Problem of unemployment

Unemployment is a serious problem in our country, which leads to poverty. Many people are eager to find Jobs Support themselves as well as their families but there are not enough Jobs for everyone. As a result the problem of unemployment is seen at every level. Lack of Job opportunities has brought depression and hopelessness among our youth. It has made them to go astray which creates many other problems like drug addiction, identity crises, etc.Let us first examine the causes of the problem of nemployment before discussing the various ways and means of solving this problem. There are many reasons for the problem of unemployment in our country. One of them is the slow growth of our economy, in relation to increase in the number of educated persons. When an economy is growing, there are plenty of Jobs for everyone. Our economy has grown and there has been development but not enough to generate sufficient number of Jobs. Another factor that has led to unemployment is the growth in pop ulation.Ours is a thickly populated country the population ncreasing by leaps and bounds. But Jobs and gainful avenues cannot be generated in the proportion. The Jobs are restricted in number but the people applying for them are many. So, a large section of people is left without Job. The growth in education has resulted is larger number of people looking for white collar Jobs, which are not available. Again, education is often not aimed at providing people with vocational skills. So their scope for employment remains limited.At the same time, the growth of mechanization and more sophisticated machinery is mportant for the development of industry. But this often means few people are required for specific Jobs. As a result there is more unemployment. It is the responsibility of the government to provide Jobs for all those who are able to work. It has started schemes like the Jawahar Rozgar YoJana, SwarnaJayanti, Gram Swarozgar YoJna and other in rural areas. Loans are also given- to encourage self employment and small scale industries. Technical and vocational education should be stressed.When people get technical nd vocational education, they will not hanker after services on completing their education. They will come out well prepared to stand on their own legs. They will choose a profession in accordance with their capability and aptitude. This will help in solving the problem unemployment. J M It is also necessary to check the rapid growth of our pulation. There must be laid on family planning in this regard. After population is controlled, we can easily overcome development of our country can never be possible. Hence, it is necessary to bring awareness among the common mass.

Melville’s “Bartleby the Scrivener” Essay

In Melville’s â€Å"Bartleby the Scrivener,† Melville displays the life of a person, named Bartelby, who does almost nothing with his life except write. Even latter in the story, Bartelby gives up writing and on life itself. Melville’s story brings up two major themes, which include writing and freedom. The story revolves around scriveners whose job it is to constantly copy documents and in a sense become a slave to writing. Bartelby, though one of the scriveners, resists the command to do exactly what he is told and as the story unfolds, he consistently refused to do what he was told. This defiance leads the reader to question whether Bartelby was protecting his freedom or just setting himself up for an early demise. Barthe includes in his essay â€Å"The Death of the Author† that the author has no control over how his work is interpreted and the reader must decide what the work truly means. Authors are only limited to being authors when they are in the midst of writing but once they have finished their work and are not writing then the Authors are no longer authors. Freedom is constantly emphasized throughout Melville’s story because Bartelby chooses to quit writing do to the fact that he is not being a true author but only a â€Å"scriptor.† Most of â€Å"Bartelby and the Scrivener† centers on writing and how it is necessary in the law practice. Scriveners are law copyists which means their job is to copy law documents for the lawyer to have. At first, Bartelby was a dedicated worker who never stopped copying throughout the day. He did not even take the time to take a lunch break but rather had snacks delivered to him. But as the story continues, Bartelby deteriorates as a worker by first refusing to look over copied documents then finally giving up writing all together. Writing, in this story, seems to be a chore and does not require the person to be an individual in any way. The scriveners had to tediously copy documents, which explain why the scriveners were not exactly the best-qualified workers. Turkey couldn’t work in the afternoon and Nippers couldn’t work in the morning. In any other job that requires serious thought, these two would be fired due to their inability to work all day. According to Barthe, these scriveners are not authors but only scriptors because they mimic the writing and don’t create something original. Bartelby could no longer do this seemingly unimportant writing and finally just stopped writing at all. The only time Bartelby was considered a scriptor was while he was currently copying the documents because â€Å"the modern scriptor is born simultaneously with the text, is in no way equipped with a being preceding or exceeding the writing† (Barthe 145). To be a scriptor, the person must be constantly writing which explains why at the beginning of the story Bartelby never leaves his room but works throughout the day. Bartelby did this because he believed that the only time his life was worth something was when he had the title of a scriptor. Over time though having this title stopped meaning something to him and he eventually quit writing. When Bartelby lost his title of a scriptor, he lost his will to live and that is why when he was in jail he refused to eat. Freedom is an extremely complicated theme in â€Å"Bartelby and the Scrivener† because it is unclear who exactly is free. The scriveners are all slaves to writing because they must spend their time copying documents and don’t really do anything else that would lead another person to say the scriveners are living productive lives. But each scrivener exercises a bit of his or her own type of freedom. Turkey works well in the morning but as the day goes on, he tends to make more and more mistakes. The lawyer tries decides to only have Turkey work in the morning but Turkey refuses that request. This refusal shows that Turkey has a certain free will and doesn’t just spend his time mindlessly copying documents and doing exactly what the lawyer tells him to do. The much younger Nippers has the opposite problem that Turkey has and he cannot work well in the morning because Nippers needs time to get adjusted for work. At first, Bartelby looks to be the least free scrivener at work because he would work nonstop throughout the day without even taking a lunch break but as the story progressed the reader would see that this is untrue. Bartelby on several occasions refuses to do work for the lawyer and eventually stops writing all together. The lawyer is very curious with Bartelby’s response and actually seems to admire his unyielding response to looking over copies. â€Å"His steadiness, his freedom from all dissipation, his incessant industry†¦his great stillness, his unalter- ableness of demeanor under all circumstances, made him a valuable acquisition† (Melville 19). Bartelby’s decision to quit writing demonstrates his desire to become free from the tediousness of writing. Bartelby, however, cannot handle this freedom being captive by writing for so long. He needs to make choices with his freedom and he really didn’t know what to do with his life. This is why he stayed in the office until he was thrown in jail and then died of starvation because he refused to eat. Bartelby couldn’t decide what to do with his life without writing and it led to his death. The lesson learned about freedom from this story is that complete freedom means complete loneliness and helplessness. Barthes’ â€Å"Death of the Author† combines writing and freedom together in order to express how certain writings should be interpreted. Barthes explains to his readers that â€Å"a text is not a line of words releasing a single ‘Theological’ meaning but a multi-dimensional space in which variety of writings, none of them original, blend and clash† (Barthes 146). This quote iterates that the author does not come up with a work that is truly original but takes aspects of different works to create his own. Barthes emphasizes that the author should not instill his own opinions in his work but rather allow the reader to have the freedom to come up with his own interpretation. This is where freedom intertwines with writing. The author must give up control of his work and allow the reader to take authority and decide what exactly is meant be the work. But also, the author’s duty is to limit how much is actually expressed in the text. â€Å"To give a text an Author is to impose a limit on that text, to furnish it with a final signified, to close the writing† (Barthes 147). The readers must separate a literary work from the author in order to free the writing from being read only as the author’s opinion. Every work of writing contains multiple interpretations. Barthes compares text to textiles by explaining that â€Å"everything is to be disentangled, nothing deciphered; the structure can be followed, ‘run’ (like the thread of a stocking) at every point and at every level, but there is nothing beneath† (Barthes 147). This quote explains that much of writing read through thoroughly but conclusions don’t necessary need to be drawn. Reading a work is much different than figuring out a puzzle. To truly grasp writing, a reader must capture the actual literature and realize exactly what each word in the writing is trying to express. The meaning of the work is derived from the ideas of the reader, rather than the thoughts of the writer. The reader has the freedom to capture whatever meaning he desires from a work of writing. Barthes explains that the author cannot put his own opinions into his own work because the reader must come up with his own interpretation of the work. Melville’s â€Å"Bartelby and the Scrivener† emphasizes this concept by showing the role of a scrivener, who only copies documents and puts nothing of himself into it. Bartelby feels like his life has been wasted just copying documents and finally decides to quit writing. Once Bartelby loses his will to write, he completely loses his will to do anything of importance, even eat. Writing must be entangled like threads of a cloth, and the author must place a limit on how much can be inferred from the text. Bartelby is not an author but only a scriptor because he is not performing art by copying legal documents. This explains why Bartelby believes his life is useless because he wasted it away copying documents. Works Cited Barthes, Melville. â€Å"Death of an Author.† 1977. Melville, Herman. â€Å"Bartelby the Scrivener.† 1870.

