of intelligence,  because the universities designed the system in their image. If you think of it, the whole system  of public education around the world is a protracted process  of university entrance. And the consequence is that many highly talented,  brilliant, creative people think they’re not,  because the thing they were good at school  wasn’t valued, or was actually stigmatized. And I think we can’t afford to go on that way. In the next 30 years, according to UNESCO,  graduating through  combination of  technology and its transformation effect on work, and demography  and the huge explosion in population. Suddenly, degrees aren’t worth anything. Isn’t that true? When I was a student, if you had a degree, you had a job. If you didn’t have a job it’s because you didn’t want one. And I didn’t want one, frankly. (Laughter)  But now kids with degrees are often  heading home to carry on playing video games,  because you need an MA where the previous job required a BA,  other. It’s  And it indicates the whole structure of education  is shifting beneath our feet. We need to radically rethink  our view of intelligence. We know three things about intelligence. One, it’s diverse. We think about the world in all the ways  that we experience it. We think visually,  we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard  yesterday from a number of presentations,  intelligence is wonderfully interactive. The brain isn’t divided into compartments. In fact, creativity — which I define as the process  of having original ideas that have value —  more often than not comes about through the interaction  of different disciplinary ways of seeing things. The brain is intentionally — by the way,  there’s a shaft of nerves that joins the two halves of the brain  called the corpus callosum. It’s thicker in women. Following off from Helen yesterday, I think  this is probably why women are better at multi-tasking. Because you are, aren’t you? There’s a raft of research, but I know it from my personal life. If my wife is cooking a meal at home —  which is not often, thankfully. (Laughter)  But you know, she’s doing — no, she’s good at some things —  but if she’s cooking, you know,  she’s dealing with people on the phone,  she’s talking to the kids, she’s painting the ceiling,  she’s doing open-heart surgery over here. If I’m cooking, the door is shut, the kids are out,  the phone’s on the hook, if she comes in I get annoyed. I say, â€Å"Terry, please, I’m trying to fry an egg in here. Give me a break. † (Laughter)  Actually, you know that old philosophical thing,  if a tree falls in a forest and nobody hears it,  did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, â€Å"If a man speaks his mind  in a forest, and no woman hears him,  is he still wrong? † (Laughter) And the third thing about intelligence is,  it’s distinct. I’m doing a new book at the momentcalled â€Å"Epiphany,† which is based on a series of  interviews with people about how they discovered  their talent. I’m fascinated by how people got to be there. It’s really prompted by a conversation I had  with a wonderful woman who maybe most people  have never heard of; she’s called Gillian Lynne —  have you heard of her? Some have. She’s a choreographer  and everybody knows her work. She did â€Å"Cats† and â€Å"Phantom of the Opera. †Ã‚  She’s wonderful. I used to be on the board of the Royal Ballet in England,  as you can see. Anyway, Gillian and I had lunch one day and I said,  Ã¢â‚¬Å"Gillian, how’d you get to be a dancer? † And she said  it was interesting; when she was at school,  she was really hopeless. And the school, in the ’30s,  wrote to her parents and said, â€Å"We think  Gillian has a learning disorder. † She couldn’t concentrate;  she was fidgeting. I think now they’d say  she had ADHD. Wouldn’t you? But this was the 1930s,  and ADHD hadn’t been invented at this point. It wasn’t an available condition. (Laughter)  People weren’t aware they could have that. Anyway, she went to see this specialist. So, this oak-paneled room,  and she was there with her mother,  and she was led and sat on this chair at the end,  and she sat on her hands for 20 minutes while  this man talked to her mother about all  the problems Gillian was having at school. And at the end of it —  because she was disturbing people;  her homework was always late; and so on,  little kid of eight — in the end, the doctor went and sat  next to Gillian and said, â€Å"Gillian,  I’ve listened to all these things that your mother’s  told me, and I need to speak to her privately. †Ã‚  He said, â€Å"Wait here. We’ll be back; we won’t be very long,†Ã‚  and they went and left her. But as they went out the room, he turned on the radio  that was sitting on his desk. And when they  got out the room, he said to her mother,  Ã¢â‚¬Å"Just stand and watch her. † And the minute they left the room,  she said, she was on her feet, moving to the music. And they watched for a few minutes  and he turned to her mother and said,  Ã¢â‚¬Å"Mrs. Lynne, Gillian isn’t sick; she’s a dancer. Take her to a dance school. † I said, â€Å"What happened? †Ã‚  She said, â€Å"She did. I can’t tell you how wonderful it was. We walked in this room and it was full of  people like me. People who couldn’t sit still. People who had to move to think. † Who had to move to think. They did ballet; they did tap; they did jazz;  they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School;  she became a soloist; she had a wonderful career  at the Royal Ballet. She eventually graduated  from the Royal Ballet School and  founded her own company — the Gillian Lynne Dance Company —  met Andrew Lloyd Weber. She’s been responsible forsome of the most successful musical theater  productions in history; she’s given pleasure to millions;  and she’s a multi-millionaire. Somebody else  might have put her on medication and told her  to calm down. Now, I think †¦ (Applause) What I think it comes to is this:  Al Gore spoke the other nightabout ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future  is to adopt a new conception of human ecology,  one in which we start to reconstitute our conception  of the richness of human capacity. Our education system has mined our minds in the way  that we strip-mine the earth: for a particular commodity. And for the future, it won’t serve us. We have to rethink the fundamental principles  on which we’re educating our children. There was  a wonderful quote by Jonas Salk, who said, â€Å"If all the insects  were to disappear from the earth,  within 50 years all life on Earth would end. If all human beings disappeared from the earth,  within 50 years all forms of life would flourish. â€Å"And he’s right. What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift  wisely and that we avert some of the scenarios  that we’ve talked about. And the only way  we’ll do it is by seeing our creative capacities  for the richness they are and seeing  our children for the hope that they are. And our task  is to educate their whole being, so they can face this future. By the way — we may not see this future,  but they will. And our job is to help  them make something of it. Thank you very much. How to cite School Kills Creativity – Ken Robinson, Papers

