Challenging Students Understanding Underlying Principles

Behaviorally Challenging Students: Understanding Underlying Principles Introduction Do you ever think that disciplinary issues are taking over your teaching time? Are there ways to change that? In this article, we will provide an overview of how best to approach behaviorally challenging students which in turn will result in more quality-teaching time. We will discuss three dimensions that are important for understanding student behavior and how they can be utilized to prevent, support, and correct unproductive behaviors. In terms of unproductive student behavior, teachers usually refer to lack of attention, hyperactivity, and disobedience as the most common (Little et al., 2008). Knowing Your Learners and Their Needs Knowing our students involves much more than knowing their names. In terms of needs, of the most recognized works directed towards understanding children’s needs is Maslow’s hierarchy of needs. The needs are explained in five groups: (1) physiological needs such as food, shelter, clothes, water, etc.; (2) safety needs, having secure and stable relationships, protection, and dependency; (3) the need for belonging and love imply that children need to be loved and cared for and feel that they belong to a community; (4) esteem and self-esteem, how students view themselves (and how others view them); (5) self-actualization needs address the necessity of children to fulfill their talents and potentials. It is understandable that physiological needs precedeShow MoreRelatedInclusive Curriculum : Education And Inclusive Education769 Words   |  4 Pagesparticularly students with disability have to be segregated in the special schools. However, over the past decades, humanityâ €™s progress has occurred in acknowledging that students with special needs enjoy the same education rights as their peers. 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A Description of Analytic Psychology Free Essays