Analyze compare and contrast two books Research Paper

Analyze compare and contrast two books - Research Paper Example John who is Ann’s mother and the Red Girl. Anne is the main character who dominates the whole novel and the story is told in her own subjective voice. The author depicts Anne as an arrogant and complex being who struggles to survive and define her own separate world from that of her mother. Anne is seen to develop as a character as she struggles with the fear of separation from her mother, becomes an expert in marbles and eventually develops hatred and anger as she rebels against her mother’s attempts to define her world (Kincaid 32). Mrs. John’s character is developed and defined by Ann through her subjective narration. She is initially portrayed as a person who is strong, wonderful, kind and full of knowledge about the societal norms and values. Anne develops bitterness and hatred towards Mrs. John when she repeatedly tells her that they are two separate beings. In addition to this, Anne points to her mother’s sexual relationship with her husband as the reasons for her alienation and neglect. The Red Girl on the other hand is developed as a character that represents the outside world and does not have to adhere to the societal norms and values. The Red Girl represents the new world which Anne dreams of creating and she becomes a key figure in Anne’s development as a character by offering her a sense of self. The major characters in The portrait of a young artist as a young man by James Joyce includes: Stephen Dedalus, Simon Dedalus, Emma Clery, Cranly and Charles Stewart Parnell. Stephen Dedalus, the main character in the novel, is developed as a highly sensitive individual. He has the advantage of a quality education but is portrayed to be living in isolation and deprivation amidst the oppressive colonial nationality, highly developed social immorality and extremist family and religious values. Just like Anne in Annie John by Jamaica Kincaid, Stephen feels trapped and seeks escape by abandoning the restrictive societal norm s and living freely as an artist. As a character, Stephen undergoes growth, development and transformation as the story progresses. His transformations occurs in various stages starting in his first year in college where he demonstrates that he is an intellectual person with his understanding of societal systems and begins to create a different perception of his environment (Joyce 32). Another transformation occurs when Stephen engages in sexual intercourse with the prostitute in Dublin which transforms his from innocence to promiscuity according to the societal values. The third transformation was motivated by Father Arnall’s speech regarding the concept of death and hell which led to his conversion from a sinner to a Catholic. His final transformation indicates his maturity as a conscious individual when he changes his obsession from religion and focuses on the appreciation of art and beauty. Thematic analysis Themes refer to the major topic or subject in a piece of literat ure. The themes in Annie John by Jamaica Kincaid include the relationships between mother and daughter, colonization and the impact of colonial education and the various gender relations in the society. The main theme is the relationship between mother and child where Kincaid develops the complex relationship between Anne and her mother in her childhood and adolescence. As a result of the closeness of their relationship, Anne encounters several challenges and tension as she

Mechanical Science Coursework Example | Topics and Well Written Essays - 3750 words

Mechanical Science - Coursework Example The meter consists of a close end tube in which the water is collected. One orifice or more than one orifice at the bottom of the meter can be provided (for the purpose of changing diameter of the pipe). As the head h inside the orifice meter increases the flow rate through an orifice increases. When the flow rate out of the orifice is equal to the flow rate into the meter the head will be established at the fixed value. Now the flow rate is related to the head h and diameter of the orifice. The pin jointed frame work help us to build up frameworks base on 30, 45 and 60 angles. To measure the force in the members of a pin jointed frame work, we can use such an apparatus in which each of the members has a force sensor bended to the surface. The sensors that are used to measure the forces in member are staring gauges. Strain gauges are such sensors that under goes a change in electrical resistance when they stretch or compress. Now this change in resistance can be show in terms of displacement (Strain). Where F is the force exerted by the water jet on the flat plate, Ï  is the density of the water (i.e. 1000 kg/m3), Q is the volumetric flow rate and ∆V is the change in velocity of the water just after and before impact. Now in order to experimentally calculate this force, we need such an apparatus in which there is water coming from a nozzle and impacting on a plate. Further an arrangement is provided to measure the volumetric flow rate and velocity before impact. Velocity of jet after impact can be taken as zero. For measuring the velocity before impact we should know the velocity at the nozzle. The velocity at nozzle can be measured by dividing the volumetric flow rate by area of nozzle (For area of nozzle the diameter of nozzle should be known). F is the force, m is the mass of an object, a is the acceleration. Force is the cause of the acceleration, and mass is a measure of the tendency of an object to resist a change in its linear translational

Greek methodology's effects on ancient socialization Essay

Greek methodology's effects on ancient socialization - Essay Example Greek mythology has heavily influenced their culture and socialization, especially when it comes in their sexual beliefs, may it be having a patriarchal society, or just their plain sexual norms. Myths are actually the beliefs of people what are subtly disguised as a form of literature. In fact, because so much of these myths are creation stories, many of people believe that most myths are factual. Greek mythology is quite sexual in nature. Then again, sexual identity is very cultural as well, as our sense of self is rooted in sexual mythology as well. This is because the sexuality of a society is cleverly reflected in their literature. Sex is actually the core of culture. This is ironic considering the mainstream Western belief actually makes sex taboo, even sacred. Many of these Western societies believe that sexuality comes from the individual as it is a private subject. Ironically, sex is the core of every culture. Consider this, without sex or reproduction for that matter, there would be no culture, society, religion, art, etc. Basically there would be nothing if sex is not in the picture. And as evolved creatures, humans are programmed to reproduce. Christians believe in the story of Genesis. In Genesis, the creation of the world and man and woman is the plot of the story. In it, the first two people were Adam and Eve, and Eve was made from Adam’s flesh, making Eve a mere second-class citizen. But in other myths, specifically in the Talmud, before Eve came Lilith. Lilith here was the first wife of Adam. And unlike Eve, she was made from dust, like Adam. She was also one of the wives of Satan, but because she was deemed â€Å"wild†, she left Satan and joined Adam. Their coupling was also deemed to be unfit for longevity because Lilith demanded equality with Adam. It is a logical wish since Lilith came from the same dust where Adam came from. Adam opposed this and they fought; Lilith left and proceeded to live in air. Adam prayed to God

Residential property managment Essay Example | Topics and Well Written Essays - 2500 words

Residential property managment - Essay Example The members of a household, namely owners or their representatives and occupants, together manage a real estate enterprise that makes use of inputs of land, capital, and labour for providing shelter and other services essential for maintaining a household. In the early 1930s UK social housing policy underwent a shift as local authorities abandoned general needs housing and the standards were reduced to make the housing affordable by poor families. Nevertheless, â€Å"by the beginning of World War II, Britain had over a million council units, 10 per cent of the entire housing stock† (Malpass and Maurie. 1999, p38- 43). Present case study has to be viewed in this perspective as the buildings block were built in 1930s, which may require major repair and maintenance cost, at the same time may be exacerbated with tenant issues. The tenants of 10 flats, who are under rent controlled occupancy, have to be shifted to a newer better block two miles away. Decanting these occupants may involve many hurdles as there may be occupants from the very beginning and most of them may be legal heirs to the original owners. Because of long stay in the same locality, may be from birth, majority of them will be unwilling to shift their housing locality to a new environment, and it also involves relocating their professional or commercial activities. It may be noticed that in areas which are typified by poor quality housing estates, many of which were developed before 1945, were using non-traditional forms of construction, and decaying infrastructure. Repair and maintenance of these blocks are costly and vacating these buildings is coupled with mixture of tenures caused by the Right to Buy (RTB) power vested on the tenants, which makes demolition/renewal more expensive. Compensating the home owners at full market value for t he loss of their home is also a heavy burden on the developers.

The Proper Accounting Treatment of Auto World Inc Essay

The Proper Accounting Treatment of Auto World Inc - Essay Example However, there is still a need to verify, through certain audit procedures and audit evidence if Pit Stop is really a component of an entity. This includes assessing if the cash flows subsequent to the disposal can be classified as direct or indirect cash flows in accordance with EITF No. 3 – 13 and if Auto World will still have a significant influence on Pit Stop’s operations after its disposal. The major accounting issue for Auto World is the proper accounting treatment, presentation and disclosure for Pit Stop’s operations in Auto World’s financial statements for the period ended June 30, 2007. All these will depend on whether or not Pit Stop is really a component of Auto World and whether it will qualify as discontinued operations. According to Paragraph 41 of SFAS No. 144, â€Å"a component of an entity comprises operations and cash flows that can be clearly distinguished, operationally and for financial reporting purposes, from the rest of the entity†. Another definition in paragraph 10 of SFAS No. 131, Disclosures about Segments of an Enterprise and Related Information, stated that an operating segment is one that has its own business activities where it derives and incurs revenues and expenses, respectively. One factor to determine whether it is an operating segment is that its operating results are consistently viewed and analyzed by top management for decisions related to resource allocation and to performance assessment. Lastly, a â€Å"component of an entity† (SFAS No. 144, par. 41) can also be a reporting unit, that is, â€Å"an operating segment or one level below an operating segment† (SFAS No. 142, par. 30). Using the above definitions, it seems that Pit Stop is a â€Å"component of an entity (SFAS No. 144, Par. 41). This is based on the facts that one, all 30 branches of Pit Stop will be disposed one time and two, Pit Stop is distinguishable from the  other operations of Auto World, both in terms of physical branches and in terms of revenues and expenses.  

