Marketing over 50's to St Lucia Essay Example | Topics and Well Written Essays - 3250 words

Marketing over 50's to St Lucia - Essay Example It appears that the original designation was "Sainte Alousie," the name used in Father DuTetre's 1664 volume on the Antilles. Despite the fact that numerous thousands have immigrated to different parts of the Americas and Europe, particularly throughout the twentieth century, this ID remains solid, even around those conceived in the diaspora. The inquiry of an imparted society is quarrelsome, for Saint Lucians are partitioned along numerous lines, yet there is a feeling of fitting in with a place, an area, of which they have a feeling of ownership. One forcing thing of regular society could be Kweyo`l or Patwa, the French-inferred creole dialect spoken by most Saint Lucians. In any case, numerous brought up abroad don't talk the dialect, and Saint Lucians likewise distinguish that their Kweyo`l is practically indistinguishable to that spoken on Dominica and the French islands of Martinique and Guadeloupe. (Munar, 2011) The "creation of tourism as a pay exceptional" rose in the 1950s with the development of disposable pay for pay labourers in streamlined nations. The advancement of tourism as an improvement apparatus started in 1969 with a counselling report finished by Checchi and Company, a private universal advancement counselling ?rm spend significant time in tourism and local improvement. It expressed that any yearning to aid the individuals of the Eastern Caribbean could be accomplished through the advancement of tourism. Tourism was pushed as having two fundamental points of interest: a wellspring of wage and a foundation for more stupendous universal comprehension. Basically, tourism turned into the methods by which Third World nations with little to offer yet nature could collect capital, and at last advance. Tourism as an advancement apparatus in the Caribbean developed ?rst in Puerto Rico, Bahamas and Jamaica in the late 1950s and unanticipated 1960s, and inevitably spread Tourism as a Development Tool in the Caribbean and the Environmental By-items: The Stresses on Small Island Resources and Viable Remedies Janouska Grandoit International Relations, Economics, The Maxwell School of Syracuse University In the Caribbean, land and seaside assets have supported a moderately little populace for a considerable length of time, yet with an increment in present day monetary movement the islands' biological communities are under expanding weight. Without reasonable arrangements that address the main impetuses behind these weights, economical improvement in the Caribbean islands is not conceivable. Nature is frequently traded off by the instantaneous requirement to create outside trade, for the most part through tourism. On the other hand, it was the coming of the streamlined upset and the creation of the steamship in the nineteenth century that denoted the rise of venture out to fascinating goals, particularly for recreation purposes. Around then, travel was expensive to the point that just the rich could take preference, and tourism in Barbados was a selective diversion, organised at the activity of private people, with practically no legislature inclusion inside the incipient area. It was not until the late 1950's and into the 1960's with the commercialisation of the plane motor that tourism developed as a real financial action in Barbados and critical indications of organisation and government inclusion surfaced. From around the 1640's, sugar had been the motor of development of the Barbadian economy, and spoke to the most predominant wellspring of outside

History Assignment Example | Topics and Well Written Essays - 750 words

History - Assignment Example Due to existence of a number of different nations that are considered as world power, conflicts of views became increasingly influential. Once the conflict had been started, the impacts of the WWI to the history of the world became inevitable (Howard, 2003). Included in the said impacts is related to the influential nations and empires of the period. It can be considered that the effects had been negative on their part because two of the imperial powers had lost control and had been divided into smaller territories such as the Austria-Hungary and the Ottoman Empire. Except for the rise of the Soviet Union which had been revolutionized, the greater part of the European region had been changed. The said change can also be related to the strengthening of the belief in nationalism as opposed to the imperial leadership that had been the main form of leadership during the said part of history (Howard, 2003). In the social and economic aspects, there are different changes that had occurred due to the WWI. One of the impacts that can be observed is the manner of warfare which significantly improved compared to prior period. There are different repercussions of the said effect which can include the continuous aiming for increasingly powerful weapons, which can still be observed even at present times. Another significant effect not only in the domestic but also in the international arena is the social trauma that commonly occurs in times of wars and conflicts (Howard, 2003). One of the most significant observations with regards to the effect of WWI is the rise to power of the United States on the basis of the economic and trade relations. The effects of such event can be considered as the onset of the power and control being experienced by the US until the present era. This event can be attributed to the fact that new allies and international

Violence in Video Games

Violence in Video Games The concern over how much of a child’s actions, if any, are influenced by the violence contained in the video games they choose to play, has been become a topic of debate in recent times. Certain heartbreaking events, such as the Columbine High School shooting in April of 1999 where two students open fired on their fellow classmates killing in total 13 victims followed by their own suicides, sparked a renewed interest in researching if video games could cause acts of violence in adolescents. (Baertlein, 2007) This apprehension is mostly due in part, because children are in theory, more inclined to behavioral influences when they actively participate, as opposed to when they are merely observing. The belief has been that, a child playing violent video games can have more of a tendency to commit violent acts. On the contrary, there has been no clear-cut substantiation to show these violent video games are to blame for youth violence. The fact remains; it is actually not an easy task to prove a real world connection between violence and video gaming. Youth violence reports show crimes rates have decreased while video game playing has become trendier. (Baertlein, 2007) In January of 2001, the Surgeon General David Satcher released his report findings concluding that, youth crime rate was not rising, and that the increase youth crime rate was merely a myth. â€Å"Since 1993, when the epidemic peaked, youth violence has declined significantly nationwide, as signaled by downward trends in arrest records, victimization data, and hospital emergency room records† (Satcher, 2001). Moreover, the study showed the amount of lethal violence has declined. This was primarily attributable to the decline in use of firearms among youth. (Snyder, 2006) This goes contrary to the claims of those who say that violent video games are teaching youth to use guns. The study performed by Surgeon General Satcher, along with other research performed on the topic, further substantiates the argument that violent content found within video games is not the cause for violent acts committed by the youth. According to the Surgeon General, the strongest risk factors for scho ol shootings centered on mental stability and the quality of home life, not media exposure. (Satcher, 2001) The reality is recent reporting has shown a decrease regarding violence in teens since games have become more graphic. The violent crime rate has decreased from a rate of 51 victimizations per 1,000 members of the population age 12 and over in 1994, down to 21 per 1,000 members in 2005. (Bureau of Statistics, 2006) In addition, the Juvenile Violent Crime Index has also shown a declining rate since 1994. Crimes of murder committed by juvenile offenders have actually fallen 65% from 1994 to 2002. (Snyder Sickmund, 2006) Although the crime rate has declined, concern regarding violent acts by juveniles is still an issue; the public continues to hold fast on its views that children participating in playing violent video games are being led to commit violent acts. Theorists such