Definition of Human Resource Management

Question: What is human resource management? What is the primary function of human resource management? What is the role of human resource management in an organizations strategic plan? Answer: Definition of Human Resource Management Human resource management is an approach that helps to organise people efficiently. One of the main organisational functions is Human resource management. The Human resource management focuses on the management of, recruitment of, and delivering the direction for the employee of the organisation. Human resource management should perform by the line manager of the organisation. It is the function of the organisation that works based on some organisation issues. Those issues are hiring, compensation, safety, development of the organisation, performance management, wellness, and the motivation of an employee, training, benefits, communication and also administration. Human resource management is a strategy of maintaining the organisation effectively and it is also an approach of comprehensive to manipulate the employee and the culture of the workplace and also the organisation environment (Thacker, 2012). Human resource management is going away from traditional roles, traditional person nel, and administration. Now these are become outsourced increasingly day by day. At present Human resource management is anticipated to add the value to the employees strategic utilisation and that impact of the employees programmes in the organisation in tangible ways (Thacker, 2012). The Human Resource Management is involved in the various roles. These roles are strategic direction, measurement and also the HRM metrics that are mainly used to demonstrate the value of the management Primary function of human resource management An effective human resource management have some primary function. These provide the HR discipline and also the HR participation. The function of the human resource management describes as follows. Recruitment: The organisations position in the market as well as the success of the organisation depends on the success of the employment and the recruiter. The employee is played the main role in the organisation to produce the products (Yawson, 2012).These employees are selected through the recruitment process. The organisation advertise for the job post, the candidate applies for this post by this source of advertisement, company conduct the interview and finally best candidate are chosen for the post. This is the total recruitment process. Safety: Safety is the one of the very important benefit of any organisation. In any organisation or company HR as well as the employee should always safety first. It gives a safe environment to the employees (Yawson, 2012).For this HR must need to support some activities in the organisation. Employee relationship: Employee relationship is very much affected by the workplace environment in the organisation. If the relationship among the employee is good, the organisation moves to the goal as early as possible (McClintock, 2011). Training and development: The training and development are very much needed to the employee for increasing the skills for earning the organisation profit (McClintock, 2011). Moreover, different programs that includes tuition reimbursement programs and tuition assistance programs that are mainly done in the training and development area of HR. Role of human resource management in an organisations strategic plan The roles of human resource management in an organisations strategic plans are mainly selection and staffing, development of the organisation, training and development. In the following these rules are described in briefly. If one organisations Human resource management is effective in nature, then this organisation can enable the employee to devote their work effectively. The overall direction of the organisation and the achievement of the goal of the organisation and objectives should be fast forwarded to success by using the strategy of human resource management. Selection and Staffing: Every organisation firstly needs to set the goal. When target are set in the organisation, need to achieve the goal or the target (McDonnell, 2012). This can be able only by the employee of the organisation. For this reason, the organisation needs to select the proper candidate in the selection process or the recruitment process. In the selection process, HR selects the candidate as the employee of this organisation. That is why HR needs to focus on the target market as well need to clear knowledge in the task of this particular post. Development of the organisation: From the business strategy, it is decided that every organisation and any company should develop their project to achieve the goal. In the development procedure, there have strategic rules but sometime these need to change in the process of the workplace. Though departments are developed the work individually, often HR need to aware the group development of the organisation (McDonnell, 2012). Training and development: Training and development evolves the increasing skills and knowledge of any organisation and company. The training and development procedure helps to achieve the goal without hard work and also the small in time. From the research, it is found that 20%workforce should be well trained (Zhang, 2012). The training and development procedure grow the strategy of the organisation. Reference List Anderson, L. (2010). Talking the talk a discursive approach to evaluating management development. Human Resource Development International, 13(3), 285-298. McClintock, P. (2011). Skills and Workforce Development 2010. Sydney: COAG Reform Council. McDonnell, A. (2012). Global Human Resource Management Casebook. The International Journal Of Human Resource Management, 23(7), 1507-1509. Thacker, R. (2012). Introduction to special issue on Human Resource Management certification. Human Resource Management Review, 22(4), 245. Yawson, R. (2012). Leadership and management development: developing tomorrow's managers. Human Resource Development International, 15(1), 131-134. Zhang, M. (2012). The development of human resource management in China: An overview. Human Resource Management Review, 22(3), 161-164.

