Organizational Behavior, can managers be overcommitted Surprisingly Essay

Authoritative Behavior, would managers be able to be overcommitted Surprisingly - Essay Example For the most part, their next activity is to give another arrangement of requests strengthened by punishments if there should be an occurrence of further insubordination. In the interim, the conversation of the issues started frequently helps better and spares the nerves of the two supervisors and their subordinates. Dick Spencer, the plant chief at Modrow from the contextual analysis clearly has confronted a similar issue as expressed previously. When requesting a foreman to bowed the piece strips as opposed to cutting them, he didn't tune in to logical inconsistencies of a foreman. Also, the understanding of a foreman was constrained. Dick Spencer utilizes a definitive authority style, requesting acquiescence and being hard of hearing to elective conclusions. Obviously, this sort of administrative conduct pays well when a director has an away from of the issue, and realizes how to manage it. In any case, definitive chiefs think they have a reasonable vision approach to regularly contrasted with situations when they truly have it. For this situation, his administration style bombed him, as indeed he saw laborers cutting the strips, and accordingly ignoring his requests. Also, for again, he declined tuning in to the assessment of a foreman. No big surprise, that his request was resisted for the t hird time. Allow us to envision, how might another chief with various authority style responded to take care of the issue. Bill Gates is by all accounts a legitimate applicant, as his administrative style is eminent for empowering recommendations from all positions and discussion all thoughts. His participative conduct would prompt the conversation of the issue with the foreman, which is that cutting segments of scrap is less proficient and costs more than twisting them. The inconsistencies of a foreman would have been tuned in, and bargains would have been reached. As can be seen, tuning in to foreman grievances and analysis is by all accounts not an impractical notion at long last. Obviously, it would have taken additional time than relegating a request, however for this situation the task would have been finished moving along without any more updates almost certain. Obviously, the conversation may have transformed into the other way: it is difficult to twist scrap strips for reasons unknown of mechanical issue; - accordingly no cost decrease can be normal in this action. Still it would have brought the valuable information. Sway Eckert, a fruitful supervisor at Mattel can fill in as a valuable examination of administrative styles. Like Dick Spencer, Eckert never changed his administration standards. Notwithstanding, while evaluating the yearly motivating force plan at Mattel, he found that objectives were set ridiculously high: worker rewards were plainly out of reach. The predicament he confronted was: should he adhere to his administration rule of never modifying targets once they had been set, or rather alter them, make them achievable and maybe win representative duty Eckert has picked the subsequent way and won at long last: businesses understood that he was their ally and re-multiplied their promise to the organization's turnaround. (Ecker t, 2001) Another part of Spencer's initiative style is his propensity to meander the processing plant and tune in to his representatives. Valid, this gives a ranking director extra data about their association and abbreviates the separation among administrators and laborers. In any case, this trademark doesn't go in accordance with chief's legitimate style of giving requests. Laborers might be mollusk since they don't communicate with the top administrator straightforwardly, yet center supervisors are very

Crito essays

Crito articles To Conform or not When one is contemplating the inquiry, what do the laws mean by expressing that Socrates should have been dutiful as a result of all that the laws have accomplished for him, you can locate the significance in the content of the Crito. The law expresses, that on the off chance that they were not there, Socrates would not have been conceived. Since it was by them, that his mom and father were hitched. The laws additionally expresses that in the event that it were not for them, Socrates would not be as instructed as he might have been. Since it was the law that instruction got from, and on the off chance that it had not been made, Socrates father couldn't have taught him in Arts and physical culture. The law likewise accepts, that without them, Socrates would not exist. So accordingly, Socrates ought not be ignoring them when he in certainty owes them for his reality and all he knows. For as per the law, they gave him birth, supported him, instructed him, and gave him all that they could. Be that as it may, is that a valid justification for complying with a vile law? Is Socrates! extremely obliged to the laws? I accept the response to that is in the inquiry. On the off chance that something is unjustifiable, at that point it isn't right, and arent we expected to not be submitting ourselves to wrong, and rather doing right. However, Socrates says, in the Crito, in the event that you are wronged you ought not foul up consequently, in light of the fact that you ought to never foul up. He accepts that the laws aren't right, yet in the event that he ignores them, he is fouling up. To get off-base and perform wrong is rarely right. I concur yet I likewise oppose this idea. I concur that to foul up on the grounds that a person or thing has wronged you are incorrect. I believe that thusly, you are going as far as a degree of obliviousness and along these lines harming yourself more than anything is. Since to hurt when another person has harmed you, just prompts you at last harming more. In any case, I don't concur that by ignoring an uncalled for law you are fouling up. It is out of line, unreasonable, and superfluous, so by not tailing it, you are accomplishing more right than wrong.... <!