as Bruce Barthalow, Mark Sestir and Edward Davis have based their opinions according to a large quantity of research performed by many esteemed scholars. They state that a connection has been made known between real life violent crimes and violent content in video games. (Barthalow, Sestir Davis, 2005) The main positions in the argument for these theorists are derived from results of several types of studies, lab experiments, field studies as well as correlation studies. Correlations are a measure of how strongly associated two events are. However, co relational studies and other studies such as those cannot account for whether or not violent video games can cause aggression. Furthermore, some co relational studies find no sign ificant relationship with aggression. Even still, those studies cannot prove violence contained in video games is the cause of true-life violence. After all, what is lacking from the studies used video game research? Crucial factors are missing in research studies conducted on violent video games. The players in these particular studies are not in control. Their free will and freedom of choice are not included when researches test their theories. They are selected to play a video game not of their choosing, when the action of play is in essence, a self directed and voluntary activity. The element of forced exposure to a video game can alter the player’s reaction to the experience. Play is not an action that can be recreated in an experiment held in a laboratory. There are other questionable factors regarding the testing video games as well. For example, â€Å"the duration of play is too short, typically 5-15 minutes, for anything like the play experience to be duplicated† (Calvert Tan, 1994). In these laboratory studies, no individual really â€Å"plays†. A video game is played by individuals for entertain ment and therefore, being instructed to â€Å"play† a video game defeats the purpose of electing to play for amusement. The studies performed do not take in to consideration why individuals play video games at all. (Calvert Tan, 1994) Research on video games also fail to recognize that a player of video games participates freely and ceases to play when they so desire. (Calvert Tan, 1994) Players are free to enter the world they create for themselves in these games, and this freedom remains missing from the laboratory studies conducted on violent video games. Studies completed have concluded that there has been no definitive link between violent acts and violent content found in video games, and that some fashion; violent video games may actually provide a venue for children to vent their aggressions, rather than taking physically taking action. (OBrien, 2007) In studies performed by the U.S. Department of Justice’s, Office of Justice Programs, it is reported that the largest influential factor in adolescent delinquency is the family dynamics within the children’s homes. (Snyder, 2006) Parents have a certain obligation to their children. They play an important role in the child’s life and are responsible to provide them with guidance as to what is wrong or right. If children cannot clearly determine the differences between fantasy life in video games and reality, they cannot be blamed for committed violent acts such as those contained within video games. Without parental guidance, children are susceptible to misinterpret scenarios they come across in real life. (Anderson, et al., 2003) Violence from video games will not make submissive adolescents violent when they have been made aware of the limits within a fictional world. Many factors can cause a child’s incapacity to make a distinction regarding right from wrong, reality from fiction. An adolescent or teenager may be lacking the maturity level necessary to understand the impact of their actions, or perhaps can suffer from mental instability limiting their perception of reality. However, is it the violent content found within video games to blame? The studies suggest that when parents actively participate in a child’s life, discuss real life conflicts, the inappropriateness violent solutions, and help the child generate alternative solutions to violent actions, it can help reduce the actual impact of media violence on the youth. (Anderson, et al., 2003) Psychologists have also concluded that, children whose parents have regulated the length of time video games are played are less likely to show aggressive behavior. (Anderson, et al., 2003) It is the parent’s responsibility to monitor their children and to educate them. It is a par ent’s role to discipline their children and to teach them social norms and values. After all, it would be impossible maintain a child from the outside world. There will always be negative influences out there. It is the parent’s duty to their children, to ensure they are taught the consequences of their behavior, as well as right from wrong. Parents should be the ultimate decision makers of what they allow their child to watch, play or do. Parents have the responsibility to be aware of the content involved in the games their child plays. Video games are labeled to describe the content within them, as well as specify when they include strong language, violence, mature sexual themes, as well as other subject matter that may be unsuitable for a child. In 1994, the video game industry established the Entertainment Software Ratings Board (ESRB), a self-regulating labeling body. (Entertainment Software Association, 2006) The ESRB ratings method is astonishingly all-inclusive. According to the ESRB, it rates over 1,000 games per year. Practically every title produced by major game developers for retail sale today carries an ESRB rating and content descriptors. â€Å"The ESRB rating system helps parents and other consumers choose the games that are right for their families. ESRB ratings have two parts: rating symbols that suggest what age group the game is best for, and content descriptors that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern† (Entertainment Software Association, 2006). These ratings provide the parents with information they need to determine whether the video games is suitable for their child to play. Even with the ratings and the violent content, some parents still purchase these games for their young children without screening the video games. According to the Entertainment Software Association, 89% of the time parents are present at the time games are purchased or rented, 61% of parents believe games are a positive part of their children’s lives, and 87% of the time children receive their parents’ permission before purchasing or renting a game. (Entertainment Software Association, 2006) Parents, teachers, guardians, mentors or anyone else a child may look to for guidance, should be able to provide them with proper direction, lessons about choice and consequences in life that could affect them and those they hold close as well. â€Å"When the fantasy world is brought into the picture, these lessons should let the child know that certain actions in a fantasy world are not appropriate in the real world, thus the separation† (Goldstein, 2001). Video game violence contains simulated acts of aggression. Video games cannot actually emphasize acts of aggression if there is none to begin with. (Delamere, 2005) The same features that hold back the audience from rushing the stage during a murder scene in a play are present in video games. When and adolescent plays a video game that is labeled as violent, it is actually containing simulated acts of violence. (Goldstein, 2001) There is not an actual physically performed action taken, since the child is in an imaginary wor ld. They cannot abuse, damage or violate because there is nothing to abuse, damage or violate. (Goldstein, 2001) The child has ultimate control what occurs which is a major deciding point in separating reality from video games. In the real world, consequences are certain. When a child commits and act, either good or bad, something will happen. In video games, the player can suspend the game play and even bypass consequences. These factors provide cues that the game play is not real, and that they child is merely doing something for amusement. (Goldstein, 2001) Video games can actually be beneficial to children.They provide cognitive benefits such as system thinking, pattern recognition, strategy, decision making, and even patience. A book written by author Steven Johnson makes another point in favor of viewing video games from a new perspective. Johnson argues that video games are growing progressively more refined, they present players a mental exercise that is far more invigorating, satisfying, and even more