Warn of dangerous fellow student Essay Example for Free

Warn of dangerous fellow student Essay Many other authors are researchers seem to voice the same observations made by Syvertsen et al (2009). Students’ psycho-social development is highly essential and should be integrated in learning curricular to ensure students are exposed to positive developmental behaviors. Relationship enhancement amongst teachers and students cannot be more emphasized than when studies are done and students reveal that strength of the bond their have with adults/teachers will determine if they would intervene directly or by reporting cases of violence. Students too, as it has been revealed, want to have a sense of having some control on their own. Resilience can be developed in students through the teachers influence as Grotberg (2003, p. 108) observed that, â€Å"Teachers are some of the major builders of our children’s resilience. They have our children in their care for most of their waking hours; from kindergarten to the end of school, approximately 13 years. Their influence is profound. Their responsibility is awesome. † From the Grotberg’s observatory comments, one is able to then assert the students’ notion that if they have a closer relationship with the ones they spend most of their tender school age with – the teachers – then they are bound to go to the teachers and report a student who would be planning a violent attack on the school community. If positive relationships are to be developed between students are teachers then â€Å"a positive relationship with an adult who is available to provide support when needed is one of the most critical factors in preventing student violence †¦ [since] peers are the most likely group to know in advance about potential school violence† (Vitto, 2003, p. 16). Closer interaction, fewer numbers of students allocated to each teacher and extra curricular activities may pave the way for better interaction that would enhance student-teacher interaction and encourage students to seek advice and help from teachers and adults incase of a colleague’s plan to violate or threaten the safety of the school community. Fascinatingly, common factors noted in over 75% of the 37 incidents of school shootings reported in the U. S revealed that the violator (s) told someone or talked to a colleague of their intent or that the shooting would happen. However, in most cases the students who happened to have information of the happenings beforehand did not seek out or inform any adult. This is a clear indication that understandable instructions should be given to students on what would be the most appropriate to take incase they heard of violence threats and ways of reporting these cases anonymously should be given to the students. Additionally, this may be an indication that students might not always seek out counsel or have enough confidence in adults to go to them and report such threatening situations. It may, therefore, be noted that the absence of trust could be the primary reason that may be given most commonly by students for not going to teachers for counsel or assistance. Syvertsen et al. (2009), reveal that â€Å"Fostering a caring school climate in which students (and teachers) feel a shared sense of responsibility to look out for one another and to take action to keep one another safe is something not taught in textbooks or made possible by metal detectors, but is built through the daily interactions teachers have with students and students have with one another. † Cultivating trust would be the best way to fulfill the students’ need to security and encourage as well as enable them to deal with problems, develop positive relationships and a strong sense of self and belonging. In return, emotional as well as psycho-social development is enhanced making the students more confident to defend the safety and wellbeing of schools and their community by reporting cases of violence. Difficult backgrounds, poverty, socio-economic challenges may be some of the factors that may underlie the development of divisive and aggressive behaviors among students. Having the ability to instill hope and confidence in students would not only help enhance independence and a positive sense of self worth but also positive interaction. With this kind of interaction, most students may be able to not only have the intent to intervene but also to take action to curb and prevent violence in schools. It’s the most complicated relationships to build if students come from backgrounds, however, with conducive environments and encouraging learning conditions, students can slowly but surely develop the emotional capabilities to deal with challenging situations hence minimizing violent outbursts and/or cases of ignoring violence signs. During teenage and adolescent years, most students may be individually seeing appreciation and acknowledgement from their peers and teachers. This means that they may, more than likely, try to intervene in violence situations by talking to their peer who may be planning a violence attack. Teachers, as much as they may seeks to encourage this kind of intervention, would have to ensure that the intervening student’s safety would not be threatened and that the students would be encouraged to seek the counsel and intervention of an adult. However, the student openness and willingness to participate in positive psycho-socio developmental activities and programs can only be left to the students. Aggressiveness forged towards students to make them participate on welfare activities and programs can also result in aggressive resistance and possible violent reactions. Conclusion It’s generally and conclusively agreed that, just as the studies reveal that different developmental levels enhance or deter intervention of students. Students need positive emotional as well as psychological nurturing to impact their school community’s safety programs. It’s therefore mandatory that, in order to reduce the risk of violent attacks by students, teachers and adults have to create an atmosphere that encourages students to develop their social skills and seek to protect the safety of their learning institutions. Besides the academic curricular, social, emotional and psychological developmental programs must be initiated to ensure students’ development of self worth is fulfilled. This would help lessen violence and encourage cohesion. In the end, safer school environments would be realized and abilities and willingness to intervene incase of violence threats can be achieved. References Dwyer, K. , Osher, D. Warger, C. (1998). Early warning, timely response: A guide to safe schools. Washington, DC: U. S. Department of Education. Retrieved June 10, 2009 from http://cecp. air. org/guide/guide. pdf Grotberg, E. H. (2003). Resilience for today: gaining strength from adversity. Connecticut: Greenwood Publishing Group. Jimerson, S. R. Furlong, M. J (2006). The handbook of school violence and school safety: from research to practice. New York: Routledge. Johnson, C. (n. d). The A-B-Cs of School Violence. Retrieved June 10, 2009 from http://www. aboutteens. org/essays/schl-violnce. htm Syvertsen, A. K. , Flanagan, C. A. , Stout, M. D. (2009). Code of Silence: Students. Perceptions of School Climate and Willingness to Intervene in a Peers Dangerous Plan. Journal of Educational Psychology, Vol. 101, No. 1, 219-232. Vitto, J. M (2003). Relationship-Driven Classroom Management: Strategies That Promote Student Motivation. California: Corwin Press. Willenz, P. (2009). Students Who Feel Connected to Peers, Teachers are More Inclined to Warn of Dangerous Fellow Student: Zero Tolerance Policies Can Work against Cohesion in Schools. Retrieved June 9, 2009 from http://www. apa. org/releases/schoolviolence. html.

