Violence among youth, especially in schools, is one of American society's most pressing concerns. It is also a source of controversy. While no recent nationwide study of the real extent of youth violence is available, small-scale and regional studies indicate that youth violence is increasing, at least slightly. In addition, youth, like adults, are now more frequently using guns instead of fists to settle disputes. Youth violence had once been thought to be an urban public school problem; a consequence of poverty and family dysfunction, but stable suburban and rural communities are now also experiencing it, as are private schools. While early intervention is absolutely necessary to help prevent violence, I believe all school operations and staff must be directly involved to effectively reduce the crime.
There is sometimes a contradiction between school policies and practice. Many districts and schools have comprehensive regulations for dealing with violence, but enforcement may be uneven or lax. This creates a situation where teachers do not feel supported when they impose discipline, students do not feel protected, and the violence- prone think they will not be punished. Conversely, administrators express dismay that teachers do not enforce policies in their classrooms.
Despite these inconsistencies, many promising types of anti-violence strategies have been devised by government, communities, and schools. Most have originated in urban areas, where youth violence was first identified. Elementary education training in anger management, impulse control, appreciation of diversity, and mediation and conflict resolution skills can help prevent youth from engaging in violence as they mature. Early discussions about the negative consequences of gang membership, and providing children with positive ways of getting personal needs met, can protect them from future gang recruitment efforts. Educating young children about the use of guns is also valuable, since accidents have happened as a result of children's naivete about their danger.
Even more than violence prevention in general, effective anti-gang strategies require establishment of a positive school climate, good communications and security, a staff trained in crisis intervention, and a coordinated effort. They also require that schools not only acknowledge a gang presence, but that they ...
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...ruptive students.
Since at-risk students respond positively to personal attention, teachers can help youth resist violent impulses and the lure of drugs and gangs by offering them extra help with their schoolwork, referrals, informal counseling, or even just a sympathetic ear.
In all communities it is likely that sometimes anti-violence work will be compromised by lack of resources and time, and that even the most dedicated individuals will feel frustrated. Early evaluations of well-organized programs suggest that success is possible, though; and statistics demonstrating an increase in youth violence, however slight, indicate that more effort is necessary.
Works Cited:
Ascher, Carol. Gaining Control of Violence in the Schools: a View from the Field, New York: ERIC Clearinghouse on Urban Education, 1994.
Hill, Marie Somers. Creating Safe Schools: What Principals can do, Thousand Oaks, CA: Corwin Press, 1994.
Rubel, Robert J. The Unruly School: Disorders, Disruptions, and Crimes, Lexington, MA: Lexington Books, 1977.
Walker, H. M. Antisocial Behavior in School: Strategies and Best Practices. Pacific Grove, CA: Brooks/Cole Pub. Co., 1995.
The ending of the book is highly controversial and extremely maddening to most people. Lois ...
In Vladimir Nabokov's Lolita, the overruling drive of the narrator, Humbert Humbert, is his want to attest himself master of all, whether man or woman, his prime cravings, all-powerful destiny, or even something as broad as language. Through the novel the reader begins to see Humbert’s most extreme engagements and feelings, from his marriage to his imprisonment, not as a consequence of his sensual, raw desires but rather his mental want to triumph, to own, and to control. To Humbert, human interaction becomes, or is, very unassuming for him: his reality is that females are to be possessed, and men ought to contest for the ownership of them. They, the women, become the very definition of superiority and dominance. But it isn’t so barbaric of Humbert, for he designates his sexuality as of exceptionally polished taste, a penchant loftier than the typical man’s. His relationship with Valerie and Charlotte; his infatuation with Lolita; and his murdering of Quilty are all definite examples of his yearning for power. It is so that throughout the novel, and especially by its conclusion, the reader sees that Humbert’s desire for superiority subjugates the odd particularities of his wants and is the actual reason of his anguish.
Juhnke, G. (1999). Assessing potentially violent students. ERIC Clearinghouse on Counseling and Student Services. Retrieved November 3, 2001.
Even since the shooting at Columbine High School caught the attention of America and all the world on April 20, 1999, high school shootings and other forms of violence at schools has been plaguing America during the last ten years. It is also found that most of the violence that occurs in high schools is caused by young men. Students aren’t feeling safe at school anymore and parents are enraged that students could bring the weapons to school in the first place. Many people have brought their own opinions into play about why violence in schools occurs. Such causes range from violence in the media, being treated poorly by peers and administrators in school, all the way to poor parental decisions. Although these are only a few of the possible causes for violence in schools, they are defiantly the most prevalent reasons.
Risky Theme: The topic of Lolita remains one of the most disputable novels in Literature. Though the sexual scenes are not very explicit, the implications of the content can be very disturbing. Especially since the readers are practically lured into Humbert’s eloquently-worded account that all of his actions were justified by his genuine love for Lolita...