educational than much of the media content they were force fed in the past. (Johnson, 2005) Particularly, Johnson states, modern games, including those filled with violent material demand children to mange resources, evaluate multifaceted social networks, and recognize long-term patterns. (Johnson, 2005) A common video game presents a predicament to be solved and diverse means to accomplish the resolution. Children playing video games are driven to play video games because they can achieve the impossible. (Simpson, 2005) Distribution of resources, trial and error and completing tasks are all part of the learning experience. (Simpson, 2005) The software embedded in these video games clearly establishes roles, powers, and limitations. Video game players have the ability decide their course of actions and recognize that they must take accountability for their own actions. The children playing these games are aware that there are both harmful and helpful consequences during game play. Games can mimic real-life consequences, and playing them teaches children that patience and perseverance lead to successful results. (Simpson, 2005) Violence in video games is not cause of violence in adolescents; this is a rumor or myth made by people looking for an excuse or a solution to why things happen. With the level of violence in video games increasing, adults have been linking the acts of violence contained in video games with violent acts that have been committed by children. Rather than look in to all the determining factors that can be reasons for children to act aggressively, they would rather lay blame on something new. The public has not even taken a moment to reflect on the past and realize that video games are just another source of media added to the list excuses justifying a child’s actions. Films, radio, novels, television programming, have all had been faulted for leading young people off course and stirring up aggressive or unsociable behavior. Video games violence is a handy scapegoat for individuals who do not care to explore deeper into the quandary of where the desire to murder comes from. The myth that video games reveal a new, excessive collective fixation with violent entertainment is untrue. Harold Schechter, in the manuscript Savage Pastimes: A Cultural History of Violent Entertainment, painstakingly documents the incidence of violent media all the way through the history of art and entertainment. Schechter remarks that even the purportedly quiet days of the 1950s were complete with violent media, most of it aimed at children. (Schechter, 2005) â€Å"The fact is that, contrary to popular belief, there was a shockingly high level of sadistic violence and gore in some of the most popular commercial entertainments of the 1950s† (Schechter, 2005). Violence and aggressive media and behavior have always been a part of civilization, so why it is receiving so much attention these days? Perhaps the degree of youth violence has not changed at all, but the factors mentioned above have simply created a heightened awareness of violence amongst youth. Perhaps a heightene d awareness and a lower tolerance for such acts have simply caused an increase in reporting violence, creating an illusion of an increase in youth violent behavior. There are extreme cases of youth violence in recent years that stand out, and were covered extensively by the media. The Columbine incident is an example. This type of incident is rare, but the media attention it received contributed to the perception of an increase in youth violence. Youth violence did not increase during this time; it just became more of social issue. Many factors contributed to those crimes, leaving the public many ways of laying blame. Youth violence is not caused by content found within a video game; it is more of an issue with the individual committing the violent acts. The underlying problem deals with the individual having a firm grip on reality and knowing the difference between those actions and the ones found within a video game. The adolescents are less apt to see violent video games in an unconstructive way if the individual is there not already a predisposition to violent acts. (Zarozinski, 2001) â€Å"Media in all forms can move people to consider things they had not considered before. But media cannot take over a mind and make anyone do something hes not predisposed to do† (Zarozinski, 2001). Stating, in essence, violent video games do not create violent children, however they may add to the troubles of an already violent youth. (Zarozinski, 2001) The public is quick to fault violence in the planet on video games, movies, television and music for the reason that they are effortless plausible targ ets. Although these media sources can influence and individual to a certain degree, the public has to look further than this particular focal point and start searching for the real cause for the violent behavior in civilization. A game cannot and will not make a human being kill another. Numerous individuals view violent images on a regular basis, yet only a small percentage of those actually commit crimes of violence. As studies by respected academics show, people that are already predisposed to violence are those that tend to gravitate towards playing video games. (Delamere, 2005) â€Å"The violence present in these media sources may help instigate a violent act; it is never the only cause† (Delamere, 2005). However, the groups of alarmed individuals that plead for the government to take action to against video games will not openly admit that the source for their civilizations problems may be due to their own actions. The people want a scapegoat that will appease their conscience and at the same token, avert the fingers of blame from pointing in their direction. This day and age, humankind is a world where real violence is everywhere, from neighborhood shootings to the war in Iraq. People are mostly helpless to stop it, and just have to live through it, but when a juvenile turns on a violent video game and spends endless hours playing, the question remains, does it change their perception of the real world and cause them to become delinquent? Violence in video games has been at the forefront of a lot of controversy recently. Incidents, like the Columbine High School shooting has come and gone, reopening old wounds and revisiting unanswered questions. What could have caused two seemingly average kids to go on such a rampage? Some of the blame has fallen on violent video games. Are these games actually part of the problem, or just an easy target? Fueled by myths of increased youth violence, and tragedies such as school shootings, youth violence is an increasing concern in for the public. Nevertheless, there is a lack of hard evidence to suppor t the supposed increase in youth violence, much less, that violence in video game plays a part in it. Violence in Video Games Violence in Video Games RQ: Should any restrictions be applied to violence in future video games to prevent any negative changes in childrens behavior? Abstract: Introduction: People, nowadays, are always arguing about the problem of violence in video games; and violence, in this case, includes use of drugs, blood, gore, offensive language, and many other things, that exist in modern video games. According to the statistics, over a billion people play video games, and the majority of these people are children or young teenagers. Of course, there are games, which are perfectly fit for children, games, which do not contain any type of violence, and they are usually designed specifically for kids to play. But many children prefer playing violent video games, because they think it is more enjoyable. Even though, it is usually up to their parents or guardians to decide whether these children are allowed to play violent video games or not, in most cases, parents do not want to restrict their kids from playing games, they like, so they just allow children to play almost any games, they want to play. The problem here is, that psychologically underage people might be more vulnerable to impact, coming from video games, than adults are; so violent video games might have a negative impact on shaping childrens behaviour (Publications, Harvard). Even though, millions of children play violent video games, only a few actually become violent (John Bingham). And this controversy leads me to a question: Should any restrictions be applied to violence in future video games to prevent any negative changes in childrens behaviour? I conducted the research, which provided me with the information about the ways, in which video games might affect childrens behaviour and the consequences of video game