string(272) " The stages are as follows: Oral Stage of Psychosexual Development \(ages 0-18 months\) – At this stage, the infant is focused upon getting pleasure from its mouth, especially through breastfeeding, which may be a source of satisfaction or frustration for the baby\." Advanced Counselling Skills Level 4 Assignment 0ne 1. Briefly describe Analytic Psychology www. jungclub-london. We will write a custom essay sample on A Description of Analytic Psychology or any similar topic only for you Order Now org C. G. Jung Analytical Psychology Club London. â€Å"Who looks outside, dreams, who looks inside, awakens,† The term ‘psychoanalyst’ is currently used to cover all those facts and theories presented in the works of Freud, Jung, and Adler. However it is often recommended that it should be applied only to the theory and practice of Freud and his disciples, and that the theory and practice of Jung should be designated ‘Analytical Psychology’, and that the theory and practice of Adler should be designated ‘Individual Psychology’. Psychoanalysis’ in this broader sense covers both a set of theories and a set of practices. Analytic psychology is the analysis of the human mind, psyche and the unconscious, as well as the conscious components of the mind. It is thought that man’s behaviour and his conscious states can be explained only by unconscious sources of motivation. What is common in the practice of the psychoanalytic schools is the use of special techniques for bringing these unconscious factors into light. The practice of psychoanalysis has grown out of the treatment of mental illness. In one sense, the practice of psychoanalysis is prior to the theories, since the theories first were developed from experiences from therapeutic practice. These theories have, however, been extended and enriched by material derived from other sources. Jung believed that the mind could be divided into unconscious and conscious parts. He felt that the unconscious mind was made up of layers. The personal unconscious is the part of the unconscious mind in which is stored each person’s unique personal experiences and memories that may not be consciously remembered. Jung believed that the contents of each person’s personal unconscious are organized in terms of complexes – clusters of emotional unconscious thoughts. One may have a complex towards their mother or towards their partner. Jung referred to the second layer of unconsciousness as the collective unconscious. This level contains memories and behavioural predisposition’s that all people have inherited from common ancestors in the distant human past, providing us with essentially shared memories and tendencies. People across space and time tend to interpret and use experience in similar ways because of â€Å"archetypes† – universal, inherited human tendencies to perceive and act in certain ways. During analytic therapy, Jung may use certain archetypes to explain person’s unconscious thoughts that in turn affect their outward behaviour. He believed that there are certain archetypes that are important in people’s lives. These archetypes are as follows. The persona archetype is the part of our personality that we show the world, the part that we are willing to share with others. The shadow archetype is the darker part of a person, the part that embraces what we view as frightening, hateful and even evil about ourselves – the part of us that we hide not only from others but also from ourselves. The anima is the feminine side of a mans personality, which shows tenderness, caring, compassion and warmth to others, yet which is more irrational and based on emotions. The animus is the masculine side of a woman’s personality, the more rational and logical side of the woman. Jung posited that men often try to hide their anima both from others and from themselves because it goes against their idealized image of what men should be. According to Jung, archetypes play a role in our interpersonal relationships. For example, the relationship between a man and a woman calls into play the archetypes in each individual’s collective unconscious. The anima helps the man to understand his female companion, just as the animus helps the woman to understand her male partners. Jung felt that the â€Å"self† – the whole of the personality, including both conscious and unconscious elements – strives for unity among the opposing parts of the personality. Jung distinguishes two differing attitudes to life, two ways of reacting to circumstances, which he finds so widespread that he could describe them as typical. The extraverted attitude, characterized by an outward personality, an interest in events, in people and things, a relationship with them, and a dependence on them. This type is motivated by outside factors and greatly influenced by the environment. The extraverted type is sociable and confident in unfamiliar surroundings. He or she is generally on good terms with the world, and even when disagreeing with it can still be described as related to it, for instead of withdrawing (as the opposite type tends to do) they prefer to argue and quarrel, or try to reshape it according to their own pattern. The introverted attitude, in contrast, is one of withdrawal of the personality and is concentrated upon personal factors, and their main influence is ‘inner needs’. When this attitude is habitual Jung speaks of an ‘introverted type’. This type lacks confidence in relation to people and things, tends to be unsociable, and prefers reflection to activity. Jung uses the term Analytical Psychology to describe his own approach, which is not only a way of healing, but also of developing the personality through the individuation process. Since individuation is not the goal of all who seek psychological help he varies his treatment according to the age, state of development, and temperament of his patients ‘ and does not neglect either the sexual urge or the will to power. 2. What were the life stages identified by Freud: ww. wikipedia. org/wiki/Sigmund_Freud â€Å"At that time, the eel life cycle was unknown and Freud spent four weeks at the which he frequently demonstrated with patients on stage in front of an audience† Famed originator of psychoanalysis Sigmund Freud created a psychosexual model of human development based upon the erogenous zones of the body. He believed that as these zones matured neurolo gically, they activated the emotional world of the child (largely resident in the unconscious), and in the course of doing so, created the basis for later emotional health or mental illness in adulthood. The stages are as follows: Oral Stage of Psychosexual Development (ages 0-18 months) – At this stage, the infant is focused upon getting pleasure from its mouth, especially through breastfeeding, which may be a source of satisfaction or frustration for the baby. Anal Stage of Psychosexual Development (18 months – 3 1/2 years) – At this stage, the young child is fixated upon its own process of eliminating faeces, experiencing pleasure in the anal regions of the body, and reacting emotionally to attempts by parents or other caregivers to control this physical function through toilet training. Phallic Stage of Psychosexual Development (3 1/2 years – 6 years) – At this stage, the penis or vagina is the source of erotic satisfaction for the child, and he or she fantasizes about getting pelvic pleasure with the opposite sex parent and aggressively doing away with the same sex parent (the Oedipal Crisis). Latency Stage of Psychosexual Development (6 years – puberty) – At this stage, the emotional surges of the previous three stages go into hiding for a few years as the child learns how to repress, project, introject, sublimate, and in other ways channel the psychosexual energies of their earlier development. Of Psychosexual Development (puberty – adulthood) – At this stage, the psychosexual instincts of the first three stages of development reassert themselves at puberty, but instead of being directed toward fantasy or the child’s own body, are directed Genital Stage outward toward a genuine love relationship focused on heterosexual genital sex. The conscious mind includes everything that we are aware of. This is the aspect of our mental processing that we can think and talk about rationally. A part of this includes our memory, which is not always part of consciousness but can be retrieved easily at any time and brought into our awareness. Freud called this ordinary memory the preconscious. In Sigmund Freud’s psychoanalytic theory of personality, the conscious mind includes everything that is inside of our awareness. This is the aspect of our mental processing that we can think and talk about in a rational way. The conscious mind includes such things as the sensations, perceptions, memories, feeling and fantasies inside of our current awareness. Closely allied with the conscious mind is the preconscious, which includes the things that we are not thinking of at the moment but which we can easily draw into conscious awareness the unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behavior and experience, even though we are unaware of these underlying influences. In Freud’s psychoanalytic theory of personality, the unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict. According to Freud, the unconscious continues to influence our behaviour and experience, even though we are unaware of these underlying influences. The id is the only component of personality that is present from birth. This aspect of personality is entirely unconscious and includes of the instinctive and primitive behaviours. According to Freud, the id is the source of all psychic energy, making it the primary component of personality. The id is driven by the pleasure principle, which strives for immediate gratification of all desires, wants, and needs. If these needs are not satisfied immediately, the result is a state anxiety or tension. For example, an increase in hunger or thirst should produce an immediate attempt to eat or drink. The id is very important early in life, because it ensures that an infant’s needs are met. If the infant is hungry or uncomfortable, he or she will cry until the demands of the id are met. However, immediately satisfying these needs is not always realistic or even possible. If we were ruled entirely by the pleasure principle, we might find ourselves grabbing things we want out of other people’s hands to satisfy our own cravings. This sort of behaviour would be both disruptive and socially unacceptable. According to Freud, the id tries to resolve the tension created by the pleasure principle through the primary process, which involves forming a mental image of the desired object as a way of satisfying the need. The ego is the component of personality that is responsible for dealing with reality. According to Freud, the ego develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world. The ego functions in the conscious, preconscious, and unconscious mind. The ego operates based on the reality principle, which strives to satisfy the id’s desires in realistic and socially appropriate ways. The reality principle weighs the costs and benefits of an action before deciding to act upon or abandon impulses. In many cases, the id’s impulses can be satisfied through a process of delayed gratification–the ego will eventually allow the behaviour, but only in the appropriate time and place. The ego also discharges tension created by unmet impulses through the secondary process, in which the ego tries to find an object in the real world that matches the mental image created by the id’s primary process. The last component of personality to develop is the superego. The superego is the aspect of personality that holds all of our internalised moral standards and ideals that we acquire from both parents and society–our sense of right and wrong. The superego provides guidelines for making judgments. According to Freud, the superego begins to emerge at around age five. There are two parts of the superego: The ego ideal includes the rules and standards for good behaviours. These behaviours include those, which are approved of by parental and other authority figures. Obeying these rules leads to feelings of pride, value and accomplishment. The conscience includes information about things that are viewed as bad by parents and society. These behaviours are often forbidden and lead to bad consequences, punishments or feelings of guilt and remorse. The superego acts to perfect and civilize our behaviour. It works to suppress all unacceptable urges of the id and struggles to make the ego act upon idealistic standards rather that upon realistic principles. The superego is present in the conscious, preconscious and unconscious. With so many competing forces, it is easy to see how conflict might arise between the id, ego and superego. Freud used the term ego strength to refer to the ego’s ability to function despite these duelling forces. A person with good ego strength is able to effectively manage these pressures, while those with too much or too little ego strength can become too unyielding or too disrupting. According to Freud, the key to a healthy personality is a balance between the id, the ego, and the superego. The term got its start in psychoanalytic therapy, but it has slowly worked its way into everyday language. Think of the last time you referred to someone as being â€Å"in denial† or accused someone of â€Å"rationalizing. † Both of these examples refer to a type of defense mechanism. In Sigmund Freud’s topographical model of personality, the ego is the aspect of personality that deals with reality. While doing this, the ego also has to cope with the conflicting demands of the id and the superego. The id seeks to fulfill all wants, needs and impulses while the superego tries to get the ego to actin an idealistic and moral manner. What happens when the ego cannot deal with the demands of our desires, the constraints of reality and our own moral standards? According to Freud, anxiety is an unpleasant inner state that people seek to avoid. Anxiety acts as a signal to the ego that things are not going right. Frued identified three types of anxiety:Neurotic anxiety is the unconscious worry that we will lose control of the id’s urges, resulting in punishment for inappropriate behavior. Reality anxiety is fear of real-world events. The cause of this anxiety is usually easily identified. For example, a person might fear receiving a dog bite when they are near a menacing dog. The most common way of reducing this anxiety is to avoid the threatening object. Moral anxiety involves a fear of violating our own moral principles. In order to deal with this anxiety, Freud believed that defense mechanisms helped shield the ego from the conflicts created by the id, superego and reality. 