Important Components of Word Processing Software Free Essays

There are numerous valuable apparatuses in word preparing programming that can assist one with achieving achievement in their profession, for example, textual style settings, featuring, line separating, spelling and language structure checking, and the capacity to execute spreadsheets, tables and charts. Word processors, for example, Microsoft Word have many typesetting highlights to enable the client to achieve their objectives. Highlights like diverse text dimensions and the capacity to change the shading that an expression is shown in, award the client a road to communicate distinctive accentuation on specific expressions without breaking a sweat. We will compose a custom exposition test on Significant Components of Word Processing Software or then again any comparative theme just for you Request Now Likewise this can assist with arranging and make the general perusing of a paper all the more simple on the peruser. Different instruments, for example, featuring help with this procedure also, giving the client an approach to ‘point out’ significant parts of the data contained in the report. Line separating is one more instrument that can help during the time spent creation an archive simpler to peruse. By utilizing a more extensive line dividing you make it simpler for the eyes to keep put and track with a similar line. Notwithstanding the choices one has with altering the typeface and feel of a record, there are apparatuses actualized into most word processors that help to address mistakes in spelling and sentence structure. Spell check and sentence structure check are useful devices while making an archive. When composing a paper, if the program perceives any blunders in spelling it will put a red crisscross underline underneath the word or expression that is off base. The equivalent is likewise valid for sentence structure check. It will check for blunders in accentuation or sentence structure and spot a green underline under the expression or word. Control Key and Word †Text and Graphics. In the two cases, right clicking for the most part uncovers a rundown of proposals with respect to how to appropriately address the issue. To wrap things up in a circumstance where one needs to introduce information to a predominant or collaborator, most word processors have devices that consider the arrangement of charts and tables which help the client to introduce information pertinent to the subject of the report. With the innovation set up in today’s word handling programming, the stream and move of data has been made much more straightforward. The most effective method to refer to Important Components of Word Processing Software, Papers

Teacher and Student The First and the Final Confrontations Between Thami and Mr M - Literature Essay Samples