influence for children. That information will help me understand which restrictions should be applied to violence in video games, if any. Body: Even though, there is evidence of the link between violence in video games and the increase of childrens aggressive behaviour during the past two decades, there are still a lot of facts, which prove that there are many other factors, which could have caused negative effects on childrens behaviour. A lot of various psychological and media institutions, such as Oxford University, have conducted the research on the influence of violence in video games and other types of media. There are about 350 research papers conducted from 2005 to 2013, and non of them really explore every aspect of the effects of media violence on kids behaviour. For example, the combinations of effects of different risk factors, such as depression or stress with this kind of violence, or the differences between the effects on different genders. Such factors as the gender and living in poverty have greater impact on the outcomes (Bavelier, Green and Dye 692-701). In the majority of the studies kids younger than 10 years of age werent even included. The importance of these factors is certainly undeniable, especially considering the fact that there are not too many cases of chilren aggressive and violent behaviour, proved to happen due to violent video games. There was one of the high-profile incidents in the USA, which was caused by 17 year-old Dylan Klebold, and 18 year-old Harris Eric. It is called the Columbine High School Massacre. The shooting happened on the 20th of April, 1999, at Columbine High School, in Jefferson County. Two pupils killed twelve other pupils and a teacher (Library, CNN). The two shooters in the massacre were regularly playing weapon-based combat games. Specifically, the two shooters used to play Doom, which is a violent video game (The Columbine Shooters: Video Game Addicts?) Since the moment when violence was introduced to media, hundreds of studies have focused their research on viewing these acts of violence and aggression, such as Columbine High School shooting. When violent video games emerged, researchers started analyzing these acts much more closely. Many of the studies were focused on persons sex and studying male versus female aggression after viewing and playing violent video games. Some of them researched viewing violent video games against playing these games to find out if there was any link between the two ways of experiencing video game violence (Polman, de Castro and van Aken 256-264). Very little of these studies have researched the positive effects, which video games might have on chldren. For example, watching video games   improves hand eye coordination, and increases some of the persons abilities, for example some kids become better at solving puzzles (Ferguson 309-316). Ferguson found no connection between violent video games and negative behaviour. He concluded, that research made up of current studies, which have been analyzed, cannot link watching or playing violent video games to aggressive behavior afterwards (Ferguson 309-316). Each study, which has been reviewed, usually shows that there is some link between viewing violent video games and aggression. However, it doesnt completely prove the existence of this connection. Some evidence suggest that there is a link between exposure to violent video games and violent behavior (Porter and Starcevic 422-426). Can aggressive behavior with a good level of certainty be linked to watching video games? Or are there other circumstances that influence this kind of behaviour? Studies suggest a link between video watching and aggression, but researchers have not yet been able to find a direct relationship between the two. As in most behaviours, there are still loads of other factors that may contribute to the persons behaviour. Concluding, that experiencing violence in video games is linked to aggressive behaviour, is only possible if other factors, which influence a persons behaviour can be controlled. Those factors can include family history, sex, cases of aggressive behavior before watching video games, and many other potential factors that might influence childrens behavior (Persky and Blascovich 57-72). Not all studies have found a relationship (Ferguson et al. 109-122) between exposure to violent video games and aggression in children. However, the   most part of all the work actually shows a relationship. In a meta-analysis of 98 studies, which involved 36,965 participants, violent video games were convincingly shown to influence social behaviour (Greitemeyer and Mà ¼gge 578-589). The fact, that studies have taken many different forms, increases the certainty of the relationship. Jim Blascovich, at the University of California at Santa Barbara, in the study, he conducted, he concluded that the more realistic the graphics are the more of a possibility there is to display aggressive behavior right after viewing violent video games. Explicit viewing material usually looked more realistic, though letting aggressive behavior in the real world.   For example, Pacmans graphics were very simple in their content, and as graphics have become more realistic, the violence and death scenes have become a lot more realistic in modern video games (Persky Blascovich 57-72). Some of the work looks at the causal effect of game play. Some individuals have been asked to play violent games in the lab, while others were asked to play non-violent games. Then the behaviour of each group was measured in social tasks after the experiment. These studies have shown that playing violent games results in instantaneous changes to behaviour (Anderson, Carnagey and Flanagan 199-249). Young adults have shown physiological desensitisation to scenes of real life violence (Carnagey, Anderson and Bushman 489-49). Individuals who had played violent, in comparison with non-violent, games were less likely to report hearing a fight staged outside the laboratory, considered the fight more common and were slower to respond when some of them decided to help (Bushman and Anderson 273-27). Desensitisation to violence is considered to link violent game play with later aggressive behaviour (Engelhardt et al. 1033-1036). Other studies have included longitudinal effects, where individuals have been followed over a period of time; and video game play at one point in time has been related to aggression later, both in lab and in real life. The more violent play individuals took part in, the steeper the increase was in aggressive behaviour (Willoughby, Adachi and Good 1044-1057). The size of the effects found in most studies is either small or medium, but its quite consistent. This pretty much indicates that violent games do influence violent behaviour, rather than that violent children engage in video games. The most part of the negative effects, as a result of playing violent video games among children, can be blamed on the violent scenes included in these games. If a kid spends a big amount of time playing violent videogames, he or she becomes socially isolated. This basically means that this child doesnt have enough time to interact with his or her peers (Anderson and Bushman 353-359). The child who spends lots of hours per day playing videogames will have almost no time to make new friends. Such children may become more depressed and lonely in their homes. They are also very likely to stop spending time on other activities such as sports, reading, and studying.   