Influence of media free essay sample

Media, the name alone to everyone seems all too familiar, however the meaning and purpose of the word is understood differently amongst people. For ages media has been a key source for knowing what is happening throughout the world. As time evolved the speed in which media information becomes available has increased dramatically, but the quality of media is one to question. Today our media behavior changes all the time because the gratifications we seek from the media are in constant state of flux. Our life situation may change and with it the criteria we use to select media. We may seek media that entertains or media that is informative to us. The changes in media, as well as providing in terms the role media play’s and the role media needs to play in order to function properly. Today media can influence society negative and positively. The different media vary with respect to the gratifications they provide use. We will write a custom essay sample on Influence of media or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example, television is associated with entertainment, whereas the internet is more related to information seeking . Various media satisfy different needs, individual differences theory recognizes that media influences society one person at a time and that media’s influence differs by people. How media influences society is determined by people’s personalities and cognitive structures. Personality differs for each person. Some people are talkative while others are reserved. Such personality traits influence the media that people use. Possible effects on receivers such as male and females for example, female teens have been found to listen with greater frequency to radio than males. Likewise, Wells and Hakanen found that female teens rated radio as their highest used medium, followed by television, whereas males rated television use first , allowed by recorded music and then by radio. Media influence in society can have a positive influence or negative influence also. News media influences us positively by showing us how we can come together to help other people who have been in catastrophes. Good examples of this are how the media covered the damage that occurred in Japan during the tsunami or the devastation from hurricane Katrina. We knew as a society we needed to help these people. We sent money to help for the cause of Hurricane Katrina. It helps give us more information for the world around us. Lets the word out and give a leading hand for others that is in need of it. In the 80’s there were some sitcoms on that influenced America and its family life immensely. â€Å"The Cosby Show† had a big impact on middle class families. We all got to see every week how Cliff and his wife went through the same struggles that all families go through. Through these struggle with teenagers, older parents, etc. we learned how to handle them, and that everything would come out okay. Another show that had a great influence on us is â€Å"The Walton’s†. The Walton’s showed us that you can always count on family, and that family is the most important thing in life. In both of these shows morals were taught. A teenager could see that lying was not good, that parents always found out. We also got to see how family’s relied on each other and needed each other. In the 80’s when more families had to have two working parents this was important to see. Negative influences are all around us. Beer commercials tell young boys that if you drink a certain kind of beer you will get all the good looking girls and maybe not be such a nerd. Hamburger restaurants have girls dressing up in near to nothing to sell a hamburger. McDonald’s the ultimate offender, uses a clown and his friends to encourage young children to buy happy meals and play at McDonalds. In conclusion the media affects us in many ways. Everything we do is a result of the media such as watching TV, reading the newspaper, surfing the internet just to mention a few. The media feeds us information and fundamentally tells us what is precise. It is the only one aspect which affects what we do in society, although it is an impressive aspect. Another example of a negative influences are kids being exposed to a media message, the audience becomes immediately immune to them. So, for example, long-term exposure to a violent message will result in a desensitization to that degree of violence.