The true tragedy of apartheid lies not on the surface, but in the revealing of unspoken desires underneath the surface. Starkly contrasting with the play-long idealistic image of the â€Å"all-knowing Mr M and his brilliant protege Thami†, Thami and Mr M’s ideas about change in the apartheid system clash in this extract. By characterising this much needed moment of honesty as an anagnorisis, Fugard emphasises Thami and Mr M’s role reversal as they flesh out the truth from each other and thus go their separate ways, representing the black-on-black reality of apartheid. Ripping off their fake ‘public’ masks, Thami and Mr M finally challenge each other to speak the truth in this extract. Starting off the extract with an accusatory tone, Thami sets the atmosphere as one of confrontation and invites the recurring silences that follow. Instead of calling Mr M by his respected title, Thami instead uses indirect, ‘avoidant’ personal pronouns like â€Å"you†, â€Å"somebody† and â€Å"everybody†. Adding to the resulting tone of betrayal, Mr M’s continual asking of questions, contrasting with Thami’s short, assertive responses throughout the extract conveys his confusion and dismay that their pedagogical relationship faces the threat of ending. For example, Mr M deliberately forces Thami to denounce the cold, hard truth when he orders: â€Å"Go on. [violently] If they find me here what?† As Thami’s actor chokes out the blatant truth â€Å"They will kill you† Fugard seems to seal the moment of transition from the fake, wishful ‘happy teacher and student’ relationship to the ugly, unresolved conflict underneath. While initially the rift may have stemmed from disagreeing methods of obtaining freedom Thami with action, Mr M with language here, Fugard utilises the tense moments of silence to suggest that there is more to that. Throughout the play, the relationship between Thami and Mr M was between that of a student and his teacher. However, Fugard reverses their roles in this keystone peripeteia and thereby hints at the passing down of the dream of attaining freedom from the older to younger generation. As leader of the mob, Thami’s role forces him to eliminate all obstacles in the way, including Mr M. Thus, he speaks the truth in confronting Mr M: â€Å"I’m not doing it for you. I’m doing it for the struggle.† However, as Thami’s actor â€Å"[avoid[s] Mr M’s eyes]†, Fugard shows us the most significant conflict that apartheid raises â€Å"black-on-black conflict† (Brian Crow, 1992). Considering this, the colour of one’s skin would not separate people, as demonstrated by the harmonious friendship between Thami and Isabel. Instead, Fugard argues that mutual understanding would separate the â€Å"innocent† from the â€Å"guilty†. Thus, when Mr M admits his betrayal of Thami â€Å"That’s right, Thami. I am guilty. I did go to the police.† a sympathetic audience’s mourning of the ensuing ‘breakup’ stems not only because of the teacher and student’s previously familial bond, but also because of the looming scent of death that follows. From a bright, optimistic front cover, Mr M’s seems to have given up by the end of the extract not because he realises the fault of his peaceful method, but because he sees that he has â€Å"really lost [Thami]†. Thami and Mr M’s character arcs finally cross as the student becomes both the hero for the mob and the villain that saw his teacher to his death. With the theatrical use of a red coloured backdrop and lights at the end of this extract, an audience would understand that the end of the extract represents the death of Mr M’s peaceful protest. As Eric Sterling, 2016, notes: â€Å"The idea of patience as a virtue is a cliche to members of an oppressed younger generation who have become frustrated and desperate.† Arguably Fugard’s key concern, â€Å"the reality of black-on-black conflict† (Brian Crow, 1992) is the legacy of the apartheid system. Contrary to the peaceful debate that opened the play, the resonating sound of violence in the background punctures the notion of words as the sword of truth in apartheid. With the rise of unexplained ideas of â€Å"the boycott†, â€Å"mob† and â€Å"revolution†, Fugard creates a sense of looming uncertainty for Thami’s future. Even though Mr M and Thami tried to convince each other to abandon his own cause one last time in this extract, the tragic nature of the play’s plot denounces the ineffectiveness of such cries. Interestingly, however, the play appears not to end, as Thami and Isabel members of the younger generation continue to live and lead their own causes. Perhaps then, Mr M’s death may be considered to be the breaking of the chains tying down Thami and Isabel to old, traditional ideas . Fugard demonstrates Thami’s young blood when he asserts: â€Å"I’ll make [the mob] believe me.† ‘The end of the play marks the beginning of the fight for freedom’, argues Fugard. Aside from economic reasons, perhaps Fugard employed minimalist theatre in this three-hander to emphasise the birth of future young leaders. Because while Thami might have continued to hold sentiment with Mr M, Fugard argues that he stood up to Mr M in understanding that he could â€Å"do whatever it is [he] wants to† and advocate for whatever ideas he believes in. Reflecting the master-to-student legacy, Mr M’s separation from Thami represents only the start of ‘the hero’s journey’. The journey towards change truly only begins at the end of the play, and only future audiences will know the outcome of apartheid.

The Importance of Preserving History Through Primary Sources - Free Essay Example