Children stop being socially active, since they dont get involved in real-life events anymore. A child, who ends up spending most of his or her time playing videogames, does not get a chance to think creatively and independently, due to the fact that videogames reduce a childs imaginative thinking. This kind of thinking is crucial in developing a childs creativity. By encouraging isolation, videogames may also put a childs health at a serious risk. Since such kids do not lead a healthy lifestyle, due to the lack of sports and social activities, children, who are used to spending the majority of their time playing videogames, are very likely to suffer from obesity, and muscular and postural disorders. Quite a large number of videogames are addictive. Rather than studying or completing homework, a child spends time playing videogames, because the addiction wins over this child. When a child spends an large amount of time playing such videogames, he or she becomes socially isolated. Some of the negative effects as a result of playing these kind of videogames among children can be blamed on the addictiveness of these games. Due to the lack of time, which a child has while not playing games, he or she does not have an opportunity for rich social life (Anderson and Bushman 353-359). The child who spends almost the whole day playing videogames will have little time to meet and make new friends. They may very easily become more depressed and lonely in their homes. Children will also spend little time on other activities such as sports, reading, and doing homework. These children become socially inactive since they do not get involved in almost any social activities. Such video games redu ce a childs imagination as well. This basically means that children who spend most of their time playing videogames do not get a chance to think creatively or independently. Imaginative thinking is essential in developing a childs creativity. By promoting isolation, videogames may have some effects on a childs health. Quite some videogames may teach children wrong values (Gunter). Videogames encourage children to associate positive emotions such as happiness and pleasure with the ability to cause pain to others. They develop the feeling that they have to hurt other people in order to be happy themselves. Children who play videogames usually tend to develop selfish behavior (Anderson and Bushman 353-359). Videogames make the players depend on them. As a child is very often left alone, while playing a videogame, he or she can develop this dependent behavior. A study, which was done at a Minneapolis-based national institute for media, found out that kids can get addicted to videogames and exhibit social phobias. Video games are quite different from other visual types of media, because of their interactivity. The games allow players to be active participants in the storyline. In games the players, who benefit from acts of violence, are able to proceed to the next level. Violence in children behaviour has increased, as a negative result of playing videogames. There are a lot of incidents of violent and aggressive behaviour among children, who play violent videogames worldwide (Gunter).   Right after these incidents, the most of newspaper articles claimed that the key cause of that incident was violent videogames. The effects of violent games arent equal for everyone. Short-term effects in the lab are discovered to be bigger for undergraduate men than women (Bartholow and Anderson 283-290), and younger children are at a bigger risk of being affected by violent games if theyve got a high level on a personality trait, called neuroticism, and a low level on the traits agreeableness and conscientiousness (Markey and Markey 82-91). In terms of the game, playing with a customised avatar was found to cause more aggressive and violent behaviour, than when playing with a generic character (Fischer, Kastenmà ¼ller and Greitemeyer 192-195). Conclusion: Although the link between real-life violence and video game violence is still debated, and certainly other factors have a more significant influence on aggression. The impact of video games violence on the behavioural development of children is quite obvious both in the short-term and the long-term. The effectiveness of video games is a very important issue for society, and at the same time a benefit, because their effects can be both negative and positive; indeed it would be extremely hard to argue for one of these positions without the other. What is crucial is that we understand what aspects of game play behaviour have an influence, and on whom they have it. So whats the final answer to my question: Should any restrictions be applied to violence in future video games to prevent any negative changes in childrens behavior? Its quite simple. No new restrictions should be applied to violent video games in the future. Partly, its because the effects of this kind of violence are differe nt from one person to another, so they can also be positive; and partly because other factors usually affect childrens behaviour more, than video game violence. Althogh, parents can take some action to prevent possible negative impact of video games. For example, limit the number of ours, their children spend playing, or simply not allow kids to play games, which they consider too violent. Bibliography: Greitemeyer, Tobias and Dirk O. Mà ¼gge. Video Games Do Affect Social Outcomes. Personality and Social Psychology Bulletin 40.5 (2014): 578-589. Web. 22 Dec. 2016 Library, CNN. Columbine High School Shootings Fast Facts CNN.Com. CNN. N.p., 2017. Web. 16 Dec. 2016 The Columbine Shooters: Video Game Addicts?. NY Daily News. N.p., 2017. Web. 16 Dec. 2016 Bavelier, Daphne, C. Shawn Green, and Matthew W.G. Dye. Children, Wired: For Better And For Worse. Neuron 67.5 (2010): 692-701. Web. 4 Dec. 2016 Polman, Hanneke, Bram Orobio de Castro, and Marcel A.G. van Aken. Experimental Study Of The Differential Effects Of Playing Versus Watching Violent Video Games On Childrens Aggressive Behavior. Aggressive Behavior 34.3 (2008): 256-264. Web. 12 Dec. 2016 Ferguson, Christopher John. The Good, The Bad And The Ugly: A Meta-Analytic Review Of Positive And Negative Effects Of Violent Video Games. Psychiatric Quarterly 78.4 (2007): 309-316. Web. 17 Dec. 2016 Porter, Guy and Vladan Starcevic. Are Violent Video Games Harmful?. Australasian Psychiatry 15.5 (2007): 422-426. Web. 20 Dec. 2016 Persky, Susan and Jim Blascovich. Immersive Virtual Video Game Play And Presence: Influences On Aggressive Feelings And Behavior. Presence: Teleoperators and Virtual Environments 17.1 (2008): 57-72. Web. 25 Nov. 2016 Ferguson, Christopher J. et al. Not Worth The Fuss After All? Cross-Sectional And Prospective Data On Violent Video Game Influences On Aggression, Visuospatial Cognition And Mathematics Ability In A Sample Of Youth. Journal of Youth and Adolescence 42.1 (2012): 109-122. Web. 4 Dec. 2016 Carnagey, Nicholas L., Craig A. Anderson, and Brad J. Bushman. The Effect Of Video Game Violence On Physiological Desensitization To Real-Life Violence. Journal of Experimental Social Psychology 43.3 (2007): 489-496. Web. 13 Dec. 2016 Anderson, Craig A, Nicholas L Carnagey, and Mindy Flanagan. Violent Video Games: Specific Effects Of Violent Content On Aggressive Thoughts And Behavior. 1st ed. 2004. Print Bushman, Brad J. and Craig A. Anderson. Comfortably Numb: Desensitizing Effects Of Violent Media On Helping Others. Psychological Science 20.3 (2009): 273-277. Web. 14 Dec. 2016 Engelhardt, Christopher R. et al. This Is Your Brain On Violent Video Games: Neural Desensitization To Violence Predicts Increased Aggression Following Violent Video Game Exposure. Journal of Experimental Social Psychology 47.5 (2011): 1033-1036. Web. 21 Dec. 2016 Willoughby, Teena, Paul J. C. Adachi, and Marie Good. A Longitudinal Study Of The Association Between Violent Video Game Play And Aggression Among Adolescents.. Developmental Psychology 48.4 (2012): 1044-1057. Web. 19 Dec. 2016 Anderson, C. A. and B. J. Bushman. Effects Of Violent Video Games On Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, And Prosocial Behavior: A Meta-Analytic Review Of The Scientific Literature. Psychological Science 12.5 (2001): 353-359. Web. 13 Dec. 2016 Gunter, Barrie. The Effects Of Video Games On Children. 1st ed. Sheffield, England: Sheffield Academic Press, 1998. Print Fischer, Peter, Andreas Kastenmà ¼ller, and Tobias Greitemeyer. Media Violence And The Self: The Impact Of Personalized Gaming Characters In Aggressive Video Games On Aggressive Behavior. Journal of Experimental Social Psychology 46.1 (2010): 192-195. Web. 16 Dec. 2016 Markey, Patrick M. and Charlotte N. Markey. Vulnerability To Violent Video Games: A Review And Integration Of Personality Research.. Review of General Psychology 14.2 (2010): 82-91. Web. 18 Dec. 2016 Bartholow, Bruce D. and Craig A. Anderson. Effects Of Violent Video Games On Aggressive Behavior: Potential Sex Differences. Journal of Experimental Social Psychology 38.3 (2002): 283-290. Web. 15 Dec. 2016 Publications, Harvard. Violent Video Games And Young People Harvard Health. Harvard Health. N.p., 2017. Web. 18 Dec. 2016 John Bingham. Study Finds No Evidence Violent Video Games Make Children Aggressive. The Telegraph. N.p., 2017. Web. 15 Dec. 2016

A Rebel on His Way to Adulthood in The Catcher in the Rye :: The Catcher in the Rye Essays