The Classical Han Dynasty

The Classical Han Dynasty Free Online Research Papers The Han period was called the classical time of China because of their music, poetry, and their Confucian beliefs. According to definitions. Net classical means â€Å"of or relating to the most highly developed stage of an earlier civilization and its culture.† The Han dynasty was this time for China. People today are still proud to call themselves the â€Å"people of Han†. (New world Encyclopedia) The Han dynasty was the Eastern world’s equivalent of the Western world’s Rome. The Chinese are one of the oldest civilizations in the world, but they are also the first people in history to create an actual musical scale. One of the main organizing principles of the Chinese music scale are centered around the minor third and major sixth intervals. The preference for those specific intervals mask the semitones of the Chinese scale which gives it that very distinctive tone that is often difficult to discern for those of us in the western world. Chinese musical compositions also utilize a system of intervals, built upon both thirds and fourths. (NatGeo.com) Therefore we can assume that much of the worlds music to come after this was based loosely upon the Chinese ideals. This gives the music of China, especially that of the Han dynasty the classification of â€Å"classical†. The ancient Chinese defined a series of 12 frequencies called the â€Å"là ¼-là ¼Ã¢â‚¬ . Various sets of five, or six, or seven frequencies, pentatonic and heptatonic tones, created from these frequencies were selected to make the major scale familiar to our own ears. Chinese aesthetics prefers to use intervals rather than scales. These 12 â€Å"là ¼Ã¢â‚¬ are approximate to the frequencies we know as F, G flat, G, E flat, and E. (Worner, K) The Chinese system of tuning includes the closest tones to the â€Å"just† intervals. In music, just intonation is any musical tuning in which the frequencies of notes are related by ratios of small whole numbers. Any interval tuned in this way is called a just interval. (Wikipedia, â€Å"just intonation†) Typically, most Chinese melodies are based on an octave of five notes. Even though sets of seven notes that we know of as Do, Re, Mi, Fa, So, La, Ti (Do) were used extensively at one point in china. These and their influence are responsible for the scales we use in western music today. (Hook, B) Art music was the central portion of the Chinese musical system. Courtesan and dance music as an art form were a very minor part of the times philosophical mainstream. Classical music in the Chinese lifestyle was at its peak during the reign of Ji Kang (223-262 CE) at the end of the Han Dynasty. Ji Kang was one of the foremost poets, musicians philosophers of this time. Many of his compositions are still studied today. (NatGeo.com) Chinese classical music slowly faded towards the end of the Han dynasty (206 BCE-220 CE), and throughout the later eras, except for an extended period during the Tang period. The Han invented and made up many tools and other forms of human communications. One of the reasons it was called classical is because of its literature and advancements in writing. The Chinese invented paper which is one of the greatest inventions known to man. The Han poetry was simplistic and refined and the Han culture expressed humanism and common sense when they wrote their poetry. Chinese poetry also took the form of hymns and ritual songs accompanied by lute and other string instruments. Chinese poetry was never made to write about epics of heroic poems but wrote to serve as entertainment that was usually read at banquets, showing of affection, or gifts. Han poetry, which takes the form of â€Å"prose-poem,† is personal and intimate and not moralizing and eulogistic. Therefore their poetry is not meant to glorify individuals prowess or valorous achievements as it mediates on human experience. The Han poems are well known for the beauty they poses in each poem that was created. Han poems didn’t necessarily always rhyme and flow but they were always written to make a point or to point something out that the poet felt at the time. One of the very famous poems of the Han culture was the Chu lyrics that evolved into the fu, a poem usually in rhymed verse except for the intro and the conclusion that are in prose. Often in the form of question and answers. During the Han period Emperor Wu (156-87 BCE)accepted Confucianism as the state ideology of China. The ideals of Confucianism state that all people will be treated with humanity, and that one should act according to their rank. He taught that the five most important relationships are a parent and a child, husband and wife, elder and younger brother, friend to friend, and ruler to subject. Each relationship having a duty to the other. Confucianism also lead to a state educational system based on the teachings of China’s first philosopher Kung fu-Tzu (551-479 BCE), who’s name translates to Confucius in Latin. Emperor Wu founded the Grand Academy to teach the five Confucius classics which are The Book of Changes, The Book of History, The Book of Songs, The Book of Rites, and The Spring and Autumn Annals. Confucius is also responsible for the Analects, which was a guide for proper behavior among society. It was his idea that to become an ethical person you must study and practice appropriate behavior. (Moore, J) The basis of ethical behavior are divided into to parts. The Li is the learning of appropriate behavior when engaging in human interaction, while the Ren is the action of a person its self. The Golden rule of Confucianism is â€Å"What you do not want to be done to you, do not do to others† (Analects 15:23). The Han Dynasty was by far China’s most advance civilization. Still to this day some of the Han ideals are still in practice and they remain the greatest Chinese empire the world has ever seen. Bibliography 1. Classical | Define Classical at Dictionary.com. Dictionary.com. Web. 25 Mar. 2010. . Definition no. 2 4a 2. Wo?rner, Karl Heinrich. History of Music; a Book for Study and Reference. 5th ed. New York: Free, 1973. Print. pp. 28 3. China : Nat Geo World Music. Home : National Geographic World Music. Web. 25 Mar. 2010. http://worldmusic.nationalgeographic.com/view/page.basic/country/content.country/china_170. 4. Hook, Brian. The Cambridge Encyclopedia of China. Cambridge [Cambridgeshire]: Cambridge UP, 1982. Print. pp. 376-378 5. Just Intonation -. Wikipedia, the Free Encyclopedia. Web. 29 Mar. 2010. . 6. Fiero, Gloria K. The Humanistic Tradition Book 1. New York: McGraw-Hill Higher Education, 2006. Print. 7. Latourette, Kenneth Scott. The Chinese Their History and Culture. New York: Macmillan Company, 1964. Print. 8. Oldstone-Moore, Jennifer. Confucianism: Origins, Beliefs, Practices, Holy Texts, Sacred Places. New York: Oxford UP, 2002. Print. 9. New World Encyclopedia. Creative Commons Attribution/Share-Alike License, 03 Apr. 2008. Web. 20 Mar. 2010. . 10. classical. Definitions.net. STANDS4 LLC, 2010. 7 March. 2010. Research Papers on The Classical Han DynastyWhere Wild and West MeetHip-Hop is ArtTwilight of the UAWResearch Process Part OneThe Masque of the Red Death Room meaningsDefinition of Export QuotasAnalysis Of A Cosmetics AdvertisementBringing Democracy to AfricaIncorporating Risk and Uncertainty Factor in CapitalRiordan Manufacturing Production Plan