3. what factors determine a person’s behaviour according to watson: â€Å"Behaviourism †¦ holds that the subject matter of human psychology is the behaviour of the human being. Behaviourism claims that consciousness is neither a definite nor a usable concept. The behaviourist †¦ holds, further, that belief in the existence of consciousness goes back to the ancient days of superstition and magic†¦. The great mass of people even today has not yet progressed very far away from savagery – it wants to believe in magic†¦. Almost every era has its new magic, black or white, and its new magician. Moses had his magic: he smote the rock and water gushed out. Christ had his magic: he turned water into wine and raised the dead to life†¦. Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behaviorism, behavior can be studied in asystematic and observable manner with no consideration of internal mental states. There are two major types of conditioning:Classical conditioning i s a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response. Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior. Behaviourism holds that only observable behaviours should be studied, as cognition and mood are too subjective. According to behaviourist theory, our responses to environmental stimuli shape our behaviours. Important concepts such as classical conditioning, operant conditioning, and reinforcement have arisen from behaviourism. In operant conditioning, the learner is also rewarded with incentives, while classical conditioning involves no such enticements. Also remember that classical conditioning is passive on the part of the learner, while operant conditioning requires the learner to actively participate and perform some type of action in order to be rewarded or punished. . list 6 examples of metaneeds and metapathologies: www. oaks. nvg. org/abraham-maslow. html â€Å"Metaneeds and metapathologies. Another way that Maslow approaches the problem of self-actualization is to talk about special, driving needs† The basic psychological needs are the instinctive needs for the self-respect and self-esteem which provide the conditions for psychological growth and full personality development. T he most urgent or ‘prepotent’ is the need for freedom from fear and anxiety i. . the need for safety or ‘security’. Security needs which includes the need to strive for   perfection or ‘ideals’ is communicated through loving care and affection of ‘unconditional love’ i. e. the need for ‘belongingness’. The sense of belongingness is the basis for approval of one’s identity and expectations for oneself – faith in oneself as ‘self-respect’ or ‘self-esteem’ i. e. the ‘ego needs’. Gratification of ego needs establishes a natural condition of self-identity  or ‘healthy ego’. The healthy ego involves a high evaluation of the self based on faith in one’s potentialities, recognition and appreciation of one’s personal achievements, competence and confidence in the sense of importance of one’s status. This basic sense of worthiness leads to the sense of purpose – ‘self-directedness’ or ‘self-discipline’ – which is prerequisite to ‘spiritual growth’ of complete ‘personality development’ of maturity i. e. ‘self-actualisation. Self-actualisation is mature growth which involves the harmonising of psychic forces i. . ‘growth motivation’. Metaneeds are human motivations for spiritual growth of the human organism as a social organism†¦ subconscious needs for awareness of human values for living: ‘social values’ or ‘human values’  Metaneeds are instinctive needs of the human organism as a social organism which depends for survival on human solidarity and social cooperation. Metaneeds are the survival needs of creative   socialisation – the higher psychological needs for personality integration. The metaneeds are the so-called ‘higher spiritual needs’ – the ‘Being needs’ (‘B-needs’) for self-transcendence – the needs for truth, morality, goodness, beauty, perfection, justice, kindness, happiness, serenity, wisdom, love simplicity, lawfulness, and ego-transcendance etc. The metaneeds are equally urgent or ‘potent’ and each can be defined in terms of the others. In the process of normal psychological growth the subconscious B-needs rise to the conscious level of awareness as the human values for living – the ‘social values’ i. e. ‘Being-values’ or ‘B-values’ i. e. ‘human values’. In the transcendental realm, the being needs become the ‘being-values’. They are just as biologically based as are the so-called ‘lower needs’ – the   obviously physiological needs of hunger and thirst. The transcendant, religious, esthetic, and philosophical facets of life are as real and intrinsic to human nature as any other biological needs. Each of the human values represents a different facet of the development of ‘moral conciousness’ or ‘conscience’. As the source of human values the functions to maintain the integration of personality while adapting to changes in the socal environment. Development of conscience depends on gratification of metaneeds in a process of ‘spiritual growth’. Psychologist Abraham Maslow (1954) stated that human motivation is based on people seeking fulfilment and change through personal growth. Maslow described self-actualized people as those who were fulfilled and doing all they were capable of. By studying people he considered to be self-actualised (including Abraham Lincoln, Albert Einstein and William James). Maslow identified 15 characteristics of a self-actualised person (illustrated as a pyramide). For example: enjoyment of new experiences, sense of humour, close friendships, creativity etc. It is not necessary to display all 15 characteristics to become self-actualised, and not only self-actualised people will display them. Maslow did not equate self-actualisation with perfection. Self-actualisation merely involves achieving ones potential. Thus someone can be silly, wasteful, vain and impolite, and still self-actualise. Less than one percent of the population achieve self-actualisation. The hierarchy of needs include: Biological and Physiological needs – air, food, drink, shelter, warmth, sex, sleep, etc. Safety needs – protection from elements, security, order, law, limits, stability, etc. Belongingness and Love needs – work group, family, affection, relationships, etc. Esteem needs – self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. Self-Actualisation needs – realising personal potential, self-fulfilment, seeking personal growth and peak experiences. 5. Describe the theories of Carl Rogers. How do you think his work is relevant to the counselling you will undertake with your clients? www. simplypsychology. org/carl-rogers. tml â€Å"Carl Rogers believed that humans have one basic motive, that is the tendency to †¦ Central to Rogers’ personality theory is the notion of self or Self-Concept† Theory of Personality Development Rogers’ therapy was an extension of his theory of personality development and was known as client-centred therapy, since the basis of the therapy was designed around the client. According to Rogers each person has within them the inherent tendency to continue to grow and develop. As a result of this the individual’s self-esteem and self-actualisation is continually influenced. This development can only be achieved through what Rogers refers to as â€Å"unconditional positive regard. In order for an individual to experience total self-actualisation the therapist must express complete acceptance of the patient. Roger’s found that this was best achieved through the method of â€Å"reflection†, in which the therapist continually restates what the â€Å"patient† has said in an attempt to show complete acceptance and to allow the patient to recognize any negative feelings that they may be feeling. Throughout the counselling session the therapist may make small interruptive remarks in order to help identify certain factors. For the most part the â€Å"patient† is allowed to direct the course of the session. Rogers began to use the expression â€Å"client† instead of â€Å"patient† due to the fact that the individuals that he was counselling did need help but not within the same regard that a medically ill person does. These individuals do not need to completely surrender themselves to a medical expert although they do need help. Today throughout the field of psychology it is a worldwide practice to address the individual as a client instead of a patient. Eventually throughout its development Rogers theory began to be known as â€Å"people-centred† due to its expansion beyond psychotherapy to such areas as education, marriage, leadership, parent-child relationships, and the development of professional standards. Within each branch that Rogers theory expanded to there were several basic elements that were applied to each. They were as follows: The individual comes for help. This is the most significant step within the steps of therapy. The individual has taken it upon himself to take the first step for help even if he does not recognize this as the reason he’s there. The helping situation is defined. The client is made aware that the counsellor does not have the answers, but that with assistance he can, work out his own solutions to his problems. . The counsellor encourages free expression of feelings in regard to the problem. The counsellor provides the client with a friendly, interested, and receptive attitude, which helps to bring about free expression. The counsellor accepts, recognizes, and clarifies negative feelings. Whatever the negative feelings are the counsellor must say and do things, which helps the client recognize the negative feelings at hand. When the individual’s negative feelings have been expressed they are followed by expressions of positive impulses, which make for growth. The counsellor accepts and recognizes the positive feelings in the same manner as the negative feelings. There is insight, understanding of the self, and acceptance of the self along with possible courses of actions. This is the next important aspect because it allows for new levels. Then comes the step of positive action along with the decreasing the need for help. When I am counselling I would use the following teniques: Active listening as a listener I would show much interest. As the listener I would reflect back to the client and only speak to find out if what they said has been correctly heard and understood. I would watch my Body language and take into account my facial expressions, angle of my body, proximity of myself to another, placement of arms and legs. I need to monitor the tone of your voice – in the same way that I monitor my body language. I believe that Carl Rogers core conditions I would use such as Empathic understanding I feel this is important when counselling to make sure the client are simply understood – not evaluated, not judged, simply understood from their own point of view. As the facilitator I am real person, being what I say I am, entering into a relationship with the client without presenting a front or a facade, the client is much more likely to be effective. Being real and genuine. This means that feelings that the client is experiencing are available, available to their awareness that I am able to live these feelings, be them, and able to communicate if appropriate. It means coming into a direct personal encounter with the client, meeting the client on a person-to-person basis. Like Carl Rogers I believe that client – centred therapy is for me because it is a non-directive approach is very appealing on the face of it to many clients, because they get to keep control over the content and pace of the therapy. It is intended to serve them, after all. The therapist isn’t evaluating them in any way or trying to â€Å"figure them out†. 6. How is attachment theory relevant to counselling? Briefly describe the strange situation test and its importance in attachment theory: www. wikipedia. rg/wiki/Attachment_theory â€Å"Attachment theory describes the dynamics of long-term relationships between humans. Its most important tenet is that an infant needs to develop a relationship† The relationship between a counselor and client is the feelings and attitudes that a client and therapist have towards one another, and the manner in which those feelings and attitudes are expressedThe relationship may be thought of in three parts: transference/cou ntertransference, working alliance, and the real- or personal-relationship. Another theory about the function of the counseling relationship is known as the secure-base hypothesis, which is related to attachment theory. This hypothesis proposes that the counselor acts as a secure-base from which clients can explore and then check in with. Secure attachment to one’s counselor and secure attachment in general have been found to be related to client exploration. Insecure attachment styles have been found to be related to less session depth than securely attached clients. The professional boundary defines the extent and limitations of the relationship with your client. It preserves your client’s confidentiality and creates a ‘safe space’ for your client to reveal and explore personal issues. Boundaries are signified by the temporal and spatial routines of the counseling process: regular appointment times, consistent length of sessions and a dedicated counseling room. Attachment theory describes the dynamics of long-term relationships between humans. Its most important tenet is that an infant needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally. Attachment theory is an interdisciplinary study encompassing the fields of psychological, evolutionary, and ethological theory. Immediately after WWII, homeless and orphaned children presented many difficulties, and psychiatrist and psychoanalyst John Bowlby was asked by the UN to write a pamphlet on the matter. Later he went on to formulate attachment theory. Infants become attached to adults who are sensitive and responsive in social interactions with them, and who remain as consistent caregivers for some months during the period from about six months to two years of age. When an infant begins to crawl and walk they begin to use attachment figures (familiar people) as a secure base to explore from and return to. Parental responses lead to the development of patterns of attachment; these, in turn, lead to internal working models which will guide the individual’s perceptions, emotions, thoughts and expectations in later relationships. Separation anxiety or grief following the loss of an attachment figure is considered to be a normal and adaptive response for an attached infant. These behaviours may have evolved because they increase the probability of survival of the child. How to cite A Description of Analytic Psychology, Papers