Ever since I read ‘The Catcher in the Rye’ – I was 17 then – I have tried to explain myself why this book is so significant. Why is it so hated and adored at the same time? I must confess I hadn’t heard anything about Salinger till I watched ‘Conspiracy Theory’. If you don’t remember I’ll tell you that the movie was about this taxi driver Jerry Fletcher who traced conspiracy in everything and all of sudden one of his theories came to be true. Mel Gibson was incredible playing a man who was funny and serious, brilliant and a bid mad. And this queer person couldn’t feel ‘normal’ if he didn’t buy a copy of ‘The Catcher in the Rye’ every day. And that impressed me so much that after that I bought the book myself. I don’t know why I did it. Generally, I hate to be told what to do, less what to read. But at that time perhaps I needed to feel ‘normal’ too. Now, four years later, I read it again. And I was a bit nervous about it. After all there is this disaster called ‘time’ and we are all infected by it but there is no cure. The symptom is that we change but not only physically. Our points of view, ideals and beliefs also change. That is why I was so anxious about reading the book again but at the same time I was curious to find out how much I have changed. Actually, I didn’t remember most of it. I could recall only my feelings. And that is not a recommended approach towards a book. But I don’t consider myself much of a critic but an observer and an interpreter. After all readers, incl. critics who are also readers, respond to a book the way it has affected their inner self. That’s why I would like to trace the difficult path towards adulthood that passes by various social and individual stops. For me, that is what makes the book so significant. Because we all struggled and will continue to struggle such psychological battles on our way towards ‘know thyself’. I would like to begin with the way some critics approached Salinger’s work. Although each of them expressed different points of view which are too extreme I would like to consider them and try to find the truth somewhere in the middle. Ann Goodman commented that ‘Holden was so completely self-centered that any other characters who wandered through the book, with the exception of his sister, Phoebe, had no authenticity at all’.1 Of course, it’s not so surprising for a person that passes such a

Bombardier Aerospace

Case 1Bombardier Aerospace| Prepared for:| AKM Mominul Haque Talukder Course Instructor Human Resource Management East West University Prepared By:| Group- 6 Name| ID No. | Ismat Jahan Senjuti| 2011-1-90-001| Bani Biswas| 2011-1-90-002| Nusrat Jahan| 2011-1-90-006| Jubaid Rashid| 2011-2-90-008| Mukshuda Akhter| 2011-3-90-002| Nazmus Shakib| 2012-1-91-001| Khandoker Mehedi Hasan| 2012-1-90-015| Sec: 01 East West University East West University October 20, 2012 CONTENTS Case Summary – Bombardier Aerospace1| Comptications 3| Question # One4| Question # Two5| Question # Three6| Question # Four7| Implication8| . 0 Case Summary – Bombardier Aerospace Bombardier Aerospace is a division of Bombardier Inc. and is regarded as one of the third largest aircraft company in the world in terms of yearly delivery of commercial airplanes overall, and the fourth largest in terms of yearly delivery of regional jets. It is headquartered in Ville-Marie, Montreal, Quebec, Canada. Bombardier started its journey with the founder J. Armand Bombardier in 1942 to manufacture tracked vehicles for transportation on snow covered terrain and has earmarked itself as one of Canada’s oldest, most diversified and reputed companies.By 2002, the company has grown revenues to $21. 6 billion with a net income $390. 9 million from 5 operating units including: Bombardier Transportation, Bombardier Aerospace, Bombardier Recreation Products, Bombardier Capital and Bombardier International. Bombardier Aerospace, a SBU of Bombardier Inc, had over 33, 000 employees and established itself as an internationally integrated organization with full design and production operations in Canada, United States and UK. Such operations made Bombardier Aerospace as the third largest civil airframe manufacturer and a leader in region airliners, business jets and amphibious aircraft.Its high-performance aircraft and services set the standard of excellence in several markets, including: Business Aircra ft | Commercial Aircraft | Amphibious Aircraft | Jet Travel Solutions | Specialized Aircraft Solutions | Aircraft Services And Training | During 1999, after several months of negotiation and planning process Bombardier Aerospace was able to build a unique relationship with the Canadian Government, who after the Cold War started at looking how military could operate under tighter fiscal restraints.In a joint initiative under NATO, Bombardier Aerospace agreed to service and own training aircraft and in turn leased these aircraft to the Canadian military for training purposes. This arrangement was named as NATO Flight Training in Canada (NFTC) which aimed at managing Ground Based Flight Training School and Simulator Training. In any given time , approximately 75 students from Canada and other NATO countries were enrolled in the NFTC training program. Alex Lachance hails with 20 years of flying experience in the Canadian military and after an illustrious experience with Canadian militar y has also occupied several other positions.During 2002, Alex joined Bombardier Aerospace as the manager of ground-based training operations for Nato Flight Training in Canada NFTC and almost at some point in time Ted Baker who had successfully completed Bombardier’s interview process few months before joined as an instructors in Nato Flight Training in Canada (NFTC). The hiring process at bombardier was quite a challenging once since achieving the two crucial objectives of finding an incumbent for the vacant position who is equally equipped in terms of the technical expertise required along with their fit of the candidate with the Bombardier culture of was not an easy task.Also, it was seen that whoever bargained during the interview process, on the whole achieved a better remuneration package with the ‘per diem allowance’ paid only to those who negotiate for a moving allowance of this nature. When Ted, a new hire came to know about this, he was utterly dismayed and disappointed on the impartial and unfair compensation system of Bombardier’s. Ted raised this issue to the newly appointed manager, Alex who was utterly surprised and after being communicated took the issue to the HR.Once he obtained a thorough idea and comprehended that the per diem allowance has been only paid to those who have bargained. He thought of raising the issue to the corporate head office. The dilemma over which Ted is now fixated is what will the after effect of implementing such a policy? Will it imply Bombardier changing its policy for all its operations? Will it mean that it will increase cost to the company? These were several questions which were pondering in Alex’s mind. Also the fact being that he has just joined the company not even few months ago he was quite perplexed and confounded regarding what step to take. . 0 Complications Critical challenges which were witnessed in the case ‘Bombardier Aerospace’ are depicted below: * The interview process in the overall hiring procedure remained to be quite challenging since achieving the two crucial objectives of finding an incumbent for the vacant position who is equally equipped in terms of the technical expertise required along with their fit of the candidate with the Bombardier culture of ‘ entrepreneurial high achievement’ was not an easy job. * Bombardier’s current relocation policy did not seem to be fair and transparent to all.It meant candidates who better bargain in their interview process would benefit most as only if someone raises concerns on moving incidentals and meals only those were offered the ‘per diem allowance’. * Discrepancy which existed amongst new hires in terms of compensation was heard by some of the new appointed instructors and potential recruits expressed dismay and consternation which certainly affected employee morale to work for this company and loss resulted in lack of enthusiasm about their job. A nother associated challenge was if these newly appointed instructors those who have not been provided with the benefit of the ‘per diem allowance’ for moving incidentals and meals together lodge an objection and appeal to the Labor Relations Board, it will cause not only monetary loss for ‘Bombardier Aerospace’ via compensations but also image loss which would have trickle affect in potential future instructors as they will be reluctant to become part of Bombardier Aerospace which is unfair and unjust with their employees. 3. 