Compare between Plato and Karl marx on the topic of human nature Essay

Compare between Plato and Karl marx on the topic of human nature - Essay Example Similarly, it will be somewhat more difficult with respect to Karl Marx, not due to the fact that Marx had no opinion on the issue (quite the opposite in fact), but rather due to the fact that Marx himself never specifically sought to engage on the topic. Rather, Marx would periodically discuss tangential manifestations of human nature with respect to â€Å"essence† and â€Å"biological definitions of man† within his works. To this end, I will seek to synthesize these tangential manifestations as a way of understanding what this author believes to be Karl Marx’s approach to the issue of human nature within his writings. Firstly, when one considers Plato, they necessarily consider his inspiration and teacher – Socrates. Socrates himself was highly interested in the notion of human nature as he so often came at odds with prevailing notions of his time while attempting to break through such staunchly, albeit blindly, held beliefs that the men of his time clun g to with such fervor. Accordingly, due to the fact that Socrates had such a profound impact on Plato, it is not beyond logic to assume that many of Plato’s own views of human nature were themselves borrowed or at the very least inspired from Socrates. One such view of humanity is of course distinctly related through Plato’s allegory of the cave (Plato 44). Although a host of Plato’s writings deal with the topic of human nature, for purposes of this brief analysis, the author will only consider the allegory of the cave due to the length limitations that a more full and complete analysis might entail. It seems to me that such an approach is useful due to the fact that Plato can provide a well reasoned and differentiated view of reality and its relation to the constructs of human nature. Within this work, Plato introduces the reader to a situation in which allegorical prisoners are chained to a cave wall for their entire lives – never seeing anyone or the l ight of day. Rather, all the prisoners are able to discern is the flicker and the shadows of figures that the moving individuals and torches behind them portend. The allegory goes on to explain that if one of these creatures was taken out into the light of day to see the sun, to view the skies, and to feel the warmth of the air, they would likely run frantically back into the bowels of the cave to escape from such perceptions that they might deem as unsavory and wildly foreign. In this way, Plato exhibits an example to the reader in which the reality/nature of the individual is uniquely born out of the perceptions/environment in which they have grown accustomed (Fromm 24). As such, Plato illustrates that encouraging such an individual to action outside of their comfort zone or to think outside of the means by which they have grown accustomed very rarely yields a positive result. In this way, Plato exhibits a very traditional view of human nature as something that is ingrained from t he early experiences and years of an individual’s life and seeks to define and corral the ambitions, thoughts, dreams, and goals, of the individual for the remainder of the life. As this can be understood as a traditional approach to human nature, it must also be understood as

Does modernization theory adequately explain the levels of Assignment

Does modernization theory adequately explain the levels of socioeconomic growth in the developing world Support your answer with appropriate examples - Assignment Example tion theory thus takes into consideration the internal dynamics with a focus on cultural and social structures as well as adaptation of new and appropriate technology. This can be seen in the development of nations like china. Socio-economic growth on the other hand is the process of economic prosperity and social development in a society. It is a process that is elite-directed and concentrates power to produce growth trajectory in households’ living standards and culture. It is therefore measured by the indicators which include GDP, literacy, employment levels and life expectancy among others. Socio-economic growth can be impacted by changes that include: laws, ecological changes, new technology as well as changes that affect the physical environment (Baumgartner, Burns, & DeVille, 2014). Understanding these two terminologies, the essay thus holds the view that modernization theory adequately explains the levels of socioeconomic growth in the developing world. This essay will give an explanation as to why the above statement is correct supporting them with examples. It is correct to state that modernization theory adequately explains the levels of socioeconomic growth in the developing world. Let us decipher this, modernization theory focuses on internal factors within a country to be responsible for underdevelopment. These internal factors may include: literacy, the attitude of the populace, communication, infrastructure, agrarian structure, laws, among others. In this essay the listed internal factors will therefore be discussed one by one to understand their implication on socio-economic development of a country. In so doing, each of the factors will be evaluated in terms of their impact on the countries physical environment, ecological changes, technology and laws and subsequently their implication on a country’s GDP, literacy, employment levels and life expectancy among others. Modernization theory takes into consideration the internal dynamics with