Sample details Pages: 8 Words: 2440 Downloads: 7 Date added: 2019/03/26 Category History Essay Level High school Tags: Julius Caesar Essay Did you like this example? What does a memory represent? What does it mean to the 7.7 billion individuals that live on Earth today (Current World Population)? John D. Hicks, of Oxford University, once asked his students: What would a man do without a memory? (Hicks). The students were baffled until Hicks gave the example that the man would not know the difference between a door and a window, and would not know what to do next. Don’t waste time! Our writers will create an original "The Importance of Preserving History Through Primary Sources" essay for you Create order The students seemed to understand the pure chaos that would come into this mans life if he lost all of his memory. He would not remember people, places, things, or processes. He would be completely lost. Hicks then asked, what would a people, a nation, a world do without its memory? (Hicks) and the students erupted in competing voices. They asked how the world could continue to function if all people lost their memory like the first man. John Hicks explained that the functioning would not be possible, and the entire world would plunge into chaos. History is simply a collection of memories that play a vital role in everybodys life. Humans constantly are reminded of our past, and learn from it, in order to build a greater future. Steve Berry, a journalist from the Huffington Post, concludes that History serves as a model not only of who and what we are to be, we learn what to champion and what to avoid. Everyday decision-making around the world is constantly based on what came before us. (Berry). Today, more than 30,000 archives, historical societies, libraries, and museums in the United States hold approximately 4.8 billion historical artifacts (Berry). Imagine what one could learn from all of those memories. Now, visualize what the world would lose if those artifacts disappeared. The lack of funding for preserving history in the United States places a third, more than 1.6 billion, of these artifacts at risk for being lost. The libraries, historical societies, archives, and museums preserve humans heritage. The artifacts repre sent and teach us who and what we are. Many historical records have been lost in fires, floods, or purposeful destruction throughout history. Today, the current records of the world are on the verge of being lost on the basis of simple neglect (Berry). Improper funding, low use, and abandonment cause people of power, private funders, and everyday people to stop believing in the power of history. The largest deposit of knowledge in the ancient world could have easily rotted away as a victim of neglect and indifference, and we would never know. However, centennial celebrations often encourage people to rediscover and remember the history of events others left behind. In 2018, this becomes increasingly relevant as the centennial of World War I approaches. A common history textbook would describe World War I in all of its political fighting and conflicting powers. Before the war, there were five major powers within Europe: Austria-Hungary, Germany, Russia, France, and Britain. Prior to August of 1914, two of these major powers were already tied up in political disagreements. Germany was inflicting serious political pressure on France in a show of power. Russia then intervened in the fighting to relieve the pressure on France. Italy, a smaller power in Europe, remained undecided despite their involvement in the Triple Alliance with Germany and Austria-Hungary. The secret agreement did not commit Italy to fight, but the two major powers placed a lot of pressure on the country. Following the first nine months of the war, Italy broke their habit of neutrality by declaring war on Austria-Hungary in 1915. Turning on one of their Allies shocked the world, and Italys decision seemed to be influenced by an offer for land in exchange for partici pation. In response to similar bribes, Bulgaria, Romania, and Greece entered the war. These countries were all offered land in exchange for participation in the war for Germany. The major power bombed British warships, killing Americans and initiating Americas involvement in the war. From there, the fighting continued for more than four years between all of these major powers (The Diplomatic Drift). Some would generalize that history is past politics and present politics is future history; however, this is not true as history encompasses much more than just politics, even though textbooks do not leave room for these other aspects (Hicks). Now, because the textbook description of World War I consistently focuses on politics, the only way to understand the full history of the Great War is to analyze first-hand documents. It is also difficult to trust the authenticity of second-hand accounts of the war because of World War II. World War I was labeled as the war to end all wars, and the details were fresh in everyones mind. For the next two decades, people around the world published details of the Great War. However, another global conflict quickly arose which caused the sacrifices of Americans in the first war to be overlooked (Remembering World War I). This is detrimental to history because the small details were not majorly recorded, and more information was forgotten. George Santayana once pointed out, those who forgot their history might be doomed to relive it (Hicks). The small details that do not make it into history textbooks or common recollections, will not be remembered. What other aspects of the war are missin g, and what will humanity lose if we do not remember them? E. L. Godkin, a respected journalist, once said, He who cannot see very far backward cannot see very far forward. (Hicks). This means, if the forgotten small details compile an important aspect of the war, it will be something to remember, but people will not learn from them. An Associate Justice of the Supreme Court of the United States, Felix Frankfurter, has explained: There is no inevitability in history except as men make it. If we are wise, we shall try to plan our course. (Hicks). This follows the logic of Godkin, and the small details that were not properly recorded or remembered after World War I will not be there to guide the future of humanity. It is understood by Santayana, Godkin, and Frankfurter that losing these small details will impact human history, but what are the small details that textbook histories miss? Julius N. Kirk, a soldier in World War I, is just one of the people who provide the missing inform ation. When the American President, Woodrow Wilson, declared war against Germany, he insisted that the world must be made safe for democracy, and two million doughboys fought for that ideal on the battlefield (Remembering World War I). A soldier from Middletown, Delaware would make a lasting impact on the history of the war. Julius N. Kirk was a Middletown businessman born into a large family. He was born on March 12th, 1893, in Glasgow, DE. As any other man would do, he registered for the draft on June 5th, 1917, and was later called into the force on April 1st, 1918. On a paper resume, his life can be seen as dull and uninteresting. His involvement in the war is summarized by him being wounded in action on October 18, promoted to Sergeant in December, and being discharged in January of 2019. He was trained in marksmanship, bayonet, gas attack and air raid drills, and an incredible amount of marching. Kirk did make the W.W.I. Honor Roll after returning to Delaware, but his