0 QuestionQ #1. Evaluate Ted Baker’s reaction to NFTC’s relocation policy and his decision to approach Alex Lachance? | Ted Baker had successfully completed Bombardier’s interview process during summer of 2002 and was offer an appointment in Nato Flight Training in Canada (NFTC) to commence work few months later. During this same time nearly about other 20 instructors were also appointed. About few weeks after, Ale x Lachance joined Bombardier Aerospace as the manager of ground-based training operations for Nato Flight Training in Canada NFTC.After Alex joined, Ted approached him and communicated some of his major concerns about which he was extremely dismal. He had overheard the conversations of other newly employed instructors regarding their relocation benefits and compensation and most importantly the ‘per diem allowance’ provided to cover their moving incidentals and meals. Ted was extremely disappointed to see the relocation policy of Bombardier which to him reflected an unfair and inequitable system as he felt that it was not fair for some employees to receive a per diem allowance and while others did not.Also, when Alex came to know about it, he was shocked and surprised to learn about such compensation policy and he too felt it was not an evenhanded and a just policy to handle recruits, however he did not mention anything to Ted upfront. Also, one important thing was Ted had negotiated compensation for moving allowances, a paid trip to Moose Jaw and interim lodging and this additional compensation was tied up to the typical three- year loan agreement and similarly other new recruits who were paid all these what Ted received and in addition also the per diem allowance also was tied up with the same experience.Hence, Ted had a very disapproving reaction about the NFTC’s relocation policy. Q # 2 In your position as Alex Lachance would you attempts to change the relocation policy? Please be specific? | If I was given the position and responsibilities of Alex Lachance, I would have adopted an absolutely fair and impartial relocation policy. Hence, for this if required changing the policy, I would have certainly opted for that taking approval from all those concerned. The case presents the scenario of a recruit ‘Ted Baker’ who felt his package was discriminated when compared to some of the recruits who were offered appointment during t he same time.If I was in the position of Alex Lachance, then after hearing the rationale from the human resource department which purely stated that these additional benefits were paid to those who displayed better bargaining power during the interview. Based on the potential incumbent’s request and negotiation skills during the hiring process they were entitled for that benefit. Hence, quite often new employees those who did not ask for the per diem allowance, they were not paid. Thus, overall it reflected an unfair and non-uniform relocation policy:I would have taken the below specific steps to resolve this matter: * Step 1: I would have taken this issue to the Corporate Head office, Human Resource department in Montreal before circulating a new uniform hiring and compensation policy. This was to understand the implication of such policy at a group level as Bombardier had so many employees all over the world. * Step 2: Also, I would have given recommendation to the Corporat e Head Office to take any of the two alternatives as the way forward I.To re-look at the entire human resource policy and most importantly the cost attached of having to be paid all the new employees who are re-locating the ‘per diem allowance. ’ If that was feasible in terms of cost to the company then we should have proceeded with that. II. Secondly, if it came to the situation that such uniform policy will tremendously increase the cost to the company, in such an instance my recommendation would have been not to provide ‘per diem allowance’ to any of the employees as most importantly it was not fair.Also, if some employees chose to go and appeal to the Labor Relations Board for such unfair treatment, this might cause law suit charges to be paid and also loss of reputation and image as an employer and company. Q # 3 How would you respond to Ted Baker? | My response to Ted Baker would be a very candid, direct and impartial one which I would have provided h im after thoroughly understanding and evaluating the given situation. First of all, I would have thanked Ted Baker for being upfront and telling me about the exact issue what he heard from other new instructors’ without creating rumor about the company.And would also point out that his behavior and attitude was a reflection of him already being part of the company. As a second step I will provide him re-assurance that after critical scrutiny it has been observed that there has been some discrepancy in the past about the offer of ‘per diem allowance’. Hence, with my proposed recommendation of bringing uniformity in the relocation policy it has been notified to the Corporate Head office, Human Resource department in Montreal.Either their decision is to continue with this benefit or not, what I will ensure Ted is the end outcome would be something which is fair, impartial and transparent to all the employees. This is how I would try to regain the confidence of Ted B aker on the company and try to bring his enthusiasm back for his job and Bombardier. Also this might reduce the dismay and consternation of Ted and allow him to recuperate his expectation and enthusiasm about working at Bombardier. Q # 4 what’s your learning out of this case? |HR Compensation and benefits policy affect the productivity and happiness of employees, as well as the ability of an organization to effectively realize its objectives. It is to an organization’s advantage to ensure that the employees are creatively as well as equitably compensated and knowledgeable of their benefits. Key learning’s which any organization and most importantly any head of the HR department can educe are illustrated below: * Ensure equity and fairness in the remuneration and compensation policy and system as globally it has been identified as a key component in creating a successful compensation system.The equity can be ensured in the following three unique ways: * Provide w orkplace equity which implies giving perception that all employees in an organization are being treated fairly * Establish a culture of internal pay equity where all employees in an organization can perceive that they are being rewarded fairly according to the relative value of their jobs within an organization * Offer pay by omparing external pay conditions to ensure external equity exists when employees in an organization perceive that they are being rewarded fairly in relation to those who perform similar jobs in other organizations * Perceived inequity or unfairness, either external or internal, can result in low morale and loss of organizational effectiveness. For example, if employees feel they are being compensated unfairly as was illustrated in the case of Ted Baker, it can have a negative and demoralizing impact.Employees may restrict their efforts or leave the organization, damaging the organization’s overall performance and also cause loss of goodwill. The key lear ning’s from this case can also be linked to one of Abraham Lincoln’s famous quote which states â€Å"It is true that you may fool all the people some of the time, you can even fool some of the people all the time, but you can’t fool all the people all the time†. Also a related quote can be drawn to express the learning’s from the case â€Å"It’s better to lose in a cause that will someday win, than win in a cause that will some-day lose! 4. 0 Implications Every organization is powered by its people. Consequently, effective HR strategies are critical to ensure productivity and maximum success. HR professionals play an important role in terms of coming up with the right strategies to support organizational direction but must have the ability to think beyond tactics to identify the high-level areas of focus that will drive success. * Consider Strategic Vision HR leaders should review the company's current vision to determine ways in which HR a ctivities can support that vision.In concert with other organizational leaders, HR staff must consider whether the vision is applicable based on external and internal factors and whether changes in the marketplace may be suggesting a new vision. * Consider Demographics HR leaders should examine the demographics of the workforce to determine where gaps may exist between current skills and the need for skills and experience that may emerge in the future, in alignment with the organization's vision and strategies.HR strategy should be focused on filling these gaps through strategic recruitment, retention and training efforts. * Transfer of Knowledge Ensuring transfer of knowledge between department workers — whether they are departing voluntarily or involuntarily, or due to retirement or other reasons – is necessary to ensure continuity and minimal impact on productivity and effectiveness.