Social issues Essay Example | Topics and Well Written Essays - 2500 words

Social issues - Essay Example If the figure of 200 000 backstreet abortions is used (assuming that it is accurate which highly questionable) and these backstreet abortions are now performed legally, then this will cost the state R200 million a year! Consider also that the abortion increased 16 fold in the USA when it was legalised - from 100 000 to 1,6 million a year.1 Can the Health Department cope with this In terms of the economy, abortion undermines future growth. It is still too early for us to see the effects now, but the disastrous consequences are going to be visable very soon. A recent study shows that abortion is going to be an economic disaster. The report calculates that for every European and American who is aborted, it costs their economy $1 5000 000. In terms of today's (1994) money adjusted to present value, the average American or European spends over $1 177 000 in his lifetime in terms of housing, medicine, clothes, transport and so on. He also pays over $440 000 in taxes in his lifetime. This makes $1 617 000 in total. So this means that the doctor may get $300 for murdering that baby which immediately helps the abortion industry. However, there are other industries that will be adversely affected. The cost to America alone of their aborted babies is well over $41 trillion! These figures are too large for any of us to grasp, but understand that America's entire deficit is $4 trillion, while their abortions will cost 10 times more than even the total debt of America. What will the cost for South Africa be2 2. Backstreet Abortions Increase Will those who perform these abortions have either the equipment or the knowledge to deal with complications that may occur Count the cost in terms of money and human lives that will result from botched legal abortions. Speaking before the 93rd Congress of the US, Senator James Buckley stated: "Data from foreign countries having far longer experience with legalised abortion than we have had in the US, suggest that legalisation has no effect on the criminal abortion rate. In at least three countries, the criminal abortion rate has actually risen since legalisation. Legalised abortion moves the back alley abortionists into the front office where their trade can be practised without fear of criminal prosecution."3 Dr Christopher Tietze, an abortion advocate, concedes: "Although one of the major goals of the liberalisation of abortion laws in Scandinavia was to reduce the incidence of illegal abortion, this was not accomplished. Rather as we know from a variety of sources, both criminal and total abortions increased." [original emphasis]4 Regardless of whether abortions are legal or not, some women will have abortions and some women will die from complications. Certainly all the babies will die. However, legalising abortion greatly increases the number of abortions. In various surveys 40-85% of the women said they would not have aborted their babies if it had been illegal. 5 We must not legalise procedures that kill the innocent just to make the killing process less dangerous. 3. Parallels between Abortion & Slavery Slavery in centuries past and abortions in this century were defended and promoted by the same arguments. Consider the case in the USA: In 1857, in the Dred Scott case, the US Supreme Court decided, by a 7 to 2 majority, that according to the US Constitution, black