Why We Should Not Fight The Mexicans Essay Example For Students

Why We Should Not Fight The Mexicans Essay War with Mexico will destroy us yet. Fighting with them will set a burden on us as well as on them. We are fighting with them for the say reason; England was fighting with us. England fought us because we would not follow the laws that they passed, and we want to fight the Mexicans because they don’t want to give us the land that we want. In some way you could call this being hypocritical. Annexing Texas was the dumbest mistake we ever made; it will upset our balance of beliefs. Even though Mexico is our adversary, so was England, what if one day we want to trade with Mexico. Do you think that they would want to trade with us? No, we will become the country that pushed them down when they were already weak enough as it is, and the War will terminate ever having Mexico as an ally/If we fight Mexico then we are being hypocrites, of what we fought for when we went against England. We are treating them as if they belong to us; they are there own country. We are forcing them to giv e us something that is rightfully theirs. Mexico is a weak country and we are a strong country. For example, in the Revolutionary War the odds were against us, the British were strong and we were weak. They came into our territory thinking they could push us over, but it turned out just the opposite. The same thing could happen here, they outnumber us by far, but yet we are better skilled and trained. But they have the same chance of winning as we do. If we win, what will become of us? Will we turn into a greedy anarchy just as England, acting as a authoritarian that will make War with anyone who steps in our way. We are a very strong country we don’t need more land, we are barely using up the land we have now. Instead of conquering we need to focus on the things that we need most, like working on giving our less fortunate children a better education, and fix up the working conditions. The annexation of Texas is the dumbest decision congress has ever made. Sooner or later the issue over whether it should be a free state or slave with come up. We have a balance of thirteen free states and thirteen slave, and adding Texas in there will upset the balance. Henry Clay said in his letter to the Editors of the National Intelligence that â€Å"Annexation would be to proclaim to the world an insatiable and unquenchable thirst for foreign conquest or acquisition of territory. For if today Texas be acquired to strengthen one part of the confederacy, tomorrow Canada may be required to add strength to another. Finally, the part of the confederacy which is now weakest, would find itself still weaker from the impossibility of securing new territory for those peculiar institutions (slavery) which it is charged with being desirous to extend†. Which means that Texas could cause controversy within the US. As of now slavery cannot be mentioned in Congress without men arguing, a nd starting a fight. War will kill any future trade with Mexico. One day we are going to want something the Mexicans have. Such as fruit, gold, or other raw materials, that we may want. Most likely they will not want to give it to us. Are we going to fight with them over that? They have every right to not trade with us. We show up in their country bullying them around. .ue908f7f80641121cca7b3d6ae649730e , .ue908f7f80641121cca7b3d6ae649730e .postImageUrl , .ue908f7f80641121cca7b3d6ae649730e .centered-text-area { min-height: 80px; position: relative; } .ue908f7f80641121cca7b3d6ae649730e , .ue908f7f80641121cca7b3d6ae649730e:hover , .ue908f7f80641121cca7b3d6ae649730e:visited , .ue908f7f80641121cca7b3d6ae649730e:active { border:0!important; } .ue908f7f80641121cca7b3d6ae649730e .clearfix:after { content: ""; display: table; clear: both; } .ue908f7f80641121cca7b3d6ae649730e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue908f7f80641121cca7b3d6ae649730e:active , .ue908f7f80641121cca7b3d6ae649730e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue908f7f80641121cca7b3d6ae649730e .centered-text-area { width: 100%; position: relative ; } .ue908f7f80641121cca7b3d6ae649730e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue908f7f80641121cca7b3d6ae649730e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue908f7f80641121cca7b3d6ae649730e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue908f7f80641121cca7b3d6ae649730e:hover .ctaButton { background-color: #34495E!important; } .ue908f7f80641121cca7b3d6ae649730e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue908f7f80641121cca7b3d6ae649730e .ue908f7f80641121cca7b3d6ae649730e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue908f7f80641121cca7b3d6ae649730e:after { content: ""; display: block; clear: both; } READ: Management Information EssayIn the end, we might go to war, we will force them to sell their land that they acquired form their own revolution. Not only will it cause internal trouble for use. It will weaken our already weak relationship between Mexico and us. History Essays