Total Quality Management Essay Example | Topics and Well Written Essays - 2500 words - 4

Total Quality Management - Essay Example There exist certain important factors of TQM that eventually support the modern businesses to obtain several significant benefits such as continuous product development, complying with the requirements of the customers efficiently and accomplishing superior competitive position as compared to others. In this regard, such aspects associated with TQM fundamentally include hard and soft factors (Hill, 2008). From a theoretical perspective, hard factor is majorly associated with the application of certain effective tools including statistical procedure control and problem solving mechanisms in the operational procedures of the respective business organisations (Mukherjee, 2006). On the other hand, the soft factor typically represents the management perspective relating to TQM approach with the involvement of certain valuable resources such as culture, people and improvement (Brown & et. al., 2013). With this concern, the essay intends to critique the hard factors of TQM in terms of design, planning and control with relevant examples. In this regard, Ishikawa 7 tools, ISO 9000, Business Excellence Model and Benchmarking have been selected as the hard factors of TQM based on which the entire discussion will be made. Apart from this, an attempt would be made in analysing the provided quote of Albert Einstein i.e. â€Å"The problems that exist in the world cannot be solved by the level of thinking that created them† (Cavaleri & Seivert, 2012) while critiquing the above stated context. The practices and the factors associated with TQM practice are extensively used in this present day context by different business organisations operating in distinct industries with the intention of attaining their predetermined operational targets. It will be vital to mention that the hard factors of TQM largely contribute in assisting modern organisations towards

Sustainable Resources Are the Only Way forward Essay

Sustainable Resources Are the Only Way forward - Essay Example The Island was a landmark of God's magnificence but due to large deforestation by local inhabitants and changes in climatic patterns causing rains to stop resulted in forests being wiped off from the island's face. The inhabitants thus had nothing to feed on and in the end, they started feeding on other humans. Thus man became an animal. The present deforestation in the Amazon is leading a path to a similar future because at the current rate it is predicted that in a couple of decades the forest will reduce by 40% in size. This will cause a dramatic shift in the carbon-absorbing pattern of the area and consequently, the temperatures there will rise to make it harder for the rest of the 60% of the remaining forest to survive (Wright & Nebel, 2007). The decline will, therefore, be at an exponential rate consequently resulting in the elimination of the Amazon from the face of the earth. The fact that government laws allow such developments to take place is most alarming. It is legally allowed to clear the forest by any means if the intention is to grow crops (soybeans in this case) and this results in the ownership of the land furthermore, cleared land is worth more and forested land so owners who wish to keep their property in good value, do not let the forest reclaim ‘their’ place naturally. This shows a sense of heightened selfishness in the local population of Brazil. Clearly, the concept of alternative resources is not a very popular practice and the locals are bent upon destroying the forest without being aware of the disastrous consequences just like the old tribes of Easter Island.