Causes And Effects Of Domestic Violence Social Work Essay

Causes And Effects Of Domestic Violence Social Work Essay Abstract Domestic violence is a relationship between intimate partners in which one individual seeks to assert power and control over the other. The abuser may use many different types of abuse to assert this power. It involves physical, psychological, economic and sexual abuse as well as attempts to manipulate the victim through the use of his or her children. The abuser may also seek to isolate the victim from other people who may provide assistance. A number of studies have looked into identifying individuals who are most at risk for domestic violence. The most common feature is an imbalance of power and control. However, neither those who experience domestic violence nor the partners who abuse them fall into distinct categories. They can be of any age, ethnicity, income level, or level of education. The causes of domestic violence will depend on the abuser back ground such as: Witnessed abuse as a child, Was a victim of abuse as a child, abused former partners, and may be because of Unemp loyed or underemployed, Poverty or poor living situations. In addition, the effects of domestic violence depend upon the type it could be physical, psychological, sexual and economic. Causes and effects of Domestic Violence Domestic Violence is a type of abuse .It involves injuring someone; usually a spouse or partner but it can also be a child or other family member. The abuser doesnt play fear .Abuser use fear, guilt, shame and he wants to keep the victim under his or her thumb. The abuser may use many different types of abuse to assert this power, and the overall framework in which the abuse occurs may follow a pattern called the cycle of violence. Cycle of violence: Violent events may occur in a variety of patterns-the victim may experience ongoing, nonstop abuse, or the abuse may stop and start. One pattern of abuse often seen in a violent relationship begins with a tension-building phase, followed by the actual abusive act, and then calm, making-up phase often called the honeymoon phase. The tension-building phase includes increasing anger on the part of the abuser coupled with attempts by the person being abused to avoid violence. On the other hand, the victim may also attempt to bring on the vio lence to get it over with. The episode of acute abuse may include various forms of abuse and may occur for an indefinite amount of time.The honeymoon phase that follows the abuse often includes both excuses for the abusive episode and expressions of love for the injured party. The abuser may deny the violence or blame his or her actions on their own drunkenness or the behavior or drunkenness of the victim. The abuser may promise that the abuse will never happen again. Domestic abuse often escalates from threats and verbal abuse to violence. And while physical injury may be the most obvious danger, the emotional and psychological consequences of domestic abuse are also severe. It will lead to undermine the victims self-worth or self-esteem, or controls the victims freedom. Domestic abuse can lead to anxiety and depression, and make abuser to feel helpless and alone. It occurs in traditional heterosexual marriages, as well as in same-sex partnerships. The abuse may occur during a relationship, while the couple is breaking up, or after the relationship has ended. In 2001, domestic violence was causal in 20% of nonfatal violence directed against women and in 3% directed toward men. A 2002 study reports that 29% of women and 22% of men report having experienced physical, sexual, or psychological intimate partner violence during their lifetime. Nearly 5.3 million incidents of domestic violence occur annually among US women aged 18 years and older, with 3.2 million occurring among men. Of these incidents, most are relatively minor, such as pushing, grabbing, shoving, slapping, and hitting. Serious consequences certainly do, however, result. Every year approximately 1.5 million intimate partner rapes and physical assaults are perpetrated against women, and approximately 800,000 are committed against men (Burnett, 2009) This paper describes the causes and effects of domestic violence. To begin with a number of studies have looked into identifying individuals who are most at risk for domestic violence. The most common feature is an imbalance of power and control. However, neither those who experience domestic violence nor the partners who abuse them fall into distinct categories. They can be of any age, ethnicity, income level, or level of education. The following are examples of situations that are common among people who experience domestic violence. It is important to understand that anyone can be abused. Individuals at risk may who is Planning to leave or has recently left an abusive relationship, Previously in an abusive relationship, Poverty or poor living situations, Unemployed, Physical or mental disability, Recently separated or divorced , Isolated socially from family and friends, Abused as a child, Witnessed domestic violence as a child, Younger than 30 years and Stalked by a partner. Alth ough the abusers also share some common characteristics, it is important to note that abusers choose violence to get what they want in a relationship. Risk factors may point to an increased likelihood of violence in a relationship, but the person is not destined to become violent because of the presence of certain risk factors. Nor is the violence justifiable because it happened while the abuser was in a blind rage that he or she was powerless to control. The following factors may indicate an increased likelihood that a person may choose violence. Abuser risk factors: Abuses alcohol or drugs, the use and abuse of alcohol are strongly associated with a higher probability that the drinker will be involved in violence as victim, perpetrator, or both. Illicit use of drugs by household members increases a womans risk of death at the hands of a spouse, lover, or close relative by a 28-fold factor. Concomitant use of alcohol and illicit drugs is associated with a 16-times greater risk for suicide, a risk substantially higher than that observed for the use of either individual substance. In a small study (n = 46) examining the relationship between selected socioeconomic risk factors and injury from domestic violence, alcohol abuse by the male partner, as reported by the female partner, was the strongest predictor for acute injury. Approximately half of the victims stated that their male partners were intoxicated at the time of the assault. Whether male partner intoxication is a direct causal factor, an indirect factor, or a factor that modifies the effect of a causal factor has not been determined. On the day of the assault, 86% of assailants reportedly used alcohol, with 67% using the combination of alcohol and cocaine. The active metabolite of such a drug combination, coca ethylene, is more intoxicating, longer lived, and possibly more potent in its ability to kindle violent behavior than are the parent drugs. Abuse as a child, was a victim of abuse as a child, abused former partners and unemployed or underemployed. Furthermore, the effects of domestic violence depend upon the type of domestic violence. It could be physical ,emotional, sexual and economic .First, in physical abuse the abuser will use Witnessed physical force against the victim in a way to injures or endangers his or her or causes feeling of pain. Physical abuse includes hitting, slapping, punching, choking, pushing, and other types of contact that result in physical injury to the victim. Physical abuse can also include behaviors such as denying the victim of medical care when needed, depriving the victim of sleep or other functions necessary to live. Second, emotional abuse is defined as any behavior that threatens, intimidates, undermines the victims self-worth or self-esteem, or controls the victims freedom. This can include threatening the victim with injury or harm, telling the victim that they will be killed if they ever leave the relationship, and public humiliation. Constant criticism, name-calling, and making statements that damage the victims self-esteem are also common forms of emotional abuse. Often perpetrators will use children to engage in emotional abuse by teaching them to harshly criticize the victim as well. Emotional abuse includes conflicting actions or statements which are designed to confuse and create insecurity in the victim. These behaviors also lead the victim to question themselves, causing them to believe that they are making up the abuse or that the abuse is their fault. Emotional abuse includes forceful efforts to isolate the victim, keeping them from contacting friends or family. This is intended to eliminate those who might try to help the victim leave the relationship and to create a lack of resources for them to rely on if they were to leave. Isolation results in damaging the victims sense of internal strength, leaving them feeling helpless and unable to escape from the situation. People who are being emotionally abused often feel as if they do not own themselves; rather, they may feel that their significant other has nearly total control over them. Women or men undergoing emotional abuse often suffer from depression, which puts them at increased risk for suicide, eating disorders, and drug and alcohol abuse (Hopkins, 1999) reported that abused women are at higher risk of miscarriages, stillbirths, and infant deaths and more likely to give birth to low birth weight children. Third, in Sexual abuse is any situation in which force is used to obtain participation in unwanted sexual activity. Forced sex, even by a spouse or intimate partner with whom consensual sex has occurred, is an act of aggression and violence. sexual abuse includes Use of physical force to compel a person to engage in a sexual act against his or her will, whether or not the act is completed; Attempted or completed sex act involving a person who is unable to understand the nature or condition of the act, unable to decline participation, or unable to Communicate unwillingness to enga ge in the sexual act. Finally, Economic abuse is when the abuser has control over the victims money and other economic resources. In its extreme (and usual) form, this involves putting the victim on a strict allowance, withholding money at will and forcing the victim to beg for the money until the abuser gives them some money. It is common for the victim to receive less money as the abuse continues. To conclude, domestic violence is a pattern of abusive behaviors by one or both partners in an intimate relationship such as marriage, dating, family, friends or cohabitation. Domestic violence has many forms including physical aggression (hitting, kicking, biting, shoving, and restraining, slapping, throwing objects); it can also be sexual or emotional. The main causes of domestic violence will depend on the abuser back ground such as: Witnessed abuse as a child, Was a victim of abuse as a child, abused former partners, and may be because of Unemployed or underemployed, Poverty or poor living situations.