Education and Empowerment

The myth of â€Å"education and empowerment† has affected public schools tremendously in a sense that everyone is being divided, mostly by class, which lowers the confidence of our students today. Yes, there are teachers who cater to students, stay after class, and provide them with one on one tutoring and even take time from their lunch to offer extra assistance in any subject. However, there are other public schools in which teachers do not take the initiative to listen and understand when their student says â€Å"I don’t get it†. No one ever takes the responsibility as to why students are failing; they only take credit for those who are succeeding, bringing in positive results, and on a path of attaining a promising future. Jean Anyon, John Taylor Gatto, and Michael Moore have all questioned the system of public education in there articles. As a result, American public schools are hurting their students’ chances of being competitive in a global economy because they are not aiming high enough, stripping students of â€Å"responsibility and independence† (pg 158), and cutting off important resources. Jean Anyon discussed the evaluation of five elementary schools and how their social class differed and affected their students. â€Å"Several weeks later, after a test, a group of her children ’still didn’t get it,’ and she made no attempts to explain the concept of dividing things into groups or to give them manipulables for their own investigation. Rather, she went over the steps with them again and told them that they ’needed more practice†Ã¢â‚¬â„¢ (pg 177). Besides learning how to add, subtract, multiply, and divide, math gives students the ability to rethink a situation, and look for other options. If teachers in these working-class schools are not taking the time to break down a simple division problem and give alternatives, how will their students be challenged or even advance to another grade level? Competition in this economy is widely based on how much money you have, what school you’re enrolled in, and who you know. If the majority of the students in this class were failing tests in an elite school, action would have been taken as soon as the teacher sensed a problem. The amount of money people pay to have their child enrolled in one of the best schools, better mean that their child is getting all the keenness from their teachers. This is why students struggle in this economy, because they are all categorized. So what if one student’s parents are making more than the other, because he/she can afford that school and the other cant. This should give American public schools an even better motivation to â€Å"leave no child behind†. â€Å"School has done a pretty good job of turning children into addicts, but has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up† (pg 158). If you are not teaching students to make good decisions or be responsible, they may never be able to do things without depending on their peers or family members. As if America wasn’t lazy already, Gatto talks about the easy ways out people have been taking advantage of, rather than working at it; such as getting divorces. Schools have not stressed the fact that working hard at something brings results. It’s life. You can’t just become something great without having to put effort and time, you have to set goals and aim high, break down your options, and take them, don’t let anyone do it for you. What happens when a large group of schools are opened without a principal? Michael Moore stated that â€Å"163 New York city schools opened the 2000- 2001 school year without a principal† (pg 140). The time it takes for students to step foot in class is the time it’s going to take for the school to fall apart. Schools will not have established systems or discipline without one. Who will teachers turn to, when something just isn’t right? Principals are the foundation of a school. Whether they are simply counseling a troubled student or revising a lesson plan with a teacher, they act as a resource. They are there to show support for the students and build relationships as they see them progress throughout the years. Acting as another resource for schools are public libraries and school libraries. Students are being deprived from the limited resources they can look to, to continue their education and obtain new informational skills. Kids who come from a lower class cannot always manage to afford books, or even one of the greatest inventions, a computer, hence, to cut off such a necessity would be like cutting off their education for the most part. Instead of everyone working with the students, everyone is simply working for themselves. People ask who is the blame for our failing students of today but do not realize, or better yet, take the responsibility and action to make a change in their schools. Children complain that boredom s the only thing they think of when they come to class, however teachers are not challenging or giving students the amount of responsibility they need. To succeed in this global economy you have to be independent and dominant so that you’re not categorized below your own standards. It is said that the majority of the students whose families have money, do better, education wise, because they can afford more prestigious schools; but if teachers and students were more motivated, co mmitted, and communicated, they too can achieve positive results and set themselves up for competition in this global economy. Without a doubt will students be able to go against other students from different countries who have been cramming every book into their brains as young children because they were told that the key to survive as a professional was knowledge, responsibility, independence, and discipline. However, the system that is being used in American public schools today continues to lower the only self esteem students have left today.

Drought in ethiopia essays

Drought in ethiopia essays I. Africa has been plagued by drought and desertification for nearly two years. The drought was caused by below standard rainfall during the main rain season of Africa, between July through September. This lack of rain has caused shortage of water for drinking and arrogation, food for Ethiopians, and also livestock for food and for security. Ethiopia, a North-East country of Africa, has been the mostly affected by the drought and is a major source of Government and Non-Government aide through food, supplies, water, shelter, and a few other methods provided by countries around the world. The drought in Ethiopia puts nearly eight million people living in this African country in immediate risk of this drought. One million four thousand of those people are children under the age of five. Because of these harsh conditions Ethiopia is the third poorest country in the world. (UNICEF) Drought is a major issue concerning the United Nations Division for Sustainable Development because it affects about one sixth of the world's population, 70 per cent of all dry lands, amounting to 3.6 billion hectares, and one quarter of the total land area of the world. (U.N. Agenda 21, Chapter 12). It is viewed as a Sustainable Development issue because it has been running ramped across Africa and has killed and massively hindered the Ethiopian people and government. It has also lead to the mass destruction of livestock and also migration to find water and better living standards. II. The United Nations Division for Sustainable Development (UNDSD) is an organization put together to discuss and find common solutions to major issues that affect sustainable development. Agenda 21 addresses the pressing problems of today and also aims at preparing the world for the challenges of the next century. (Agenda 21 Preamble) The UNDSD met in August of 2002 in Johannesburg, South Africa to discuss numerous topics and to explain and fully i...