School of Rock free essay sample

The camera zooms in until the title fills the screen. The S in the title is flickering suggesting the lights are quite old. Then the viewer can see the tag which the band is playing on. The important names in the film come into screen one at a time and then two at a time and then the less important peoples names come into view four at a time. Mike White is the films writer and he also plays Ned in the movie. He wrote the film specifically for Jack Black. The title graphics run through the whole of the first scene.There are no graphics however during Dewey Fins stage dive, which prepares the audience, because during the film Dewey always wants centre of attention. The graphics are not there which allows the audiences focus to be completely on Dewey The lighting at the start of the first scene is very dark and fades up. We will write a custom essay sample on School of Rock or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is grubby, but the posters on the wall in the club stand out because they are bright. The lighting then red, as if danger is ahead or perhaps a warning. Then it is dark and gloomy and the only light is from behind a desk in the club.This shows the audience how Dews music career is doing, which is not very well. As the doors open to go through to the stage, the red lights from the movie title stand out. The silhouettes of the figures of the audience become visible to see. The brightest light is on the band when they are playing. From the extreme long shot, the spotlights on the band are really bright. When Dewey does his stage dive, the lights dim. Then the lighting goes green as there is an extreme close up on Dews face. The green lighting implies that Dewey is a bit drunk and may not feel well in the morning. At the start of the second scene, the light is natural coming through the window in Dews room indicating to the audience that it is a new day. From the start the heavy rock music is playing and it gradually gets louder as- the camera goes further into the club. The viewers can hear footsteps and also the woman at the door stamping everyones hand who enters the club. When the camera then goes through the doors the music gets even louder and then the cash machine pinging can also be heard. Once Dewey has done his stage dive, the crowds response is mixed.They are surprised but at the same time not too surprised because seconds ago Dewey had done a guitar solo and acted as if it was all about him. The music cuts out abruptly and glasses smash. There is also a big thud when he hits the ground. Then Dewey says, Wow, nobody caught me that was lame. He expected people to catch IM because he thinks he is really good, this also prepares the audience for how Dewey will continue to behave in the rest of the film. The main character is the film Dewey Finn. Dewey is in a heavy rock band and plays guitar.When the band are performing, Dewey wants to be the centre of attention. At one point he knocks the lead singer off balance. He does long guitar solos and wants to be like his idol Jim Hendrix which prepares the audience for the importance of music in the film and Dews dominating character. At the start of the second scene when Dewey is In his bed, it really shows what kind of person he is. He lives in an apartment with his friend Ned and his wife. He sleeps in the corner of the living room and on a mattress on the floor. The bed is surrounded by clothes and rubbish.There is a curtain around the bed where he sleeps. Dewey loves music and has shelves and shelves of Cads and L as. He also has his beloved guitar sitting up against his shelf. In a sense he is surrounded by music. Above his mattress, Dewey has a Black Sabbath scarf. The audience can see from this that having music in his life is important to Dewey, much more important than being clean and tidy or having a proper bed. Dews apartment is not very nice. The furniture is very old-fashioned and cheap. Instead of a table next to the armchair there is a stool. The television is old and sits on a trolley/stand, and at the bottom of the television stand there are videos which show the viewer that the apartment is behind the times. It looks like Dewey and Ned have had the flat since they were students and have not really moved on, which prepares the audience because Dewey is not very clean and does not take much pride in what he looks like. Another important character is Miss Rosalie Mullions. Miss Mullions is the principal at Horace Green Elementary Preparatory School, considered to be en of the best schools in America. She is brisk, business like and very efficient.There is a big contrast between Dewey and Miss Mullions. Dewey is very lazy and cannot be bothered to do anything. Principal Mullions is dressed in a shirt and tie with a blazer and trousers. She also wears glasses. The suit she wears is very much like how a male would dress. Compare this to Dewey who at the same time of day is still in his dressing gown, slouching around the apartment. Dews hair is very messy and greasy looking, meanwhile Miss Mullions hair is traditional and the viewer gets the impression that she is too us to get a haircut or that her hair is not one of her main priorities.This lets the audience see that there is a possibility of a clash in personalities because they appear to have so many differences. In her office, Miss Mullions, has shelves of knowledge books and encyclopedias, whereas Dews shelves are full of music. She has pupils artwork up on her wood paneled office walls. Also there is a Burger King crown on one of her shelves, suggesting she might have taken it from one of her pupils. The wood panels in her office show that the school is posh and quite wealthy. In contrast Dews flat is very old-fashioned and he has no none.On Miss Mullions desk she has a letter rack and an apple. On a separate table she has a globe and also a vase. At first it appeared that they were two very different characters, however later on in the movie, the viewers see that there are similarities between the two of them, which music helps to emphasis by Dewey entering his class into Battle of the Bands. In conclusion the use various techniques in the opening scenes, such as title graphics, lighting and sound, prepares the audience for the rest Of the film. The characters of Dewey Finn and Miss Mullions are central to the film and develop throughout the story.

Hazards and Benefits of Science and Technology Essay Example

Hazards and Benefits of Science and Technology Essay Example Hazards and Benefits of Science and Technology Essay Hazards and Benefits of Science and Technology Essay The last two centuries have seen monumental alterations in our lives. brought Forth by promotions in scientific discipline and engineering. These promotions have their jeopardies and benefits in the society. It is these negative and positive impacts that this paper will be looking at. Right from the yearss that work forces discovered how to do fire. finds have come streaming our manner at an astonishing rate. Telephones. autos. projectiles and computing machines have all been brought by scientific discipline. Undeniably these innovations have made our lives better and tolerable. The benefits reaped throigh the innovations in medical specialty can non be underscored or under estimated. It has helped us to get by with our organic structures and wellness in uncountable ways. The benefits of medical specialty now can enable us populate a full life with the best wellness possible. Many epidemics in the early yearss caused unmeasurable human agonies and losingss of untold magnitude. and so excessively could little syphiliss and infantile paralysiss have done had it non been for scientific discipline. taking to a find of effectual inoculations. Medicine is salvaging lives and giving patients a 2nd opportunity to populate. A bosom surgery and a graft had ever been impossible and a patient with a bosom complaint was considered to be populating his/her last yearss. This nevertheless changed in the twentieth century when the first bosom graft was conducted by Bernard. Medicine continues to assist us contend lifelessly diseases while giving us an chance to take control of our lives. It is merely but a affair of clip that pandemics such as AIDS and diabetes will hold a remedy. : These are merely but a few illustrations of how medicine. occasioned by comings in scientific discipline and engineering. is profiting our lives. Technology continues to ease communicating in a phenomenal manner. Looking at how far we have come amazes me even more- from the yearss of membranophones and fume to a complete different epoch of digital engineering where about everything is done at the touch of a button. Now it is taking merely a few seconds to pass on to person you are separated with by seas and huge lands. The trademark of these innovations in the communicating sector is the computing machine. It has revolutionalized our lives in ways that could non hold been imagined before. Storage and retrieval of information has improved a batch. analysis of informations and events is merely now a affair of seconds. Telegraphs and tele facsimiles came but now they have been undertaken by the cyberspace and nomadic phones. Internet has besides revolutionized research and information entree which has become cheaper and fast. Business minutess are now completed at the touch of a cardinal through e-commerce salvaging a great sum of clip. The amusement industry has non been left behind. with greater innovations seeking to better the comfort and luxury of a modern individual. Looking besides at the citizen security and protection besides highlights the benefits of scientific discipline and engineering. It is now possible to foretell temblors. foul conditions and other natural catastrophes that may bechance humanity. This ensures that people raise their degree of readiness. In the energy field. experts are looking into new beginnings of renewable energy. With the twenty-four hours to twenty-four hours dangers and hazards of ozone bed depletion. dodo fuel which is the lead cause of environmental depletion could shortly be replaced by a more clearer and efficient H. which will be a lasting non fouling beginning of energy. It is clear for all to see how the innovations in scientific discipline and engineering continue to benefits the society in a great manner. However. it is a two edged razor that besides leads to adverse effects in ways that can take to a suffering terminal to the humanity ( Burby. R. J 15-25 ) . Our universe today is seeking to cope with how to get by with the jeopardies caused by the of all time spread outing innovations in scientific discipline and engineering. Developments in the scientific discipline and engineering sector in the last centuries have seen an addition of planetary heating occasioned by the continued depletion of the ozone later-a thin bed protecting the Earth from the harmful radiations of the Sun. This is greatly caused by ; continued usage of fossil fuel. air transit and green house engineering in farming merely to advert a few. This has led to a alteration in climatic forms. doing it erratically risky to the humanity. The increased instances of temblors. drouths. inundations and desertification have been attributed to planetary heating. Another illustration of the jeopardies brought Forth by scientific discipline and engineering is the betterments of innovations in the art of warfare. The twentieth century evidenced major innovations in arms used in the first and 2nd universe wars. The innovation of land and ballistic air missiles and most significantly the atomic and biological war caputs transformed warfare to another degree. For the first clip. human existences were faced with the world that they could contend themselves to extinction. This was demonstrated when the United States of America responded to the Pearl Harbor onslaught by the Japanese. They reiterated by utilizing atomic bombing the metropoliss of Hiroshima and Nagasaki striking 1000s of lives and injuring many more. This is a living illustration of how scientific discipline and engineering can take to a risky terminal of worlds. All in all. many people are on understanding that the few stray jeopardies that can ensue from scientific discipline and engineering can non H2O down the benefits originating from the same. A simple cost benefits analysis indicate that humanity stand to derive more as innovations in scientific discipline and engineering continue to be realized.