achievements wer e sparse. From this resume, it is difficult to see what Julius Kirk provided to the war if anything at all. However, his success is irrelevant because he did not provide America with a win, he provided history (M.O.T.). Julius N. Kirk wrote countless letters back home, as well as keeping his own form of a journal. He reassured his loved ones he was alive and well, but also provided a first-hand account of the horrors of the war. His letters described his day to day activities and the battlefields. He did not explain the political powers fighting each other, similar to history textbooks. One of his most vivid letters was written on October 2nd, 1918. Immediately, he explained why he had not written in eighteen days. It was clear he made writing letters a priority. He and his fellow soldiers were constantly fighting on the battlefield for those two weeks. He described how they captured a lot of materials, railroad outfits, ammunition, mules, horses, and more. In the first few days of fighting, friends of Julius discovered that German soldiers were carrying alcohol on the battlefield. This provides evidence that soldiers were unhappy while fighting and drank to ease their thoughts. The psychological ef fect on the soldiers was serious and evidenced by experienced soldiers carrying booze. Kirk later recorded that he was carrying a pocket knife, a bottle of whiskey, and coffee. Julius likely found the booze on the German soldier while retrieving a pencil he saw the man carrying. His sole writing utensil was one he took of a dead body on the battlefield (AEF Letter). A few months earlier, Julius described an attack he witnesses while traveling with the military on June 2nd. Julius writes the following in his journal: Attack. Two subs destroyed. Note violence of depth bombs scares on ship. Activity of chasers. (War Letters). The next day, he saw warcrafts in the waters. Not only that, he saw a dead boy kept in a lifeboat afloat in the water. He saw countless aviators fly over him constantly, and read in the papers that eleven American warcrafts had been sunk. Julius read this while traveling on an American ship (War Letters). The cognitive influence this had on him, as well on other s oldiers, was severely negative and the complexities of the terrors experienced are only justified by first-hand accounts. In addition to describing violence, Julius recorded the long days and strenuous work of the American soldiers. Before entering the battlefield, Kirk was instructed that his rifle and gas mask would be his best friends. However, in one of his letters, he said he found more use in his pick and shovel (AEF Letter). He had large blisters on his fingers and hands from digging for three nights due to the advancing positions of the enemy. 200-300 shells were also dropping on the American soldiers per minute as they dug holes (AEF Letter). On June 27th, 1918, Julius recorded the following in his journal: Moving at 12:00 without dinner, hiked ten miles, full pack, return at six pm. Tired plus sore feet. return to same billets drilled on the field until ten am, [and] went 12 hours without eat[ing] (War Letters). On the 28th, they arose at 6:25 am and stayed on guard until four. The next day, they woke up at three in the morning and returned from the field at 4:30 pm. On July 2nd, Julius arose at five am, arrived at the field at seven, and returned at four pm. He mentioned it was hot during day at noon, which is one of the last things historians would think about when studying the difficulties of fighting soldiers. On July 3rd, the soldiers arose at 5 am, listened to instructions on trench fighting and grenades, then ate lunch on the battlefield. They spent the afternoon working on extended order drilling combat and ate stew for dinner at 5:30 pm (War Letters). This first-hand account of the horrors and pains of the war provides historians with a large amount of information on the facets of the war that impacted the soldiers forced into drafts. The common textbook history discussed earlier would not have mentioned these events. The images described by Julius N. Kirk could be seen as too horrifying, but it is most likely excluded from history because it is not seen as important by itself. When the journals of several soldiers are analyzed, there are overwhelming accounts of fear, death, and physical labor that showcase the extremities of the war. The five political powers in Europe quickly engaged in fighting and drafted numerous soldiers to place on the battlefield, without accounting for the impacts on the men. The information the Julius preserved in his journal and letters is very valuable to fully remembering the war. Julius Kirk was not a decorated soldier in his time during the war, but he is immensely decorated and important to histor ians today. Currently, the National Archives have been scrambling to preserve and digitalize primary records from the Great War including letters, photographs, and film. As their work progressed, they developed a resource to World War I that is incomparable to others. An app was launched to make photographs and film more accessible to the general public. Specifically, the app was designed for educators and the museum community but anyone interested in exploring the Great War has access (Remembering World War I). The National Archives also partnered with the Library of Congress and the Smithsonian National Museum of American History. All three institutions provided content for the app. In addition, the WWI Centennial Commission, American Association for State and Local History, and the National WWI Museum and Memorial contributed to remembering World War I through this technology (Remembering WWI from ¦). All in all, the government is projected to spend fifty million dollars on commemorations o f the Great War (Mount). These celebrations and technological resources would not be available if not for men such as Julius N. Kirk and the people who helped to preserve his letters after he returned. Harry Mount, a simple journalist for The Telegraph, reminds us No one [can] argue with the desire obligation, even for modern generations to remember the war, especially not as its centenary approaches. (Mount). Works Cited Berry, Steve. Why Preserving History Matters. The Huffington Post, TheHuffingtonPost.com, 23 June 2012, www.huffingtonpost.com/steve-berry/why-preserving-history-matters_b_1446631.html Current World Population. World Population Clock: 7.7 Billion People (2018) Worldometers, www.worldometers.info/world-population/. Hicks, John D. Changing Concepts of History. The Western Historical Quarterly, vol. 2, no. 1, 1971, pp. 2135. JSTOR, JSTOR, www.jstor.org/stable/967675. Julius N. Kirk. An AEF Letter. 2 October 1918. Pages 1-3. Julius N Kirk. War Letters. 30 May 1918 to 4 July 1918. Pages 1 14. M.O.T. Answers the Call, a World War One Exhibition. August 2017 August 2018. Mount, Harry. How Should We Remember the First World War? The Telegraph, Telegraph Media Group, 9 June 2013, www.telegraph.co.uk/history/10109434/How-should-we-remember-the-First-World-War.h Remembering World War I. National Archives and Records Administration, National Archives and Records Administration, www.archives.gov/publications/prologue/2017/spring/archivist-wwi. Remembering WWI from the US National Archives. Remembering WWI from the US National Archives World War I Centennial, www.worldwar1centennial.org/index.php/communicate/press-media/wwi-centennial-news The Diplomatic Drift towards War: 1890-1914. HISTORY OF THE FIRST WORLD WAR, www.historyworld.net/wrldhis/PlainTextHistories.asp?historyid=aa01.