Sexual Abuse and Subsequent Suicidal Behaviour Essay Example for Free

Sexual Abuse and Subsequent Suicidal Behaviour Essay ABSTRACT. Suicidal behaviour is a cause for concern among many western countries; in general, it is most common among young women. This research used qualitative methods to explore the narratives of 24 Cate Curtis, PhD, lectures in psychology at the University of Waikato, New Zealand. She is interested in female self-harming behaviour, including self-mutilation and suicidal behaviour; social factors implicated both in engaging in self-harm and in recovery, particularly the roles played by family and friends; and barriers to help-seeking behaviour such as stigma. She is also interested in the ways people diagnosable with mental illness make sense of their experiences of being â€Å"unwell† and their experiences as consumers of mental health services. Cate has also worked in a number of social service agencies as a youth and community worker. Address correspondence to: Cate Curtis, PhD, Psychology Department, University of Waikato, Private Bag 3105, Hamilton, New Zealand (Email: [emailprotected]). The author wishes to thank the participants who candidly shared their experiences of suicidal behaviour and sexual abuse, and hopes that the opportunity to have their voices heard through this paper goes some way to repay their contribution. amine the meanings of events leading to and implicated in the recovery from suicidal behaviour. The research confirms sexual abuse as a common precursor to suicidal behaviour; several women asserted that they would not have attempted suicide if they did not have a sexual abuse history. KEYWORDS. Sexual abuse, suicidal behaviour, adolescent mental health, intervention Barriers to early death are increasingly strengthened through advances in medical science; we are more aware of the causes of premature death than ever before. Yet some young people continue to attempt (and in some cases succeed) to take their own lives. Internationally, adolescents and young adults are at greater risk of suicidal behaviour than other age groups (Gould et al., 1998; Romans, Martin, Anderson, Herbison, Mullen, 1995), and while males complete suicide at higher rates than females, rates of suicidal behaviour in general are considerably higher for females (Ministry of Youth Affairs, Ministry of Health, Te Puni Kokiri, 1998). Examinations of risk factors for suicidal behaviour have largely been quantitative in nature, seeking to determine correlations. Also, the majority of studies have been conducted with clinical populations. The research discussed in this paper attempts to address these possible methodological issues through the use of qualitative methods with a community sample. The paper discusses the experiences of women who engaged in suicidal behaviour while under the age of 25 through their first-hand accounts. Of particular interest is the relationship between sexual abuse and subsequent suicidal behaviour, and how sexual abuse impacts upon help-seeking behaviour and the efficacy of interventions for suicidal behaviour. Adults who have been victims of sexual abuse as children or adolescents report significantly greater symptoms indicative of depression, anxiety, and self-abusive and suicidal behaviour. In a 1992 study by Saunders, Villeponteaux, Lipovsky, Kilpatrick, and Veronen, abuse survivors were significantly more likely than others to meet diagnostic  criteria for agoraphobia, panic disorder, obsessive-compulsive disorder, major depression, social phobia, and post-traumatic stress disorder (PTSD). Vajda and Steinbeck (2000) found that childhood sexual abuse is a stronger predictor of repeated suicidal behaviour than individual characteristics and other stressors, and Read, Agar, Barker-Collo, and Davies (2001) found that â€Å"Current suicidality was predicted better by child sexual abuse (experienced on average 20 years previously) than a current diagnosis of depression† (p. 367). Rodriguez-Srednicki (2001) reported increased rates of drug use, alcohol abuse, disordered eating, risky sex, dissociation, self-mutilation, and suicidality in a sample of 175 female college students who were survivors of childhood sexual abuse, as compared to 266 female college students w ith no reported history of abuse. Likewise, elevated rates of depression, anxiety, low self-esteem, drug or alcohol abuse, suicide attempts, and psychiatric admission were found in McCauley and colleagues’ (1997) study of childhood physical and sexual abuse in American women. Similar findings are reported by Polusny and Follette (1995), Silverman, Reinherz, and Giacona (1996), Stepakoff (1998), Read et al. (2001), and Read, Agar, Argyle, and Aderhold (2003) have linked sexual abuse to hallucinations, delusions, and thought disorders. Sexual abuse has been linked to a number of negative psychological outcomes in addition to diagnosable disorders. Effects include trouble sleeping, nervousness, thoughts of hurting oneself, and learning difficulties. Women whose abusive experiences occurred within the family are at greater risk of disturbance than other women (Sedney Brooks, 1984). Wagner and Linehan (1994) reported that not only are women who have been sexually abused more likely to engage in deliberate self-injury, their behaviour is also more likely to be lethal than that of women who did not report abuse. More recently, Gladstone, Parker, Mitchell, and Malhi (2004) argued that depressed women with a history of childhood sexual abuse may require specifically tailored interventions. While a casual reading of the literature may suggest that most women who have been sexually abused go on to experience psychological problems, the Otago Women’s Health Study found that only one in five women who reported sexual abuse as a child developed a psychiatric disorder (Ministry of Health, 1998). Reviewing a number of studies, Goodyear-Smith (1993) argued that the other forms of abuse and family dysfunction that tend to occur alongside sexual abuse may in fact play at least as great a part in later depression and psychological problems. Boudewyn and Liem (1995) suggested that the longer the duration and the more frequent and severe the sexual abuse, the more depression and self-destructiveness is likely. In a large random community study, Romans, Martin, and Mullen (1997) found that of their 252 participants, 26% of the participants reported sexual abuse before age 12 and 32% were sexually abused by the age of 16. Twenty-three (4.8%) of those interviewed reported a history of deliberate self-harm, and 22 of these 23 reported childhood sexual abuse. The one woman who self-harmed without a history of childhood sexual abuse reported sexual and physical assault as an adult. It should be noted that the vast majority of women who were sexually abused did not report self-harm. A clear â€Å"dose effect† was found: the more frequent and intrusive the childhood sexual abuse, the stronger the association with selfharm. This was also found in a study by Mullen, Martin, and Anderson (1996). Sexually abused participants who had self-harmed were more likely than other survivors of sexual abuse to report depression, anxiety disorders, eating disorders, and to drink alcohol in excess of the r ecommended guidelines. They were also more likely to have experienced psychosocial disadvantage in their families of origin, such as low care/ high control relationships with their parents, parental discord, paternal depression or alcohol abuse, and physical abuse. Romans and colleagues’ study clearly demonstrates that although not all women who have  been sexually abused go on to harm themselves, the majority of women who harm themselves have been sexually abused. Although exact figures cannot be obtained and various definitions1 are used in the research, sexual abuse in girls and young women is not uncommon, and it is generally accepted that females are far more likely to be victims of sexual abuse than males. For example, Saunders and colleagues (1992) reported that 10% of the women in their study in South Carolina had been raped during childhood, a further 15.6% had been molested, and another 12% had been the victims of non-contact sexual assault (such as indecent exposure). When studied at age 18, 17% of females in a longitudinal study reported experiencing sexual abuse before age 16 (Fergusson, Lynskey, Horwood, 1996). However, it has been suggested that survivors in this age group are inclined not to report the abuse they have suffered (Ministry of Health, 1998). A study of 3000 women aged 18-65 (Anderson, Martin, Mullen, 1993) reported 32% being sexually abused before age 16. Using a somewhat narrower definition2 of sexual abuse than some, Muir (1993) found prevalence rates of 38% among women and 10% among men in her sample of university students. However, Romans, Martin, Anderson, Herbison, and Mullen (1995) argued that until recently most studies have involved atypical samples such as social agency clients and clinical inpatients, and criticisms of the link between childhood sexual abuse and later suicidality have been based on these methodological issues; for example, clinical inpatients may not be representative of the wider population of survivors of sexual abuse. Disclosure of abuse appears to be difficult for many survivors of sexual abuse, particularly disclosure to police or others outside their circle of significant others. This may have implications for the efficacy of counselling and therapy. International studies reviewed by Muir (2001) suggested that 20-30% of survivors of childhood sexual abuse do not disclose until adulthood, and in over half the cases where disclosure occurred during childhood (usually to a parent or parent figure or friend; only 4% disclosed  to a community figure, such as police, teachers, or social workers), no action was taken. The majority of participants in Muir’s (1993) study reported feeling scared, humiliated, guilty, and powerless at the time of the abuse. When asked how they felt immediately after disclosure, approximately one-third gave negative responses, such as guilt or shame. In some cases, the response of the person to whom they had disclosed was negative or unsupportive. For some participants, negative responses to the question seem largely predicated on a lack of response by the person disclosed to, or little change to the situation. Another study conducted by Muir (2001) found that fear of the consequences frequently affected women’s ability to disclose. Anderson and colleagues (1993) reported that only 7% of sexually abused participants reported the abuse to police or social services, and Romans, Martin, and Mullen (1996) suggested that sexual abuse by a family member is much less likely to be reported to police or social services than if the abuser is outside the family. In many cases, fears were not unfounded: disclosures were often met with disbelief or rejection on the part of the confidant. Similarly, Myer (1985) reported that of 43 mothers who attended a programme for mothers of father-daughter incest victims, only 56% protected their daughters, with 9% taking no action and the remaining 35% rejecting their daughters in favour of their partners (the perpetrators of abuse). Members of the latter two groups either denied the abuse took place, or blamed their daughters, claiming, for instance, that their daughters were seductive, provocative, or pathological liars. Denial of abuse during childhood is often particularly disempowering and engenders a sense of betrayal and may result in the abuse continuing. Withholding disclosure may be a way to retain control over one’s memories and emotions; as Muir (2001) discussed, control (or the lack of it) is frequently an important issue for survivors of abuse. Control may also be maintained through selective disclosure, or choosing confidants that maximise confidence about disclosure. It seems possible that  disclosure may impact mental health and potential suicidality, depending on how the disclosure is dealt with. If abuse is disclosed when it first occurs and is appropriately dealt with, the abuse survivor will have the opportunity to take whatever steps she feels necessary to re-establish her emotional equilibrium. On the other hand, if she is unable to disclose the abuse, or it is not dealt with appropriately, she may be at greater risk of feelings of guilt, anxiety, low self-esteem, and depression and the abuse may continue. These emotional responses could, in turn, lead to suicidality. Holguin and Hansen (2003) suggested that in addition to the impact of the abuse itself, the consequences of being labelled as sexually abused may have detrimental effects. They argued that the combination of negative expectations and biases may create a self-fulfilling prophecy, but acknowledge that further research into this area is required. Additionally, the mother’s response to a disclosure of sexual abuse is central to her daughter’s recovery (Candib, 1999). Furthermore, perpetrators of sexual abuse are rarely identified and even more rarely punished (Candib, 1999); if a girl’s mother does not support her, she may well receive no support at all. A link between delayed disclosure of abuse or inadequate response to disclosure and subsequent suicidal behaviour does not appear to have been researched. However, given what is known about increased likelihood of suicidal behaviour among survivors of sexual abuse, it seems plausible that the addition of a lack of support to deal with the abuse may exacerbate suicidality. In summary, the literature reviewed suggested that sexual abuse leads to an increased likelihood of depression, anxiety, trauma, and substance abuse, all of which have been associated with suicidal behaviour. While it would be incorrect to say that the majority of survivors of sexual abuse engage in suicidal behaviour, there is no doubt that the risk is increased, and Romans and colleagues’ findings (Romans et al., 1995, 1997) suggested that the majority of young women who attempt suicide have been sexually abused. Candib’s (1999) and Muir’s (2001) findings that those who do not disclose abuse or whose disclosure does not result in appropriate responses are at increased risk of distress suggests that the likelihood of subsequent suicidal behaviour may be raised in these groups; however, there appears to be little research on this topic. This research sought to explore the perceptions of women who had engaged in suicidal behaviour. While the  literature discussed above clearly points to a link between childhood sexual abuse and subsequent suicidal behaviour, the author was concerned to avoid assumptions about linkages between the two. The purpose of the research was to determine  how the women concerned (i.e., the survivors of suicidal behaviour) saw their behaviour, what they considered to be the factors that led to their suicidality, how they made sense of their actions, and how they moved beyond suicidal behaviour. Therefore few restrictions were placed on criteria for inclusion in the study and a research method was chosen that minimises the impact of the preconceived ideas of the researcher. Experience of sexual abuse was not a necessary criterion for inclusion in the study. Rather, this was a study of female suicidal behaviour that revealed a high prevalence of sexual abuse in participants’ histories. METHODS The population of interest in this research was women who engaged in non-fatal suicidal behaviour while under age 25. As noted by Gould and colleagues (1998), clinical samples demonstrate higher rates of co-morbidity than community samples, leading to an increased risk of sample bias. Due to this potential bias, and because a large number of young female self-injurers do not come to the attention of a mental health professional, a qualitative approach that included a non-clinical population was used. Eligibility for participation in the research included prior engagement in suicidal behaviour, while under age 25, cessation of suicidal behaviour for at least one year, and self-assessed as having recovered from suicidality. The latter two criterion were included both to ensure a degree of safety from distress that might have occured through taking part in the research and to increase the likelihood of participants having had some time to reflect on the cessation of their suicidal behaviour. However, it is acknowledged that the decision that suicidal behaviour should have ceased at least one year prior to participation is somewhat arbitrary. Personal experience of sexual abuse was not a criterion for participation. Participants were recruited through  presentations made to third-year and graduate psychology classes, through items placed in magazines and newspapers, via the e-mail lists of relevant information networks, and through letters and information sheets sent to relevant community organisations such as women’s groups and community support groups. Potential participants were invited to contact the researcher. An initial recruitment discussion took place during which the purpose of the study was discussed, along with eligibility criteria. Participants were asked if they had questions and then offered a written information sheet. Following this, eligible participants were invited to take some time to consider whether they wished to proceed and to contact the researcher again  if they did. Most participants decided immediately that they wished to proceed and made an appointment for an interview. Two possible participants were not heard from subsequent to the recruitment discussion, and one cancelled her appointment. Participants A total of 24 women took part in the research. The participants formed a diverse group; efforts were made to recruit participants from a variety of backgrounds, in an attempt to obtain a sample as representative of the population of interest as possible, given the sample size. The youngest participant was aged 21 at the time of the interview, while the oldest was 46. The average age was 29.6 years. All participants were born in New Zealand and of European descent, although two also were of Maori ethnicity (the indigenous people of New Zealand) and one was part-Asian. Most (n = 23) of the participants spent their childhood living with at least one biological parent, with the remaining participant had been adopted. However, only 11 participants reported that their biological parents were cohabiting at the time of the participant’s first suicide attempt. In eight cases, the parents separated at some point of the participant’s childhood or adolescence; in three cases one parent had died, and in one case both parents had died. Eleven participants were living in cities at the time of their first suicide attempt, nine in towns, and four  in rural areas. Socio-economic status and education levels were mixed, possibly as a result of the recruitment process; thirteen participants had completed some university courses. Interview and Procedures An open-ended, semi-structured method of interviewing was chosen in recognition that an attempt to fit the participants’ varied experiences into a â€Å"one size suits all† structure would risk losing the subtleties of their interpretations. This method facilitates access to information the researcher could not have considered (Burns, 1994). In line with the narrative approach, once the preliminaries to the interview had been conducted (discussion about consent, recording of the interview, making the participant comfortable, discussion of the topic, etc.), the participants were encouraged to tell their â€Å"story,† beginning with the background to becoming suicidal. Participants were asked in general terms how or why they became suicidal. They were not prompted by having possible risk factors suggested, such as sexual abuse. During this stage, the researcher’s  role was solely one of encouraging the process of story-telling. The second stage was one of seeking clarification and elaboration as required. Interviews lasted an average of two hours and all except three were conducted face to face, with two others being conducted by telephone and the remaining one a combination of telephone and electronic mail. Face-to-face interviews were conducted at the place of choice of the participant (in one case, at the participant’s workplace; in another, at the offices of a participant’s counsellor; and the remainder evenly split between the researcher’s university office and the participants’ homes). All face-to-face and telephone interviews were audio-taped. When transcribing was complete (within two weeks), a copy of the transcription was given to each participant to check for accuracy. No participants requested changes be made other than adding or correcting some details. Thematic data analysis was performed utilising the QSR Nud*ist qualitative data analysis software package. A suitable coding structure was developed through this process,  with branches for risk factors, other self-harming behaviours, interventions/therapies, and factors in cessation. Results A range of both proximal and distal factors were discussed by participants as contributing to their suicidal behaviour. Although suicidal behaviour was often triggered by an immediately preceding event, it was clear from the participants’ narratives that suicidal behaviour occurred against a background of long-term disturbance and dysfunction. All participants spoke about combinations of factors, and, with the exclusion of two women who considered that their suicidal behaviour was primarily due to biological causes (Kate and Lucy3), all the participants spoke of issues within their family being key contributors. While the divorce of parents does not seem particularly common (eight out of 24 participants), most of the others spoke of a large amount of parental conflict that did not result in divorce. Additionally, there were five parental deaths, two of which were suicides, and a number of other issues as discussed above. Almost all participants spoke of some level of physical or emotional abuse within the family that was sufficiently severe to be considered a cause of their suicidal behaviour.