Satraps of the Persian Empire

Satraps of the Persian Empire A satrap was a provincial governor during ancient Persian imperial times.  Each ruled a province, also known as a satrapy. Satraps have ruled the various provinces of Persia in different periods for an incredibly long period of time, from the age of the Median Empire, 728 to 559 BCE, through the Buyid Dynasty, 934 to 1062 CE. At different times, satraps territories within Persias empire have stretched from the borders of India in the east to Yemen in the south, and west to Libya. Satraps Under Cyrus the Great Although the Medes seem to be the first people in history to have divided their lands up into provinces, with individual provincial leaders, the system of satrapies really came into its own during the time of the Achaemenid Empire (sometimes known as the Persian Empire), c. 550 to 330 BCE.  Under the Achaemenid Empires founder, Cyrus the Great, Persia was divided into 26 satrapies.  The satraps ruled in the name of the king and paid tribute to the central government. Achaemenid satraps had considerable power.  They owned and administered the land in their provinces, always in the kings name.  They served as the chief judge for their region, adjudicating disputes and decreeing the punishments for various crimes.  Satraps also collected taxes, appointed and removed local officials, and policed the roads and public spaces.   To prevent the satraps from exercising too much power and possibly even challenging the kings authority, each satrap answered to a royal secretary, known as the eye of the king.  In addition, the chief financial officer and the general in charge of troops for each satrapy reported directly to the king, rather than to the satrap.   Expansion and Weakening of the Empire Under Darius the Great, the Achaemenid Empire expanded to 36 satrapies.  Darius regularized the tribute system, assigning each satrapy a standard amount according to its economic potential and population. Despite the controls put in place, as the Achaemenid Empire weakened, the satraps began to exercise more autonomy and local control.  Artaxerxes II (r. 404 - 358 BCE), for example, faced what is known as the Revolt of the Satraps between 372 and 382 BCE, with uprisings in Cappadocia (now in Turkey), Phrygia (also in Turkey), and Armenia. Perhaps most famously, when Alexander the Great  of Macedon suddenly died in 323 BCE, his generals divided up his empire into satrapies. They did this to avoid a succession struggle. Since Alexander did not have an heir; under the satrapy system, each of the Macedonian or Greek generals would have a territory to rule under the Persian title of satrap. The Hellenistic satrapies were much smaller than those of the Persian satrapies, however.  These Diadochi, or successors, ruled their satrapies until one by one they fell between 168 and 30 BCE. When the Persian people threw off Hellenistic rule  and unified once more as the Parthian Empire (247 BCE - 224 CE), they retained the satrapy system. In fact, Parthia was originally a satrapy in northeastern Persia, which went on to conquer most of the neighboring satrapies. The term satrap is derived from the Old Persian kshathrapavan, meaning guardian of the realm. In modern English usage, it can also mean a despotic lesser ruler or a corrupt puppet leader.

Questions Exercise Assignment Example | Topics and Well Written Essays - 750 words

Questions Exercise - Assignment Example The borrower has to take the decision either to go with the higher fixed-rate mortgage or to borrow the money on lower but fluctuating rate. This decision of the borrower must be backed by the know-how of the interest rates (stability of the market rates) of the market. The duration of the mortgage is also a key factor to determine the borrowing decision. A fixed-payment loan allows the borrower an amount of principal. The amount of the principal and the interest are paid on equal payments (annual, semi-annually, monthly, weekly or daily). The equal payment consists a portion of the interest rate and the principal. On the other hand the coupon bonds are acquired by paying some money initially. The owner is entitled to receive coupon payments (annually, semi-annually or others, as defined by the owner) and a face value for the coupon at the end. The coupon payment is derived by multiplying the "Face Value and Coupon Rate (FV*r)". Option 1 is same as 80,000 at both interest rates. The total present value (PV) of option 2 is decreased by (81,911-74,840=7071) and the decrease in PV of option 3 can also be observed by comparing values at interest rate of 5% and 12%. At higher interest rates the present value received every year decreases (increase in interest rates causes the PV to decrease). The best possible way to minimize the risk would be to invest in B and C (as there lie a perfect negative correlation). The expected value is also same for both B & C. If investment in B does not perform well the investment C will perform well. The expected value is guaranteed and the element of risk is negligible. (b) By adding in your investment an additional $1,000, the Expected Value will be doubled (EV= .5*(1600-1000) + .5*(2800-1000) =1200 or 20%). The SD is also doubled [(.5*(600-1200)^2 + .5*(1800-1200)^2]^1/2 =600). If the borrowed amount is increased to $2,000 and the total investment is now $3,000 the

Aaa Essay Example | Topics and Well Written Essays - 250 words - 2

Aaa - Essay Example The social media, like a program bundled with customizable options for the end users’ discretion – work the same way. End users can fully customize the function of Twitter, Facebook, Google+ and all available networks on the Web today. In that light, people choose what they want for Twitter to become – if a group of people choose to initiate a protest through Twitter – they choose to make it a form of civic revolution. In the beginning, social media was created for the purposes of connecting family members, relatives and acquaintances. But it has changed to connecting people of same interests. We have liking, recommending, tweeting and retweeting tool on these two giant networks, namely Facebook and Twitter. But I firmly believe that the decision is left by the brilliant guys behind Facebook and Twitter, and the like to the mass – the end users. The birth of the internet has given people the chance to build a network where communication and interaction is possible. Hence social media have proven to be dynamic tools to make the whole world connected – not just family members. The end users who have discretion to use these social networks to speak the truth and to enjoy freedom are responsible for promoting the civic and political protest, not the social media. Social media merely give all the tools for the end users to enjoy connectivity and exercise

The world during rizal time Essay Example for Free

The world during rizal time Essay The purpose of this regulation is to specify the principles for actions of the board of directors, the basic rules of its organisation and functioning and the rules of conduct for its members. The regulation seeks to achieve the greatest transparency, effectiveness, motivation, supervision and control regarding the boards functions of management and representation of the corporate interests, in accordance with the principles and recommendations regarding corporate governance of listed companies. Download Internal Rules of Conduct in the Securities Market These rules of conduct for securities market activities (hereinafter, the Rules) have been approved pursuant to article 80. 2 of Law 24/1988 of 28 July on the Securities Market. In compliance with the provisions of said Law, these Rules will be sent to the National Securities Market Commission (hereinafter, CNMW)