Evolution of Learning Ability in Fruit Flies Essay -- Biology Fly Dros

Learning & Memory in Fruit Flies Scientists have traditionally viewed learning and memory as "complex traits" in the sense that they are believed to be the net result of various different genetic and environmental factors interacting with one another. As it is not always practical or ethical to use human subjects in research, simpler "model" organisism are often used, and drosophila melanogaster (i.e. the fruit fly) is one of the most well known and well studied in the biological sciences. Abstract Two thousand fruit flies of the species Drosophilia melanogaster were maintained for six months before any experimenting began. Flies subjected to experimentation were 14 days old and were conditioned to be better learners. Petri dishes filled with pineapple juice and orange juice were used on which the flies could lay their eggs. Quinine was added to one of the juices to turn flies away from that medium. By selecting eggs from the juice that did not contain quinine, flies who had learned to avoid the juice with quinine passed on their learning ability. Subsequent generations of fruit flies did actually become "smarter" as demonstrated be their ability to more readily differentiate between the quinine medium and the regular medium as well as their ability to remember this association for a longer period of time. Methods Experimental Design Base Population All flies used in Mery & Kawecki's experiment were of the species Drosophilia melanogaster. The experimental population was derived from 2000 flies and maintained for six months before any experimenting began. All flies subjected to experimentation were 14 days old. Experimental Evolution Design Before any testing was actually con... ... the different genetics of every individual fly, but in general, it is possible to say that it did improve. This proves the point that learning is favored when environmental factors and other cues play a significant role. The experiment also showed that the learning ability to modify oviposition substrate choice has direct correlations with fitness. Single-locus large-effect mutants would be the best approach for this experiment, but the group wanted to simulate learning ability in a natural environment so they chose to use a variegated sample. References Mery, Frederic & Tadeusz J. Kawecki. "Experimental evolution of learning ability in fruit flies." Proc.Natl. Acad. Sci. 99.22 (2002): 14274-14279. Papaj, Daniel R. and Emilie C. Snell-Rood. "Memory flies sooner from flies that learn faster." Proc. Natl. Acad. Sci. 104.34 (2007): 13539-13540.

Bases of Power and Their Effects on Employee Communication

All major business organizations dealing with economic conditions of uncertainty, opportunity costs, and scarce or depreciating resources have to develop capital budgets. The three major steps to developing a capital budget are: conducting a decision analysis to establish a base for knowledge building, establishing option pricing to secure an accurately assessed market position, and creating discounted cash flow (DCF) for making appropriate investment decisions for the organization.No organization can manage capital projects by simply looking at the numbers of discounted cash flows.A financial analyst for any organization must look at the entire decision and assess all relevant variables and outcomes within an analytical hierarchy. Decision-making regarding capital budgeting is increasingly complex today because of uncertainty, particularly in the health care environment where safety assessments of pharmaceuticals, health care insurance allotments, and other factors may affect the fu ture of the organization. All capital projects will involve numerous variables and possible outcomes—but health care perhaps more than most. (Evans, pp. 1-2)In the second phase of capital budgeting, financial management, or consideration of options within capital budgeting is called contingent claims analysis or option pricing. Timing (when to enter certain ventures), abandonment (what past ventures to discontinue) and growth (what ventures to expand upon) are all critical—one must ask such questions as, what aspects of health care in the organization are revenue-producing and/or necessary to the community, what areas are more necessary at certain times of year, and what can be discontinued? (Evans, p. 3) Discounting refers to taking a future amount and finding its value today.Future values differ from present values because of the time value of money. Financial management recognizes the time value of money because of inflation, uncertainty, and opportunity for investm ent. Thus, the more uncertain the economic environment or industry, the more necessary such revenue analysis becomes—and hence, once again, the necessity of such capital analysis for health care. Bibliography : Evans. Matt. H. (2003) â€Å"Course 3: Capital Budgeting. † Excellence in Financial Management: Professional Training Course Files. Retrieved 17 Apr 2005 at http://www. exinfm. com/training/pdfiles/course03. pdf

The Invention Of Steam Power - 1712 Words

The 16th century English Proverb â€Å"Rome wasn’t built in a day†, is best exemplified by the evolution of steam power. Despite steam power’s invention in 1689, Sail remained the dominant form of ship propulsion well into the mid-19th century. As technology improved, the reliance on steam power gradually increased, eventually leading to self-propulsion ushering in a new era of tactical and strategic advancement. Steam powered engines were invented in 1698 by Thomas Savery. Its first application was not to help power ships, but rather to drain water out of flooded mines. Unlike much of the military technological advancements seen throughout history, the first steam powered ships were used by civilians in the early 1800s to travel the†¦show more content†¦Likewise, the drive mechanism was delicate and located above the waterline; Thus, limiting the early naval steamships to function primarily as dispatch vessels and gunboats. It was not until the birth of a practical screw propeller in the 1840s that steamships could expand their function. The screw propeller allowed for both the power plant and drive train to be safe from enemy fire by placing both systems below the waterline. This new innovation allowed for the rapid transformation of naval combat. In 1851, the HMS Sans Pareil became the first steam battleship. By 1855, Great Britain boasted the world’s first all-steam fighting force. With the introduction of steam-power the issues of tactical maneuverability and strategic maneuverability arouse. Tactical mobility relies predominantly on speed and maneuverability, whereas strategic mobility is dependent on the distance and duration that a ship can be deployed from its base. Although early steam power allowed for tactical mobility, the size and weight of coal in tandem with the high fuel consumption rates of early engines, prevented early steamships from achieving strategic mobility. 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