Debates on Elephant Culling

Debates on Elephant Culling Ivy Terry The Controversy of Elephant Culling Press and media have pushed the idea that elephant populations are threatened, diminished by habitat loss, poaching and a variety of other reasons. In the 1930s habitat loss and heavy ivory poaching had decreased South Africas elephant population from 3-5 million to around 500,000 (Harmse, Riana). Since then, through protection, laws and regulations the elephant population in South Africa has increased dramatically, to the point of overabundance. Due to the recent prosperity in the elephant population, measures to control their ecology is crucial to the health and wellbeing of the ecosystem, neighboring species, and the prevention of elephant-human conflict. In South Africas Kruger National Park, in particular, this wildlife management is a necessity in keeping a successfully thriving park. There have been many ways Kruger has pursued in solving the elephant population issue. Including birth control in females, birth control in males, relocation and the establishment of corridors, bu t the most popular in past years has been culling (Harmse, Riana). Culling is a controversial subject when it comes to management because it entails physically killing elephants in a population to reduce its size. So controversial in fact that it was outlawed in Kruger in 1995 but then recently reintroduced back as a management method, in smaller scale (Harmse, Riana). Kruger today has around 13,050 elephants and this population is growing exponentially (Role of Bull Elephant). With lack of predators and an abundance of artificial and natural watering holes, as well as other natural resources, there is no controlling the rate of population growth of these animals (Harmse, Riana). This growth is an imminent problem for the park as well as its surrounding areas. First of all, elephants move in herds, this means they have a substantial effect on landscape and tree cover in the environment. These herds are also constantly moving, covering and destroying vase amounts of land per day (Role of Bull Elephant). Kruger is 7,523 square miles, though this seems large, it is not enough space to support such a population of large mammals (Harmse, Riana). This issue of space contributes to greater and more frequent human-elephant conflict as well as the destruction of park boundary fences and more frequent crop raids (â€Å"Role of Bull Elephant†). There h ave been many other suggested and tested methods of elephant population control in Kruger but none have been proven to be as effective as annual culls. Contraceptives in male or female elephants prove to be expensive, invasive, time consuming and not always successful. Relocation resulted in elephants coming back through the park boundary as well as being massively expensive and dangerous for both parties. Finally, the introduction of corridors from park to park has shown to be too expensive and there is simply no land available to dedicate to this sort of expansion (Harmse, Riana). It is out of the ashes of these other methods of management that culling was reintroduced to Kruger. Currently 500 to 600 elephants are killed in Kruger each year in order to keep the population as close to 13,000 as possible (Elephants To Cull or Not to Cull That Is the Question). After these elephants are killed they are immediately removed and taken to processing locations to which all parts of the an imal are used; meat for food, bones for jewelry and tools, organs for medicine and medical research etc. (Harmse, Riana). Though culling is the most widely used form of elephant population management used in Kruger today it is also the most contested. Each year 950, 000 people visit Kruger and these visitors account for millions of dollars worth of income for the park annually (Harmse, Riana). Obviously any detriment to this tourism would be to the disadvantage of the park and elephant culling, even if hidden from the public, has proven to cause a drop in visitors (Harmse, Riana). Culling in the park is not only affecting tourism but the well being of the elephants as well. Elephants are one of the most sensitive mammals on the planet and one could only imagine the psychological damage that occurs to young after a culling. Typically, hunters go in and wipe out the elders of the herd, leaving the young (Harmse, Riana). This terribly disrupts the age structure of the population by removing the experience necessary to raise the elephant young. This has been known to cause said young to grow up as rogue ele phants, removing themselves from the herd, wreaking havoc on the park and neighboring areas (â€Å"Elephants To Cull or Not to Cull That Is the Question†). These elephants have to be killed due to them posing such a significant threat to humans. Apart from being sensitive, elephants are intelligent creatures. They have been known to communicate from herd to herd by using low frequency grunts very similar to how whales communicate. Therefore, if elephants are culled in one area others know about it, this aggravates them and they can get very frightened, leading to panic and further damage to the environment and danger to humans (Elephants To Cull or Not to Cull That Is the Question). Another major concern with culling in elephant populations is the fact that professional hunters are not always used. This is a considerable issue. These kills needs to be clean and fast, injured elephants are very dangerous, and their cries cause more stress to the remaining herd and can provoke permanent psychological damage on the young. Quick removal of the bodies is also very important due to the fact that remaining elephants often will go back to see their dead companions and this puts even more stress on the animal (Elephants To Cull or Not to Cull That Is the Question). Finally, elephants have a keen sense of smell. So much so that they can smell elephants that have been in distress, blood on the ground, and other signs of death. Elephants are warded off by these smells and will no longer range in areas where a cull has taken place, even years after the event. This can pose problems if the area had been a migratory route for the herd. The elephants would have to take alternate routes to avoid the area, potentially bringing them into contact with farms and villages as well as the possibility of them never finding their traditional feeding grounds, leading to starvation (Elephants To Cull or Not to Cull That Is the Question). The culling of elephants as a management approach in Kruger National Park is a widely debated topic. Personally I believe that the culling of elephants in Kruger or in any other location should be outlawed. I am not necessarily against culling all together but with such a sensitive animal as the elephant it is not appropriate. There are other circumstances in which culling may prove useful and not be of such detriment to the species. Authoritize in the United Kingdom, for example, have recently started regulated culling of badgers. The massive local badger population has been thought to spread tuberculosis to neighboring cow herds. In response, two major culls have taken place, these culls have proven to lower the tuberculosis in herds without having any detriment to the age structure, mental health or the badger populations overall well being (Second Year of Badger Culling Begins). For this reason it is of the utmost importance that before any sort of culling occurs a thorough analy sis of family structure, age structure, mental health and behaviors is looked into on an species to species basis. From there, other strategies can be weighed based on population size and situation. Culling is a viable option for population management but on a situational basis and in terms of the elephant it is inappropriate. Work Cited Elephant Population Management. Kruger Park News. N.p., n.d. Web. 13 Nov.  2014. Elephants To Cull or Not to Cull That Is the Question. Kruger Park Times. N.p.,  n.d. Web. 13 Nov. 2014. Harmse, Riana. Elephant Population Management In Kruger. Olifants Reserve,  Kruger National Park, Limpopo, South Africa. Aug. 2014. Lecture. Role of Bull Elephant. Elephant Culling. N.p., n.d. Web. 13 Nov. 2014. Second Year of Badger Culling Begins. BBC News. N.p., n.d. Web. 17 Nov. 2014.

The Pressures of War in Journeys End :: R.C. Sherriff Journeys End War Essays

The Pressures of War in Journey's End The First World War provoked many different reactions in the people affected by it, particularly the soldiers, which Sherriff seeks to explore in "Journey's End". He uses Hibbert to show the way in which some soldiers reacted, but which was frowned upon by all others, and then presents the opposite view of Stanhope, who, despite being the stereotypical 'perfect' soldier, still has his moments of fear and self-doubt. Clearly, both the officers and the men involved in World War I lived in conditions of extraordinary hardship. The men refer to the poor food, the rough sleeping conditions and the rats, of which there are "about two million", according to Hardy. There is also a torturous routine of inspections, patrols, raids and duty in early hours of the morning. The men also have to cope with the ever-present shadow of death. In the background, there is a constant rumble of guns and heavy artillery, although it is the silence which affects the men more, as they do not know what is happening - it is more of a threat than the guns. Most of the men, although Hibbert is the significant exception, are brave and dutiful, but their methods of coping with the challenge of warfare vary according to their temperaments. The play opens with a conversation between Hardy and Osborne, in which they seek to block out the atrocities occurring all around them by concentrating on seemingly mundane, irrelevant things, such as earwig racing. The extraordinary type of morbid humour which situations such as the First World War seem to provoke shows through whilst they are discussing the relatively serious matter of the bombing which they are under. OSBORNE: Do much damage? HARDY: Awful. A dug-out got blown up and came down in the men's tea. They were frightfully annoyed. OSBORNE: I know. There's nothing worse than dirt in your tea. Clearly, there are many things worse than 'dirt in your tea', and one would expect an adjective that was rather stronger than 'annoyed' to describe the men's reaction to the fact that they were being bombed. Osborne tries to put things in perspective and see the beauty in situations to cope with the pressure he is under. He tells Raleigh to "always think of it like that, if you can. Think of it all as - as romantic. It helps." Osborne epitomises a certain type of cultivated middle-class reticence and self-possession. Like Stanhope and Raleigh, he attended private school, which taught him the traditional and typical English values, which can be summed up in the phrase "stiff-upper-lip". He maintains an apparent steady clam in the face of

Industrial Revolution :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Industrial Revolution started in the 1700’s and was a great time period in the history of earth. It paved the way for more efficient industries and was the first step towards urbanization.   Ã‚  Ã‚  Ã‚  Ã‚  Great Britain, a large rural society, had many farms. Farming took a lot of time out of the day of the people; they needed to invent something more efficient to work on their farms. Jethro Tull invented the seed drill and the plough. The seed drill increased the percent of seeds that germinated, it spaced them out equally instead of the old method of taking a handful of seeds and throwing them all over the field. The plough turned the dirt over to be able to use the nutrients under the old crop. Another agricultural inventor was Charles Townshend. He thought up the idea of the four crop rotation instead of the one in use at that time, the three crop rotation. In this way, they had two crops to feed their livestock, which increased the nutrients in the soil, and they had two basic crops to feed themselves.   Ã‚  Ã‚  Ã‚  Ã‚  The Industrial Revolution took place in Britain because of the large rural societies. After those main agricultural inventions, the plough and seed drill, the farmers wanted more land. They were only given a small square on which they could farm. The farmers that wanted more land received it, and therefore made a prosperous living. But the workers who were still on the small pieces of land couldn’t make as good as a living like the farmers with the big fields. This put them out of a job, which was ironically another big step in the Industrial Revolution.   Ã‚  Ã‚  Ã‚  Ã‚  The out of work farmers, needing a job to survive, found work at factories being built by wealthy land owners. These factories were placed in very significant spots, by rivers.