Special Education Reflection Essay example -- essays research papers

Running Head: REFLECTION PAPER Reflection Paper En Tseh Wang Lehigh University   Ã‚  Ã‚  Ã‚  Ã‚  Special Education 332 (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making fun of students with learning disabilities was wrong. However, I never felt that inclusion of special education students in general education classes was plausible or made sense. I felt that special education students belonged in their own classrooms; and that is why we have special education educators. As a prospective secondary mathematics educator, I felt that it was unfair that I would have special education students in my classes. I would rationalize my attitude by saying that I signed up to teach â€Å"normal† students, and that the special education students were not my problem or responsibility. I did not want to deal with them. I did not see them as individuals who seek meaning through learning. As a constructivist, my goal as an educator is to provide students with meaning by imparting knowledge. As I reflect on my feelings towards special education students, I ask myself why do I not see them in the same way. If they are students as well, why do I discriminate against them? Why is it, when I think about teaching students with learning disabilities, I get uncomfortable? It is due to my lack of knowledge of students with learning disabilities. It was not until I saw the movie (before our class) â€Å"I Am Sam†, my thoughts about people with learning disabilities started to change. The movie changed my perception that mentally challenged individuals are strange by nature because they do not seem to understand when people talk to them and is different from myself. The movie showed me that they do comprehend information, have feelings as I do, and most importantly, that I have wrongly stereotyped their differences. This course not only gave me the knowledge I needed to understand students with learning disabilities, I was also able to empathize with these students through active participation in the sensitivity activities. Participating ... ...ities and that I have done a complete one-eighty in my view of these students. There was several times where I caught myself using the term retarded, in describing something that was unintelligent. I must understand that my advocacy towards this issue will only grow if I continue to find out more about learning disabilities, to watch what I say, and to be careful when trying to teach others to change their views.   Ã‚  Ã‚  Ã‚  Ã‚  Overall, I must admit that I have been blessed from taking this course. I feel that I have grown throughout the course of the class, where I once stereotyped students with learning disabilities to understanding students with disabilities. Many people judge and classify what they do not understand, and through that ignorance is birthed. I am thankful that I have taken this class as I have become aware of my ignorance and have a deeper understanding and acceptance of those with learning disabilities, inside and outside of the classroom. References Turnbull, R., Turnbull, A., Shank, M., Smith, S.J. (2004). Exceptional Lives: Special   Ã‚  Ã‚  Ã‚  Ã‚  Education in Today's Schools. Upper Saddle River, NJ: Pearson Education.

Economics and B. Government C.

1. Which of the following is not a key trade-off faced by society? A. who gets good and service? B. whether or not to produce. C. how to produce? D. which goods and services to produce. 2. Most microeconomic models assume that decision markers wish to A. act selfishly. B. make themselves as well off as possible C. make others as well off as possible. D. none of the above. 3. What links the decisions of consumers and firms in market? A. coordination’s officials B. government C. prices D. microeconomics 4. The price of a good or service is: A. Always equal to the cost of producing the good B. Never affected by number of buyers and seller.C. Usually determined in a market. D. None of the above. 5. Economists make many assumptions to simplify their models because. A. they are lazy B. no one would understand complex models. C. the real world is too complex to analyze fully. D. none of the above. 6. Which of the following is an example of a positive statement? A. if you consume this good you, will get sick. B. since this good is bad for you, you should not consume it. C. if this good is bad for you, you should not consume it D. none of the above. 7. Which of the following is true. A. A normative economic stament is a testable hypothesis about cause and effect.B. a positive stament concerns what somebody believes should happen; a normative stament concerns what will happen. C. A normative stament concerns what somebody believes should happen; a positive stament concerns what will happen. D. none of the above are true. 8. Microeconomic models used to. A. evaluate policy alternatives. B. make predictions. C. explain real life phenomena D. all of the above 9. Which of the following choices is an example of a negative externality. A. educations B. mercury emissions from a coal-fired power plant C. your neighbor is trimming the hedge between your houses. D polio vaccinations

Cross-Cultural Perspectives Essay

The Coca Cola Company, the world’s largest multinational beverage manufacturer and corporation, operates bottling plants and sells its products in more than 200 countries across the globe (The Coca Cola Company, 2014). Coca Cola’s massive global presence requires the organization to understand the different cultures of its many host countries; the laws within each country; and the business norms, styles, as well as practices of each country it conducts business operations in. The company has developed and implemented numerous policies, regulations, and guidelines for its suppliers, operation management, and employees in its various host countries. But, all of this detailed undertaking to address transparencies in the corporation’s supply chains throughout the world did not stop its El Salvadoran bottling and manufacturing plant’s management from purchasing refined sugar from a mill which used child labor. According to Human Rights Watch (HRW), up to one third of the workers on El Salvador’s sugarcane plantations are under the age of 18, with many starting to work in the fields between the ages of eight and eleven (HRW, 2004). Even though, the national and international child labor authorities prohibit minors under the age of 18 from performing hazardous or harmful work, plantation owners define these young children and teenagers who work with their parents as â€Å"helpers† instead of the workers they actually are (Veracity, 2006). The above paragraph represents one of the many cross-cultural issues facing Coca Cola and the myriad of other multinational organizations interactions outside the United States. In these various host countries having your children working beside you is considered common cultural practices; it provides additional income for the family’s survival because the poor state of many of their country’s economy (such as El Salvador) allows these injustices to continue. Regardless, of why these children are working in the sugarcane fields, and the fact that Coca Cola does not actually purchase its  refined sugar directly from the plantations, the company is in direct violation of its own â€Å"Guiding Principles for Suppliers to Coca Cola Company† policy. The policy states that, â€Å"Suppliers will not use child labor as defined by local law,† but Coca Cola fails to extend this policy one step further in the supply chain to include the supplier’s supplier of raw material (Veracity, 2006). So, in the long-term means that the organization is just as socially and ethically responsible for the use of child labor as well as the harm working in the field create as the suppliers and the plantation owners. The Coca Cola formula was invented in 1886 by pharmacist John Stith Pemberton in Columbus, Georgia; and the formula as well as the brand was purchased in 1889 by Asa Griggs Chandler who incorporated The Coca Cola Company in 1892 (The Coca Cola Company, 2014). Throughout its many years of operations the business always demonstrated strong market orientation; exhibited strategic decision making processes; and took actions to attract, satisfy, and retain customers. All of these positive actions have just added to company’ s advantage and profitability over competitors in the beverage industry, which is why they are number one in the world. Nevertheless, as the organization began to expand its operations into more and more host countries around the globe it has been involve with quite a number of misconduct and questionable unethical behavior. As a result, these legal and ethical problems have had an impact on the corporation’s financial performances, investor trust, and reduced its sales levels. Today’s Coca Cola Company is now engaging in an operation to rebuild its brand image and credibility, improve its sells, and reinforce its reputation by developing and implementing stronger company ethical and social responsibility throughout its entire global marketplace (The Coca Cola Company, 2014). There have been a number of events other than child labor in El Salvador where Coca Cola has been involved and held accountable in unethical behavior. In Colombia, Turkey, and Guatemala bottling plants the company has been accused of hiring paramilitary mercenaries to assassinate, torture, and coerce workers, their family members, and union leaders as they attempted to unionize to protect workers from unfair treatment and abuse by the host countries’ employers. These incidents sparked an campaign entitled, â€Å"Stop Killer Coke†, and a 2009 PBS documentary filmed by German Gutierezz and Carmen Garcia entitled, â€Å"The Coca-Cola Case†Ã‚  to reveal the company’s practices to consumers around the world (Huff, E. A., 2010). Of course, Coca Cola denied the allegations against the company and its bottling partners, where cleared of any wrong doing in the foreign courts. When the case was brought to the United States, Coca Cola fought and succeeded in having its name removed from the lawsuit (Huff, E. A., 2010). Another ethical and social responsibility issue the company encountered, actually there are two environmental issues concerning the depletion of groundwater and polluting of water in India. Coca Cola operates 52 water intensive bottling plants in India using 3.8 liters of freshwater to generate a liter of carbonated drink. While in the Southern Indian village of Plachimada in Kerala state groundwater along with loca l wells dried up forcing residents to rely on water supplies trucked in daily by the government due to persistent droughts, and the company’s bottling plants. In the rural Indian state of Uttar Pradesh where farming is the primary industry the residents have been experiencing similar conditions, only the government is not supplying enough water for the crops. As a result of the groundwater depletion situations the business is not only responsible for the loss of livelihood and hunger for the many citizens across India, but the creation of thirst. In 2003, the other issues of polluted water were discovered near the Kerala and Uttar Pradesh bottling plants. Sludge containing high levels of cadmium, lead, and chromium was given to farmers as free fertilizer to tribal farmers who lived near the plants, but the need for fresh water was overlooked by Coca Cola. As a side note, an Indian nonprofit group tested 57 carbonated beverages made by both Coca Cola and Pepsi at 25 bottling plants were found to be contaminated with between three and five different pesticides (The Corporation, 2009). Although, the organization denied creating the problems, the Indian government ordered Coca Cola to shut down one of its $25 million plants. The organization then thought long and hard about its corporate social responsibility (and lost revenue); and decided to improve their business practices in the local communities, reduced the water usage by 34%, started rainwater harvesting, and returned substantial amounts of water to depleted aquifers. They also stopped distributing sludge, joined with the Indian government to develop additional solid waste disposal sites, and began treating the water used to make soft drinks with activated carbon filtration (The Corporation, 2009). Coca Cola conducted all of these improvements to regain the trust of the local communities and the Indian government. But, my question would be, why not practice these ethical and corporate responsibility policies from the beginning? As more and more organizations are utilizing the opportunity of transitioning into multinational operations, they will have to research how business is conducted, the local laws, as well as the government policies and operation methods of every host country they wish to operate in. Then they will have to incorporate and implement all of their ethical and corporate social responsibility they employ in their home country universally throughout the entire business operation. Creating a unified culture that will adhere to a high level of business behavior in all global operations, respecting all of the local workforces’ cultures and traditions, and eliminating the use of any unethical values or behaviors from home and abroad. References Huff, E. A. (2010, May, 22). Coca Cola’s Murderous Record of Anti-Union Activity Exposed Retrieved from http://www.naturalnews.com/028844_coca-cola_html. The Coca Cola Company (2014). Retrieved from http://www.coca-colacompany.com/our-company. The Corporation (2009). Ethical Issues Concerning Coca-Cola in India. Retrieved from http://imaginecorporation.blogspot.com/ethical-issues-concerning-cocacola-in.html Veracity, D. (2006). Coca-Cola, Human Rights and Child Labor Retrieved from http://www.naturalmatters.net/article.asp?article=1301&cat=219