Starstruck :: essays research papers fc

The novel â€Å"Starstruck† is written by Kathy Hopkins, and is 216 pages in length. The publisher is Harper Collins Publishing and the date of publication was not listed in the novel. Cathy Hopkins started writing novels in 1987, and she wrote a number of 16 books that year. In the year 2000 she started to write teen novels.   Ã‚  Ã‚  Ã‚  Ã‚  My novel â€Å"Starstruck† is about a girl named Lia, dealing with her hectic everyday life. In this book Lia get’s asked out by Squidge (one of her friends) and she says yes. Finally they are boyfriend and girlfriend. Cat and Becca (other friends) are very happy for their friends and everything is going great. Then everything changes because the town finds out that the will be a host city for a movie being made about teenage life. Savannah, the teenage star of the movie adopts Squidge as her personal runner. Will he be able to keep Savannah happy without breaking his promise to Lia?   Ã‚  Ã‚  Ã‚  Ã‚  Lia is a tall slender young woman whom all the boy’s are crazy for. She has long blonde hair, blue eyes, and has the perfect complexion. Lia is honest because â€Å" she had never told a lie in her life, say’s Becca†. She is also very determined because she never gives up and fights for what she believes in. â€Å" I just do think that it is fair that we should have to go to school while the movie is being shoot Mr. Jenks, it is a very exciting event probably the most exciting this city has seen for years.†   Ã‚  Ã‚  Ã‚  Ã‚  Savannah is on of the minor characters of this story. She is a beautiful teenage girl who is a super star. There is not much more about Savannah except that she is snobby and thinks that she can get whatever she wants whenever she wants. â€Å"†¦..go get me a drink Squidge, I’m thirsty, and do it now before I fire you!†.   Ã‚  Ã‚  Ã‚  Ã‚  Squidge is another one of the minor characters of my novel. He is an aspiring film director who is very confident. He can be shy at times when situations become overwhelming. â€Å" now if everybody does not co-operate this movie won’t be made so Squidge STOP moving the camera and get back to work!†.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of the story the setting is at Lia’s house, but as the story progresses the setting changes. For the rest of the story the setting is at the main high school in Cornwall.