A Research Proposal on Reproductive Health of Women and...

INTRODUCTION Ever since the beginning of mankind, women could not enjoy the status equal to men, however, in the present era of modernization and globalization women have earned a lot of social, economical, political as well as legal recognition and status. Though, all these advantages are most enjoyed in the First World countries that are not only economically, socially and politically developed but also technologically advanced and modernized states of the globe. On the other hand women of the developing countries (Third World Countries) are not as privileged and lack basic social, economical and political rights, varying from country to country depending upon the social and religious culture of these countries. Therefore, the level of†¦show more content†¦Fertility is higher in rural (2.76) than in urban areas (2.48). In rural areas the fertility rate is higher for women aged between 20 to 35 years. For urban women, women’s increased participation in the labor force starting at adolescence contributes significantly to controlling fertility. The average age of marriage for girls in Bangladesh is between 13-16 years and almost all the girls are married before they are 25 years of age. As married life commonly starts at the age of 15 for most, a woman experiences 10-11 pregnancy in her lifetime, out of which the number of average surviving children is 3.2. With regard to mortality, the population belonging to 0-1 and 50 years and above is more vulnerable than any other age group. For the 0-1 age group, the mortality rate of the male population used to be higher than that of the female population, but now the death rate of girl children is higher than boy children. Women are also gravely exposed to dangers of childbirth. The maternal mortality rate of 444 per 100,000 live births is one of the highest in the world. A pervasive gender differential in entitlement of food, nutrition, and care leads to a higher death rate of girl children than boy children. The following tables will help us to know the exact health condition of women (both urban and rural) in Bangladesh. Table 1: Population in Million by locality. Locality Year 2000 2001 2002 2003 2004 National 129.30 131.10Show MoreRelatedâ€Å"Positive Effects and Impact of Reproductive Health Bill in the Philippines†7090 Words   |  29 PagesTopic Title: â€Å"Positive Effects and Impact of Reproductive Health Bill in the Philippines† I. Introduction: The first time the Reproductive Health Bill was proposed in1998. During the present 15th Congress, the RH Bills filed are those authored by House Minority Leader Edcel Lagman of Albay, HB 96; Iloilo Rep. 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It is about women gaining controlRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesI 111TH CONGRESS 1ST SESSION H. R. 3962 To provide affordable, quality health care for all Americans and reduce the growth in health care spending, and for other purposes. IN THE HOUSE OF REPRESENTATIVES OCTOBER 29, 2009 Mr. DINGELL (for himself, Mr. RANGEL, Mr. WAXMAN, Mr. GEORGE MILLER of California, Mr. STARK, Mr. PALLONE, and Mr. ANDREWS) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committees on Education