Effects of Parenting and Peer Pressure on Adolscent Sexual Activity

Effects of Parenting and Peer Pressure on Adolscent Sexual Activity Free Online Research Papers What prompts adolescents to engage in sexual activity in regards to peer pressure, parental guide and religious beliefs? Approximately one in every five adolescents have had sexual intercourse by his/her fifteenth birthday. Recent studies have shown that peer pressure has the strongest impact on adolescents decision making towards sexual activity. Parenting and religion have been found to be less influential. For that reason, adolescents as well as parents need to be informed about the effects of peer pressure on sexual decision-making. Literature Review: Adolescent Development Adolescence is a time in development when children become mature in age, physical appearances and the beginning stages of sexual maturation. There is no specific age range for adolescent; it can range from elementary to senior-year in high school. Physical appearance is the main predictor when a child transitions into an adolescent. Adolescent males experience voice change, height and weight spurts, growth of facial and body hair and their first ejaculation experience. Adolescent females experience menstrual cycles, breast development, widen hips, and height and weight spurts. These physical changes are called puberty, or sexual maturation. The onset of puberty varies between age and gender. There is a strong impact on early and late puberty in adolescent males and females. Adolescent females that reach puberty early are sometimes embarrassed and ashamed of their newly shaped body. Most of them appear older and sexually ready in the eyes of younger and older men. According to Paludi (2002) these females are physically ready for sexual activity, but mentally and emotionally they are not. Adolescent males that reach puberty early are satisfied with their body change. They are taller and muscular, which enables them to perform better in sports. These males tend to become sexually active; they are accepted by peers and become popular with females because of their â€Å"adultlike† appearance (Paludi, 2002). Late maturing females feel left behind; they feel that they do not get the same attention from males as the early matured females. Their self-esteem is higher and they perform better in sports. Late maturing males are shorter and skinnier from the rest. They have extremely low self-esteem, peers ridicule them, they tend to shy themselves from others, and they avoid any sports. Adolescents face many obstacles in life and within those obstacles they must learn how to achieve them successfully. According to Paludi (2002), adolescents deal with identity development, building and maintaining friendships, physical appearance, and sexual activity, because at this time in development â€Å"everybody’s doing it.† Sex is the primary focus on almost every adolescent’s mind. Their peers are having sex, so they want to join the â€Å"club† and have sex as well, despite the consequences. Adolescents have many questions and concerns regarding sexual activity. â€Å"What does it feel like,† â€Å"If I do it, my friends will like me more,† â€Å"My friends are doing it, so why can’t I have some fun,† â€Å"My boyfriend/girlfriend would LOVE me if I do it.† Most adolescent engages in sexual activity because they need and want to be accepted by their peers and/or their significant other. Some adolescents are curious about sex and want to find out what the big deal is about it. Adolescents have sex for the wrong reasons and don’t think about the consequences that may follow. In a study done by Prinstein and LaGreca (2004), reported that only 10.9%, of their sample of 148, reported never using birth control and 14.5% reported that they never used protection against STD’s. This study proves that adolescents are not concerned about the consequences of sex, just the pleasure and social acceptance. Although adolescents are engaging in sexual activity, many don’t. Despite the pressure from peers, adolescent that lives in a religious home or with parents that educate them about sex and the consequences, tend to wait longer to have sex. Not saying that these adolescents wait until marriage to engage in sexual activity, but there is a delay. What prompts adolescents to engage in sexual behaviors as related to the influences of parenting, religion, and peer pressure? Despite the strong and positive relationship between parent and child and/or the high religious beliefs, peer pressure has the strongest influence toward adolescent sexual behavior. This essay will discuss the three influences and how each can directly or indirectly affect sexual decision making in adolescents. Influential Factor: Peer Pressure Could it be the effects of peer pressure that elicits sexual activity in adolescents? Being accepted from peers is very important in adolescence. Having high social preference and a healthy friendship offer benefits, such as opportunities to develop appropriate emotional regulation skills, practicing appropriate interpersonal behaviors, or receiving friendship support (Prinstein LaGreca, 2004), decreases the chances of adolescent sexual activity. Engaging in sexual activity among adolescent is not to gain experience, enjoyment, or curiosity, it’s mainly to fit in some sort of peer group or â€Å"club.† Peer rejection is the number one reason adolescents engage in any risky behavior, particularly sex. Adolescents teased about not being sexually active, usually had sex to stop the teasing. Adolescents reported that if most of their peers are having sex; they are more likely to engage in sexual behaviors (Norman Romer, 1998). Adolescents want to gain respect from their peers, so they will do anything to get that respect. Adolescent boys will more likely engage in sex to gain respect. Adolescent males that are not sexually active reported higher intention to initiate sexual intercourse within the next school year (Norman Romer, 1998). Adolescent believe that if they don’t have sex, they would be ridiculed and stigmatized. Adolescents with low social preference are more likely to engage in sexual behaviors to gain respect and boost their social skills. Most adolescents have sex for many wrong reasons, seeking acceptance from peers, seeking love away from home, and curiosity. Adolescents that perceive their peers to be initiating new behavior tend to alter their own behavior to reflect their perception of the normative behavior. Adolescents that are not receiving any love or attention at home will seek love and affection elsewhere. Adolescents that look for love elsewhere have to deal with the pressure of not being loved, looking for love, and keeping that love. Once they found love, they have to deal with pressure from their significant other. The significant other may pressure them like saying, â€Å"I will love you if you do it,† or â€Å"You must not love me if you don’t.† With the feeling of being wanted and loved these adolescents will do anything to keep their love interest and make them happy. Some adolescents are curious about sex. They want to know more about it, they want to be apart of the group that is sexually active. Adolescents have sex to kill their curiosity. Acceptance is so important that adolescents overlook the consequences of sexual activity. Adolescents don’t care about the consequences concerning sexual activity, like STD’s or pregnancy. Consequences are far from their minds; they feel that no harm can come their way if they have sex for the first time. Most adolescents that engage in sexual activity don’t use any type of birth control or protection from STD’s. In one study they reported that 10.9%, of a sample size of 148, reported that they never used birth control and 14.5% reported that never used any protection against STD’s (Prinstein LaGreca 2004). Peer pressure toward sex is the same across different cultures. In Musaka, Uganda being sexually experienced is important not just from the enjoyment, but also for the sense of belonging to an informal peer group or club (Kinsman, Nyanzi Pool, 2000). Within the group or club one can share experiences, knowledge and opinions about sex. Like in the United States, adolescents in Uganda that are sexually experienced were seen as better people and demanded more respect at school. Adolescents that weren’t sexual active were ridiculed and looked down upon. To reduce these negative actions they soon became sexually active. Future research should better describe how perceptions of peer norms are constructed, communicated and internalized by young adolescents. By educating families about the roles of peer influence, this may encourage parents to address their child’s perception of peer norms. Peer pressure is a strong motivating factor in regards with sexual behavior in adolescents, but parenting skills can also influence adolescent sexual behavior. Having an opened parent-child relationship can reduce early sexual activity in adolescents. The effects of Parenting Parent-child closeness is associated with reduced adolescents pregnancy, postponing intercourse, having fewer sexual partners and the use of contraceptives (Miller, McCoy, Olsen , Wallace, 1986). When the parent/s are opened about sexual information, adolescents are less likely to engage in sexual activity at an early age. Although having an open parent-child relationship delays’ sexual activities in younger adolescents, older adolescent are more influenced by peer pressure no matter how opened the parent-child relationship is. Parent-child relationship is important to adolescents’ decision-making, especially when it comes to sex. Adolescents don’t make the right choices about sex because they are unaware of the consequences with sex. Peers talk about all the positive outcomes about sex, the feeling, gaining power and respect. None of the negative outcomes about sex are told such as pregnancy, STD’s, disrespect to parents and self. Parents have to be opened with adolescents about sexual information so their curiosity is killed, and they are aware of both positive and negative outcomes regarding sex. A stricter parenting style leads to early sexual activity in adolescents. One study found that Mormons, which are strict parents and have stricter views about sexual activity, reported higher permissiveness in adolescents (Miller, McCoy, Olson , Wallace, 1986). Stricter parenting rules affect adolescents plus parents that have no set rules. Adolescents become more permissive when the parents lack rules about dating. When the adolescents have no rules about whom they date, where they go, and the arrival time back home, tend to be more sexually active (Miller, McCoy, Olson , Wallace, 1986). Parents’ attitudes and values about sex do influence adolescent sexual activity. If a parent is opened about sex and explains the positive and negative outcomes of sex, adolescents will respect parents’ views about sex and postpone sexual activity. Forming a close parent-child relationship is the best way to delay adolescent sexual activity. Adolescents that wait to have sexual intercourse usually get positive responses from parents about how proud they are, or the parents would speak highly of them. To reduce the effects of peer pressure on sexual decision-making parents can have open conversations with their teens about sexual intercourse. Parents should allow their children to be open and have their own opinions about sex. Having parent-child communication about sex will reduce an adolescent’s curiosity about sex, and they will be aware of the consequences of sex. Open parent-child communication will also reduce the effects of peer pressure on adolescent sexual decision-making. Adolescent will be aware of the types of peer pressure, and they will be able to avoid the pressure from peers, especially in regards with sex. Although positive response from parents has a delay in adolescents’ sexual behavior, peer pressure is more influential. Parents influence younger adolescents, but as they get older they ultimately shifts from parent to peer (Norman Romer, 1998). Parenting does not have a directly influence adolescents’ decisions about sex, but parenting does indirectly affect adolescents. For example, the types of peers the adolescents involve themselves with and the timing of their sexual debut, indirectly affect adolescents. Religion Religion is another factor that delays early sexual behavior in adolescents. It has been found that having high levels of religion reduces early sexual behavior in adolescents. Religious involvement may deter adolescent sexual behavior because most religious institutions hold norms contrary to the act. Like parenting, religion affects the onset of sexual activity in adolescents, but the pressure form peers are more influenced. There are differences between religion and spirituality. Religion involves a set of institutionalized and beliefs and spirituality are the experience, the way an individual expresses their relationship with others, the world around them and God (Rostosky, Regenrus, Comer Wright, 2003). There are eight dimensions of spirituality church attendance frequency of attendance, religion importance, intrinsic motivation, a built-in motivating force of an individual decision-making, extrinsic motivation, how religion is pursued as the external social influences, belief in God degree to which an individual adheres a notion of a divine persona, divine support, self support components of an individual relationship with God and how it is positively related to self-esteem, and spiritual interconnectedness, supportive components between family and friends. Out of the eight dimensions of spirituality, only spiritual interconnectedness among friends is the only dimension that seems to delay sexual activity in adolescents. Adolescents who had friends who attended church were more likely to delay sexual activity (Rostosky, Regnerus, Comer , Wright 2003). Having strong spiritual interconnectedness among friends delays sexual activity in both male and female adolescents. Adolescents that follow the same beliefs about premarital sex will influence other adolescents not to engage in premarital sex. In addition, religiosity delays the onset of sexual activity in females, but there is no effect in males. There were significant gender differences in religiosity and attitudes toward sexual behavior. Females that are more religious sought more negative outcomes in sexual activity emotionally and health concerns (pregnancy and STD’s). Males were more positive about emotions concerning sexual activity and negative outcomes concerning health related issues. Despite the importance of religion and beliefs, having multiple romantic partners increased the likelihood to engage in sexual intercourse, for both males and females. Having a religion with beliefs and rules helps control sexual behavior among adolescents. Strong beliefs of religion delays sexual initiation indirectly in older and younger adolescents. Religion indirectly affects adolescents with the anticipation of the negative consequences such as guilt, loss of respect, embarrassment of pregnancy, and/or upsetting parents. Religion also affects the onset of adolescent sexual activity as referred to demographically connections like gender, age, ethnicity, etc. African-American adolescent males that were more religious were more likely to engage in sexual activity than White non-Hispanic males and African-American males that were less religious. To conclude, peer pressure is the strongest influential factor with sexual activity in adolescents. Good parenting and beliefs in religion delay the onset of sexual activity in younger adolescents. As they get older, adolescents stray away from religious beliefs and parents’ wishes and follow their peer’s actions. Being accepted by their peers is important for adolescents, being sexually active before getting married is not a concern when it comes to sex. Being ridiculed about being sexually inactive is something adolescent experience in middle school and high school. Most adolescents want to be apart of the sexually active group, so they can share ideas, opinions and excitement about sex. Those that are not sexually experienced by the time they reach high school, intend on having their first sexual encounter soon before the year of high school ends. Ultimately, sexual decisions are personal value choices. Yet they are molded and shaped by many social contexts in which adolescents develop. There may not be just one main factor that ultimately causes or deters sexual behavior in adolescence, but there is a whole host of influential factors, in which some are stronger than others. Throughout this research, peer pressure appears to be the strongest motivating factor in whether or not an adolescent decides to engage in sexual behaviors. The best combination seems to be religiosity and peer interconnectedness, with parenting being the least influential. Though that does not discount the effects parenting has on adolescent sexual decision-making, a positive parent-child relationship does have some influence on sexual initiation and type of peer group orientation. Ways to reduce the strong effects peer pressure is to have open parent-child communication about sexual intercourse, the good and bad outcomes of sexual intercourse, and opinions about sex. Adolescents involved in youth groups at church become aware of opinions of peers their own age about risky behaviors, especially sexual behaviors. Youth groups and parents that speak positively and openly about sexual behavior are great opportunities for adolescents to be aware of the pressures of sex and other risky behaviors. To effectively reduce sexual risk taking among adolescents, programs need to be designed that address multiple social contexts and promote contradictory sexual ideologies. References Hardy, S.A, and Raffaelli, M. (2003). Adolescent religiosity and sexuality: An investigation of reciprocal influences. Journal of Adolescence, 26, 731-739 Holder, D. W., Durant, R. H., Harris, T. L., Henderson-Daniel, J., Obeidallah, D., Goodman, E. (2000). The association between adolescent spirituality and voluntary sexual activity. Journal of Adolescent Health, 295-302. Kinsman, J., Nanzi, S., Pool, R. (2000). Socializing influences and the values of sex: The experience of adolescents in rural Musaka, Uganda. Culture, Health, and Sexuality, 2, 151-166 Meier, A.M., (2003). Adolescents’ transition to first intercourse, religiosity, and attitudes about sex. Social Forces, 81, 1031-1053. Miller, B. C., McCoy, J. K, Olsen, T. D Wallace, C. M. (1986). Parental discipline and the control attempts to adolescent sexual attitudes and behavior. Journal of Marriage and the Family, 3, 502-511. Norman, S. B., Romer, D. (1998). Early sexual initiation: The role of peer norms, 102. Paludi, M. A. (2002). Human Development in Multicultural Contexts, (4), 134- 146. Prinstein, M., La Greca, A. (2004). Childhood Peer Rejection and Aggression as Predictors of Adolescents Externalizing and Health Risk Behaviors: A 6-year Longitudinal Study. 72, 103-112. Rostosky, S. S., Regnerus, M. D., Comer, M. , Wright, L. (2003). Coital debut: The role of religion and sex attitudes in the health survey- Journal of Sex Research,40. Shah, F., Zelnik, M.(1981). Parent and peer influence on sexual behavior, contraceptive use and pregnancy experience of young women. Journal of Marriage and the Family, 43, 339-349. Teyber, E. (2001). Helping Children Cope With Divorce. 210-219 Wills, T. A., Gibbons, F. X, Gerrard, M., Murray V. M., Brody, G. H. (2003) Family communication and religiosity related to substance use and sexual behavior in early adolescence: A test for pathways through self control and prototype perceptions. Psychology of Addictive Behaviors, 17, 312-323. 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