Standardizing the Procurement Process

The ACME Development Corporation has charged me with the task of standardizing their procurement processes and practices. In order for me to accomplish this, it is imperative that all project managers understand why a standardize procurement process is an important part of the project management lifecycle and what negative impact would occur if we continue to do ‘business as usual’. Let’s start by taking a look at how procurement fits into the project management lifecycle. As one of many subsidiary plans of the Project Management Plan, the Procurement Management Plan is the organization of processes of all purchases and acquisitions of external resources (products and/or services) which are needed to perform work and complete the project. (PMI, 2004) These processes can be separated into six different process areas: 1. Plan Purchases and Acquisitions 2. Plan Contracting 3. Request Seller Responses 4. Select Sellers 5. Contract Administration 6. Contract Closure (PMI, 2004) Each of these processes interacts with the other Knowledge areas at various times during the lifecycle of the project. Contracts are typically drawn up to secure products and/or services that conform to and fulfill the project’s needs and are usually scrutinized by specialists in contracting, purchasing and the law. This is important as a contract is a legally binding document, so we want to be sure that the wording in that contract accurately defines how, when and what it is we are trying to acquire. If a contract does not accurately spell out the terms of an agreement, disagreements and frustration can lead to project delays and unsatisfactory outcomes, or worse yet, law suits can plague a project. We see this all the time in the news. For example: In the small town of Adelphia, Ohio, a dispute between a sewer contractor and the city erupted when the contractor developing a sewer system for the community wanted to back out of the 1994 contract (which was for 40 years) and the community was already paying fees for the sewer system. Long story short, the courts ended up settling the dispute and dissolved the contract due to improper legal wording in the contract, however a new agreement has since then been reached, but only at the expense of the local tax payers. (Genson, 2006) The down side to doing ‘business as usual’ can (and most likely will) lead ACME to face difficult project situations (at best), eventual project termination, or even business failure with potential jail time for mismanaged or improper business practices. With the passing of the Sarbanes-Oxley Act of 2002, businesses across the United States (and those who do business with U.  S. companies) are being held accountable for their actions. (107th Congress, 2002) This is to primarily protect investors by the improvement and accuracy of corporate disclosures as well as to make sure good ethics are being practiced. By standardizing ACME’s procurement management processes, we should be able to effectively control our project spending, identify and hopefully neutralize potential project risks, control our projects’ schedules, and ultimately finish a project with at least an expected out come or better yet, a finished project with greater quality than anticipated and less capitol expenses.