Essay Violence In School Example For Students

Essay Violence In School Violence in schools is a great concern in our society. The concern is heightened by the abundance of media coverage on a number of recent school shootings. With all of the news clips, sound bites, and Internet coverage swirling around in our heads, one might conclude that children are more violent today, than they were in recent years. But, school violence is not a new issue for the nineties; School violence has been around since the1950s, but then it was more an issue of juvenile delinquency than violent behavior. The difference between the two generations is that today student conflicts are more likely to be solved with the use of weapons. The fact is a gun is much more intimidating than a fist. There is nothing scarier than arriving at school afraid of what may happen next. Many students are faced with this problem everyday. Children should feel safe when they walk into school. Many people use violence as an expression to release feelings of anger or frustration. They think there are no answers to their problems and turn to violence to express their out of control emotions. Others use manipulation as a way to control others or get something they want. Violence is a learned behavior. Like all learned behaviors, it can be changed. This isnt easy, though. Since there is no single cause of violence, there is no one simple solution. The best you can do is learn to recognize the warning signs of violence and to get help when you see them in your friends or yourself. Teachers tend to believe that school violence is a result of sociological factors such as: lack of parental supervision, lack of family involvement and exposure to violence in the mass media. These factors could be traced to high divorce rates, both parents working and high availability of mass media, e.g. television, Internet, ect.Students who live in fear of violence, witness violent acts, or become victims of violence suffer an array of short-term and long-term consequences emotionally and physically. They have been found to be at greater risk for low school performance, absenteeism, truancy, school dropout and delinquency. In fact, research has shown that juveniles who are victimized, or who repeatedly witness violence, and do not receive immediate support in understanding and dealing with it are at higher risk of using violence as a means of dealing with their own conflicts; thus repeating the cycle of violence. Schools are not doing enough to protect students and other school personnel. Curing social ills could take a long time, so I propose a high security approach to the problem. The community may find this expensive and students find it oppressive, but how many more people have to die? I propose the following strategy: Police officers in every school; Metal detectors at each doorway; Some type of dress code-banning ?big clothes? where weapons can be hidden; Hall monitors- hallways, doorways, restrooms and cafeterias; Train certain school personnel in weapon usage. Allow them to carry and store weapons on campus. If students knew someone else on campus had a gun to protect students, they may think twice about bringing one to school. This may sound severe, but this is a direct approach to the problem. Additional discipline is needed in order to stop school violence. We need more discipline in the family, in school, and even in public. We need to educate children that their actions do have consequences. As our countrys morals keep declining and the murder rate continues to rise in schools, we will still be blaming our problems on anything but ourselves.