Regarding Lolita, we meet Humbert Humbert, a middle age intellectual man with a certain sexual appealing to women his age, but with a ghastly secret that sooner or later will be revealed. His passion for the nymphet figure, his factual hatred for older women, his obsession towards elegance and his hypocrisy to fit in the pattern of society that is to be expected, almost convinces the reader
Vladimir Nabokov, one of the 20th century’s greatest writers, is a highly aesthetic writer. Most of his work shows an amazing interest in and talent for language. He deceptively uses language in Lolita to mask and make the forbidden divine. Contextually, Lolita may be viewed as a novel about explicit sexual desire. However, it is the illicit desire of a stepfather for his 12-year old stepdaughter. The novel’s subject inevitably conjures up expectations of pornography, but there in not a single obscene term in Lolita. Nabokov portrays erotic scenes and sensual images with a poetic sensibility that belies the underlying meaning of the words. The beautiful manipulation of language coerces one to understand Humbert’s interdict act of pedophilia. By combining erotic and poetic desire in the context of the forbidden, Nabokov challenges the immorality of pornography, as illicit desire becomes masked in sensuous language. Nabokov carefully tailors the language Humbert Humbert uses to tell the world of his love for the forbidden nymphet, urging sympathy and innocence from the reader. However, the deeper meaning of the forbidden sexual desire is clearly seen in the use of only slightly veiled metaphor alluding to Humbert's own obsession.
In recent years, tragedies have been visited upon schools across the country. From Kentucky to Oregon to Colorado, the notion of schools as safe havens has been shattered by the sound of gunfire. These acts are not limited to any geographic regions or family backgrounds, nor do they have a single catalyst. Those who have committed such heinous acts have done so for different reasons, at different times, in different schools. But these acts of school violence have at least one thing in common- they have spurred all of us to take a look at what can be done to better protect children and teachers at school. Protecting our children is not simply a matter of public policy. It is a matter of strengthening basic values, of teaching children right from wrong, of instilling in them respect for others. We each have a responsibility to work to end youth violence and to keep schools safe for children and for those who teach them. Youth violence in many schools has reached universal proportions. It is not only happening in our high schools, it has also made its way into our elementary and middle schools. Everyone seems to have a different perspective on why there is such a problem with school safety. Some say it is the parents’ fault, some say it is the media, and others blame the schools. Yet, the question still remains. What can be done to make schools safer for the children and staff? One thing we need to do is learn to listen to our children and observe their behavior. According ...
...n the grasping of the past. Through the contrasting perceptions of victims, Hamid successfully portrays how neither the country nor characters can resist the changes that occur in the dynamic cycle of life. At one end of the spectrum are America and Erica who’re depicted as candidates of extreme nostalgia; embarking to recreate past memories as a result of the unpleasant predicament of the present. On the opposite end lies Jim, who possesses the ability to embrace and adapt to change in a favorable manner, using his past as a catalyst for future success. Changez on the contrary lies seemingly in the middle – aware of the addictive nature of nostalgia yet unable to withhold its pull and let go of past traditions. Combining all the aspects mentioned Hamid was able to skillfully create a story that depicts the dangers of submerging in the past and its traditions.
According to Mathis and Jackson (2003) referred to the definition of training and development. It can be known that these behaviors are designed by the organization. In order to improve the performance of staffs. Training and development contain a large number of educational techniques and programs. “Training can consist of on-job training, off-job training, formal training, skill
Serious planning of areas such as training and development of employees must be undertaken in order to utilise the available human resources to their maximum effectiveness. Training and development, which provide a company with a continuously higher skilled workforce, must not be seen as a standalone solution. For it to be effective and eventually successful, other aspects of the HR strategy, such as reward strategies, recruitment and company structure, must be kept in line together with training and development. When all aspects of an HR strategy are in...
Training is an integral part of any organization’s development and is an ongoing process. Training programs will vary according to the position held within a company. “Training is a learning experience that seeks a relatively permanent change in individuals that will improve their ability to perform on the job” (DeCenzo & Robbins, 2007, p. 223, para. 1). Good organizations can be linked with the training and development of good employees. Any organization’s success in growth and innovation is dependent upon the talent, motivation, and leadership of its employees. Efforts made to recognize the value of each employee and the job he or she performs will contribute to a workplace environment that inspires, supports, and rewards employee development.
According to Shah, Nirvi (2013) reported that laws have been adopted to prevent school violence. For example, a Missouri Bill mandated that all school personnel to participate in stimulated active-shooter and intruder response drills that are conducted by law enforcements.
The current job market shows an emerging trend of replacing the job role of 'Training Manager' with that of a 'Organisation Development Manager'. The trend is highly influence by the fact that the Training Manager role in the organisation perspective is usually from a smaller scale or in focused groups, and it is usually someone who develops and delivers job and skills training to the employees. Whereas, the role of an Organisation Development Manager is usually seen to be at a larger scale, and throughout organisation as a whole, it is usually someone who analyses and studies the organisation and implements change.
The learning and development activity within an organisation is where the “focus is on learning rather than training and where the skills of those working in the field have changed.” (Farnham, 2014) In the last couple of years we have seen many businesses take on a more strategic, future- oriented and integrated approach to learning and development and there are several important trends that are now evident in this area. The need to produce real business focused results is very important, and the expectations of the learning process and its outcomes are higher with both individuals and organisations. Learning and development can take several forms. When aligned with effective performance management and used strategically, “learning and development can improve productivity and performance and increase staff commitment and loyalty.” (Ibec for irish business, 2015) Learning and development has become a key factor for businesses due to Ireland’s commitment to move towards a knowledge-based economy. Today business awareness and consultancy skills are hugely important and valued very highly among learning and development practitioners. These particular skill sets provide solutions to business problems and support organisational change. As well as this there has been a professionalization of those who deliver work based learning, with staff working