Effect of Education on the Development of China Essay

Education has had powerful effects on the development in many aspects during the past centuries. This trend, has begun to manifest that education is playing a significant role in economics, societies and environment around the world. Education can promote economic growth and global movement. It can influence the population in fertility and mortality, stimulate the development of the poor segments and promote peace and stability of the society. As for environment, the development of education can solve environmental problems by raising individual awareness, but could also lead to a threat to the environment. A large amount of researches have shown that the increase of the number of girls benefited from education has led to a country’s per capita economic growth (Smith, 1999). Also, according to Brown (2008), a loss of education will lead to a wider gap between the rich and the poor that may increase instability sources in societies. This essay will analyze how education has influenced countries’ development in economics, societies and environment more specifically. In addition, some suggestions will also be conducted to encourage more progress in the development of countries. As seen in a large amount of researches, education has a prominent positive effect on promoting economic growth. For instance, according to Goujon (2008), tertiary education for younger people can lead to more powerful effects than that on old people. However, an inverse case happens in secondary education. That means government should focus on completing the universal primary education and decide which kind of education can strictly prove country’s economic growth. Although the effects of the productivity are not always positive, education, especially for women, is going to be a vital part in achieving a sustainable development (Goujon, 2008). UNESCO (2006) states that education can have positive effects on agricultural productivity, the status of women and controlling the population. In developing countries, the economic development always depends on the agriculture. Similarity, the productivity of agriculture always depends on the farmers’ education level. In conclusion, education could lead to great improvement in workforce which promotes a country’s economic. Not only in China but in other countries, the development of education plays a significant role in countries’ economic movement. That means a great change of relationship between economy and education is promoted around the world due to the trends of global economic development. According to Goh and Gopinathan (2008), in Singapore, the transformation of education system is a strong fundamental to improve its competitiveness in South Asia. Children can choose different kinds of schools to obtain education in Singapore, such as English-speaking schools and Chinese-speaking schools. Students have the opportunity to study in different cultures and learn different skills. As a result, Singapore has a great increase in economy because of a large number of skilled and high-educated workforces. Similarly, in China, the government has used major tertiary transformation in education (Li, Whalley, Zhan, Zhao, 2008). This change leads to a huge impact on economy and also the education structure all over the world. The Chinese government is aiming at upgrading the quality of skilled labour and pulling up the productive ability. In fact, after China’s higher education transformation, other countries begin to look for an appropriate structure for their local education. This exactly illustrates that a closer relationship between economy and education is promoted by the governments worldwide. However, not all the countries are willing to invest in reforming the local education. Different attitudes towards education have resulted in countries’ economics development becoming depolarized. Some countries do not take notice of their education systems, most of which are developing countries. Their governments have not recognized the significance of education and the effects that education could have on their economic development. For example, Mauritius is a small island which is much smaller than Tanzania. However, the GDP in Mauritius was $ 12,800 while in Tanzania was $ 700 in 2006 (Bloom, Canning, Chan, 2006). The main reason why this great gap exists is that the attitudes to higher education are very different. While Mauritius was focusing on the quality and quantity of higher education, Tanzania was still facing the low student-to-staff ratios because of its needless high costs in higher education. In fact, this was a vicious circle in Tanzania. Bloom (2006) shows that although the government has invested a  lot of money to build universities, such as UDSM, the social economic problems were aggravated. Due to the economic problems, government had to reduce the investment to universities. In that case, fixing the relationship between education and economy is so difficult for Tanzania government. In contrast, Mauritius government has already built an optimum circle and the country’s economy is rapidly growing. Education has also had significant impacts on the development of many countries in population in several ways. On the one hand, it could reduce fertility, that is to say, as levels of female education rise, fertility will fall. Brown (2008) states that for reaching substantial reductions in fertility, the single best lever may be the expansion of women’s secondary education. Education and careers have become important factors for women marrying later and having fewer children because education provides females with more employment prospects and opportunities. A good illustration of this is that many girls have been drawn and benefited by the school lunch program in the US since 1946. On the other hand, it can promote children’s health and reduce mortality due to mothers’ better education. It has been reported by UNICEF (2008) that there is an essential connection between under-5 mortality rates and mothers’ education attainment. For example, the stimulation of education has brought about considerable variation in Islamic World that Organization of the Islamic Conference countries account for 11 of the 16 highest rates of under-five mortality in the world. Also, attending schools helps children fight back with various diseases, for instance, AIDS. Schools inform and educate students before they are infected with the disease about the lifestyles that accelerate its propagation. All of this explains that education actually affects the development of a country by reducing the mortality of its population. Table 1: Average annual reduction rates in OIC countries on The popularity of basic education is playing a vital part in fostering popularity of the approach to the hardest to-reach segments of society. Universal primary education is available to more children in poor families nowadays via several ways. Firstly, through the efforts of implementing educational plans, some progress has been made, especially to the poorest  segments of society. For example, Education for All plan, has aimed to promote education by providing financial support to countries which have meaningful plans for universal primary education. This plan was developed by the World Bank which is an important source of financial and other kinds of assistance to developing countries around the world. Owing to this plan, the figure of children’s accomplishment of primary school has risen from 78% in 2000 to 83% by 2005. Furthermore, according to Brown (2008), some third world countries have established Girls Advisory Committees, such as Ethiopia, which largely encourages the registration rates rising in the rural areas. These groups sent representatives to persuade parents in impoverishment to keep their children in school and some countries like Bangladesh and Brazil, provide scholarships or stipends to the parents and help the poor obtain a basic education. Therefore, universal education is stimulating the development of the poor segments by both applying educational plans and founding relevant committees. Also, education can promote peace and stability in a country. As the Nobel Prize-winning economist Amartya Sen who encourages education popularity focuses, â€Å"Illiteracy and innumeracy are a greater threat to humanity than terrorism.† That means a loss of education widens the gap between the rich and the poor and then leads to the integrated world staying in an unstable position eventually. Evidence has shown that education contributes to narrowing the gap that helps build a more stable and harmonious society. An example of this is that with fast increasing number of enrolments since 1999 in China, the gap in access between urban and rural areas is gradually diminishing (Li, Whalley. Zhan and Zhao, 2008). The admission rates of universities in rural China have increased a lot and graduates in poor families have the opportunities to attain hopeful prospects. Plan (2008) has reported that education benefits people’s employment and makes more resources available to them. This avoids hunger, illness and other unequal factors increasing the danger of the destruction of world’s structure. Education no doubt reduces the social burden and promotes stability in the development of countries. Education definitely can help solve environmental problems, and this can be  demonstrated in the aspect of improving individual awareness of the environmental affairs. For instance, through being educated, people will know that their surroundings can be dangerous for living if there aren’t enough steps to be done for a better environment and then they will have a sense of responsibility for the health of their common hometown in their own. According to Dobson (2003), education for sustainable development make great effects on the quality, structure and health of environment by teaching and encouraging pupils to take active parts in democratic and other decision-making processes that can be seen as the commitment of the citizens. So by raising individual sense of responsibility, it proves the effects of education on the environment. In addition, education passes on scientific ways to deal with the environmental problems, which can help produce most environmental efficiency of individuals. The macro environmental achievement needs every citizen’s efforts, so emphasizing environmental education, especially the education for sustainable development, can be a key factor for a better prospect of the environment. However, education sometimes can make a threat to environment. Sustainable development, which is defined as â€Å"the development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (World Commission on Environment and Development, 1987), logically, can be promoted by education. From what has been said above, education can cause a lower fertility and a slower population growth and the resistance to the overpopulation can facilitate the progress of sustainability. Therefore, most people believe that education can certainly become an essential tool for sustainable development. Actually, the truth is dramatically the opposite that greater threat to sustainability will be done with the higher education people obtain. It could be caused by the reason: â€Å"Unfortunately, the most educated nations leave the deepest ecological footprints, meaning they have the highest per-capita rates of consumption. This consumption drives resource extraction and manufacturing around the world.† ( McKeown, 2006: pp12) When people receive more education, they may just have the capability to change the nature and not develop the earth appropriately. The United States, known as its high level of education, is also known as the biggest threat to the environment, which is a typical case  that demonstrates the relationship between education and sustainability. This can be a very controversial point and create challenges to make sure that there is no growing demand for goods and resources while raising the level of the education. In conclusion, to analyze how education could affect the development of countries, this essay obtains the key ideas in mainly three aspects. Education can promote the economic growth and movement globally. Then it can help control the population, stimulate the development of the poor segments and promote peace and stability of the society. As for environment, developing education can help solve environmental problems by raising individual awareness, but may also cause a threat to the environment somehow. Furthermore, the essay advocates raising the level of education among the poor segment of the society, because a loss of which may be origin of threats to the stability of societies. It’s also expected for the developing countries to find a suitable structure of the education system instead of the radical one that just for the needs ahead. Another prediction is that countries could increase the public needs for more sustainable production and consumption patterns through a higher-level education. Although we can see that some progress has been made, there’s still a long way to go. Governments should pay more attention both on basic education and tertiary education in order to provide us a necessary study environment. The government ought to develop more powerful policies to ensure more enrolment so that the quality of a country’s development can be improved. Overall, education has had great effects on the development of countries and will continue influence the economics, societies and environment in a long term. Therefore maturer educational steps ought to be taken in order to conduct much more progress. (Words: 2095) Reference Bloom, D. Canning, D. Chan, K. (2006) Higher Education and Economic Development in Africa. Washington D.C. Harvard University. Brown, L. (2008) Plan B 3.0: Mobilizing to Save Civilization. New York: W. W. Norton and Company, Earth Policy Institute. Dobson,A.P.(2003) ‘Citizenship, Education and the Environment’. In Citizenship and the Environment. Oxford University Press:2003+p.174-207 Goh, C.H., Gopinathan, S. (2008) ‘The Development of Education in Singapore since 1965’. In Lee, Sing Kong Goh, Choor Boon Fredrikson, and Birger (ed) Toward a Better Future: Education and Training for Economic Development in Singapore since 1965. The World Bank: 2008. p. 12-38 Li, Y. Whalley, J. Zhan, S, and Zhao, X. (2008) China’s Higher Education Transformation and Its Global Implications NBER Working Paper No. W13849 [online]. Available form: http://www.voxeu.org/index.php?q=node/1066 [06/12/10] Lutz W, Goujon, A & KC S (2008). Education: The Key to Development. Options (Summer 2008): 12 – 15. [online] Available form: www.iiasa.ac.at/Admin/INF/OPT/Summer08/opt-08sum.pdf.[06/12/10] Plan (2008) Paying the Price [online], Available from: http:// www.plan.org.au/mediacentre/publications/ research/ paying_the_price [07/12/2010] UNESCO (2006) Education for Sustainable Development Toolkit. Paris: UNESCO Publishing, pp. 12 – 14 UNICEF (2005) Investing in the Children in the Islamic World, http://www.unicef.org/publications/files/Investing_Children_Islamic_World_full_E.Pdf [07/12/2010] Yu-Shu Peng,Shing-Shiun Lin(2009)’National Culture, Economic Development, Population Growth and Environmental performance: The Mediating Role of education’.Journal of Business Ethics.Dordrecht: Dec 2009.Vol. 90,iss.2:p.203-216

Interaction of Fiscal and Monetary Policy

INTERACTION OF FISCAL AND MONETARY POLICY IN INDIA Introduction: Before understanding how the fiscal policy and monetary policy operate in coordination with each other, let us first understand the objective behind the formulation of these policies in brief. Monetary Policy: Monetary policy is the process by which monetary authority of a country, generally a central bank controls the supply of money in the economy by exercising its control over interest rates in order to maintain price stability and achieve high economic growth.The central bank in our country is Reserve Bank of India. The main objectives of monetary policy are price stability, controlled expansion of bank credit, promotion of fixed investment, promotion of exports and food procurement operations etc. Fiscal Policy: Fiscal policy refers to the expenditure that government undertakes in order to provide goods and services, and the way in which the government finances those expenditures.Main objectives of fiscal policy of our country are to reduce income inequalities through progressive taxation, to control inflation, to facilitate balanced regional development, employment generation, to allocate resources to social and developmental objectives, to reduce balance of payment deficits etc.At the outset, it must be recognized that both fiscal and monetary policies are essential components of overall macro-economic policy and thus cannot but share the basic objectives such as high economic growth on a sustainable basis implying equity considerations also, a reasonable degree of price stability and a viable balance of payments situation. However, all these objectives may not always be in harmony, and major concerns of each component may be different apart from the differences in time horizon of the concerned policy focus.For achieving an optimal mix of macroeconomic objectives of growth and price stability, it is necessary that the two policies complement each other. However, the form of complementarity will vary according to the stage of development of the country’s financial markets and institutions. In order to exercise these objectives there are certain tools available with the government and the central bank. Let us look at the tools available with the central bank to exercise monetary policy objectives effectively. There are five main tools which RBI uses to execute the monetary policy.They are repo and reverse repo rate, cash reserve ratio, open market operations, statutory liquidity ratio, and bank rate. The tools related to fiscal policy are public expenditure, income of the government, government borrowings. Evolution of monetary and fiscal policy interface in India: The framework for monetary and fiscal policy interface in India stems from the provisions of the Reserve Bank of India Act, 1934. In terms of the Act, the Reserve Bank manages the public debt of the Central and the State Governments and also acts as a banker to them.The interface between these two poli cies, however, has been continuously evolving. In the pre-Independence days, the Colonial Government adopted a stance of fiscal neutrality. However, requirements of the World War II necessitated primary accommodation to the Government from the Reserve Bank. In the post-Independence period, the monetary-fiscal interface evolved in the context of the emerging role of the Reserve Bank. Given the low level of savings and investment in the economy, fiscal policy began to play a major role in the development process under successive Five-Year Plans beginning 1950-51.Fiscal policy was increasingly used to gain adequate command over the resources of the economy, which the monetary policy accommodated. Beginning the Second Plan, the Government began to resort to deficit financing to bridge the resource gap to finance plan outlays. Thus, the conduct of monetary policy came to be influenced by the size and mode of financing the fiscal deficit. Consequently, advances to the Government under the RBI Act, 1934 for cash management purposes, which are repayable not later than three months from the date of advance, in practice, became a permanent source of financing the Government budget deficit.Whenever government’s balances with the Reserve Bank fell below the minimum stipulation, they were replenished through automatic creation of ad hoc Treasury Bills. Though the ad hocs were meant to finance Government’s temporary needs, the maturing bills were automatically replaced by fresh creation of ad hoc Treasury Bills. Thus, monetization of deficit of the Government became a permanent feature, leading to loss of control over base money creation by the Reserve Bank. In addition to creation of ad hocs, the Reserve Bank also subscribed to primary issuances of government securities.This was necessitated as the large government borrowings for plan financing could not be absorbed by the market. This, however, constrained the operation of monetary policy as it led to creati on of primary liquidity in the system and entailed postponement of increases in the Bank Rate in order to control the cost of Government borrowings. The Reserve Bank Act, therefore, was amended in 1956 empowering the Reserve Bank to vary the cash reserve ratio (CRR) maintained by banks with it to enable control of credit boom in the private sector emanating from reserve money creation through deficit financing.The single most important factor influencing monetary policy in the 1970s and the 1980s was the phenomenal growth in reserve money due to Reserve Bank’s credit to the government. With little control over this variable, monetary policy focused on restricting overall liquidity by raising the CRR and the SLR to high levels. The balance of payment crisis of 1991 recognized the fiscal deficit as the core problem. It, therefore, necessitated a strong and decisive coordinated response on the part of the Government and the Reserve Bank.Assigning due importance to monetary manag ement, fiscal consolidation was emphasized and implemented in 1991-92. An important step taken during the 1990s with regard to monetary-fiscal interface was phasing out and eventual elimination of automatic monetization through the issue of ad hoc Treasury Bills. Even though fiscal dominance through automatic monetization of fiscal deficit has been done away with over the years in India, the influence of fiscal deficit on the outcome of monetary policy has continued to remain significant given its high level.High fiscal deficit, even if it is not monetized, can interfere with the monetary policy objective of price stability through its impact on aggregate demand and inflationary expectations. Fiscal-Monetary Co-ordination: In Inflation Management: Maintaining a low and stable level of inflation is one of the major goals of macroeconomic policy. Since inflation is viewed by the traditional monetarist approach as a monetary phenomenon, monetary policy is recommended as the major tool for inflation management.However, the role of fiscal policy in inflation control is also recognised both in terms of the impact of high fiscal deficit on aggregate demand and inflation as well as short-term inflation management through its policy of taxes and subsidies. Also, given the two-way interaction between fiscal deficit and inflation, optimal co-ordination between monetary and fiscal policies would be critical to achieve the goal of price stability. This section attempts to understand the role of fiscal and monetary policies in inflation management and the implications of the interaction between these policies on inflation.MSS scheme: Another example of fiscal-monetary co-ordination came in the form of introduction of the Market Stabilization Scheme (MSS). Under the MSS, treasury bills and dated securities were issued by the government. The scheme aimed at improving monetary policy that was expected to lose its efficacy in the face of paucity of instruments to sterilize liqu idity arising from large capital inflows that required intervention in the foreign exchange markets. The initial burden of sterilization was borne by the outright transactions involving the sale of dated securities and treasury bills.However, due to the depletion in the stock of government securities, the burden of liquidity adjustment shifted to LAF. The LAF was essentially designed to handle marginal liquidity surpluses/deficits. For absorbing the liquidity of a more enduring nature, the MSS was conceived. Fiscal-monetary policy co-ordination also received a fillip from the Debt Swap Scheme (DSS), which was recommended by the Finance Commission. It enabled the state governments to substitute their high-cost loans from the centre with fresh market borrowings and a portion of small saving transfers.How should the coordination be? In view of the complex nature of interface, coordination between fiscal and monetary policies has to be considered from several angles. Both are aspects of shared overall macro-economic policy objectives. Hence, at the first level, the question is whether the relevant fiscal-monetary policy mix is conducive to the macro objectives. The relevant policy mix relates to the level of fiscal deficit, the pattern of financing especially the extent of monetisation and the dependence on external savings.Secondly, whether operating procedures of monetary and fiscal authorities, especially debt and cash management are consistent and mutually reinforcing. The interactions between operations of monetary authority and public debt management described earlier in this part of the presentation are obviously relevant. Thirdly, whether credibility of both monetary and fiscal policies is achieved in a desirable direction. Thus, a credible monetary policy can help moderate interest rates provided the fiscal authority does not give rise to a different set of expectations.Fourthly, whether due cognizance has been taken of the fact that monetary and fiscal p olicy adjustments operate in different timeframes. Monetary policy as is well known , can be adjusted to alter monetary conditions at a shorter notice than fiscal policy. Monetary policy changes can be undertaken at any time, unlike fiscal policy changes most of which are generally associated with the Annual Budget. Finally, harmonious implementation of policies may require that one policy is not unduly burdening the other for too long. Mutual respect and reinforcement is undoubtedly the ideal to which both policies and authorities should subscrib

Academic Autobiography Essay

Thinking about college and your future career can be very overwhelming at the beginning. There’s so much to consider when it comes to getting ready for college: where to go and what to study. I’ve heard it said that sometimes a student will enter college fully aware of what they want to do in life, and doggedly reach their undergraduate goal after four years of diligent study. My college career didn’t start off on the best footing. I was a dreadful student in high school, chronically absent, and not doing homework even when I could be bothered to attend class. My Arlington, Virginia high school was competitive, and my mother relentlessly referred to my performance as â€Å"not living up to my potential. † However, there was one class I never missed, and that was Madrigals, my high school’s elite choir group. There was nothing I enjoyed more than signing old songs in a tightly knit group. When it came time to apply to colleges, I was in a quandary. My SAT scores were high enough to get in just about anywhere, but my grade point average was so low that I did not expect any school to be interested in having me as a student. Then I saw a poster for Shepherd College in the choir room. It was in Shepherdstown, West Virginia, which was near enough to be convenient, but far enough away that I would definitively be on my own. Shepherd also had a very early date for notifying approved applicants, and it turned out that my guidance counselor knew their director of admissions and was willing to put in a good word for me. I applied to them early, and to my surprise and relief they sent me the Thick Envelope of Acceptance. Having gotten in somewhere, I didn’t bother to apply anywhere else, and after attending summer school one last time to make up yet another class for which I hadn’t shown up during the regular year, I was on my way to historic Shepherdstown to start my higher education career. I spent a year at Shepherd, and it was the same story all over again – I attended my music classes and did well, but dropped almost all of my academic courses. After a year of this mediocre performance, the worst possible thing happened from the perspective of academic success: I fell in love with a graduating senior. She was returning to her native Delaware on graduation, and with the finely honed reasoning that only eighteen year olds can display, I decided the obvious response on my part was to drop out and go with her. Rather than bore the faithful reader with the details, suffice it to say that over the course of the next ten years, while moving around the East Coast, I amassed piecemeal credit from Shepherd College, Virginia Commonwealth University, Northern Virginia Community College, North Carolina Wesleyan College, and Strayer University. Meanwhile, I had changed majors from Music Composition to Music Education to Communications before finally becoming involved with information technology. The ‘90s were a great time for technical people. No one cared about college degrees, as demand for competent labor was too high for employers to care about anything other than ability. After the burst of the dot-com bubble, however, things changed completely. One of those changes was my attitude toward completing my degree. Since the ads for jobs in my field had gone from saying â€Å"Associate degree preferred† to â€Å"Bachelor’s degree required, Master’s preferred,† it seemed that the time had come to finish what I had started. There was a higher motivation, however, in that my years as a professional had changed me; I had become serious about setting goals and reaching them. I initially considered returning to Strayer University. However, I was dismayed by how long it would take me to finish there, as I only had about seventy credits all told. Strayer would give me some advanced standing for having earned the Microsoft Certified Systems Engineer technical certification, but I knew that the expense of their courses would mean that I could only take a few in a year. The time had come for research. After scouring the Internet looking for the best option for me I found and decided on Charter Oak State College. I looked at my transcripts and the requirements for their Bachelor of Science, general education, and Information Systems Studies concentration, and was pleased to be able to map all of what I had done to meeting requirements. Moreover, after looking at earning credit by standardized examination, I realized that it would be the most efficient way for me to demonstrate what I had already learned. I was very thorough in my preparation for applying to Charter Oak. While getting ready to submit my materials, however, there was one more interesting plot twist to my story. A friend of mine discovered that I was evaluating colleges for degree completion, and on seeing how well I had navigated all of the available materials, suggested I apply for a position at Keiser College in Florida, where he was chair of the business department for the online campus. I remember thinking that if only I could finish my degree and be done with it, I could wash my hands of academia forever. Now, however, I finally appreciate the benefits my undergraduate experience has given me, from both general education and my concentration. Most important of all, I am ready and eager to experience the next chapter of my academic autobiography.

Factors of Bullying

Bullying: The identify technique and its major risk factors Dr. Kasetchai Laeheem1, Dr. Metta Kuning2, Dr. Nittaya McNeil2 1. Department of Educational Foundation, Faculty of Liberal Arts, Prince of Songkla University 2. Department of Mathematics and Computer Sciences, Faculty of Science and Technology, Prince of Songkla University. Abstract The purpose of this study was to study the technique for identifying bullying outcomes, and to investigate the risk factors associated with bullying behaviour at Pattani primary schools, southern Thailand. A cross-sectional survey was conducted among 1,440 students.Descriptive statistics, Pearson’s chi-squared test, and logistic regression were used for data analysis. In this study, factor analysis and standardized score techniques were used to identify bullying outcome. It was found that 301 (20. 9%) students could be identified as a bully. Witnessing parental physical abuse and preference for action cartoons were major risk factor for bu llying others. Students having parental physical abuse experiences were more likely to bully others than were those who had never witnessed parental physical abuse (odds ratio 7. 11, 95% confidence intervals 5. 6-9. 60). Students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (odds ratio 2. 96, 95% confidence intervals 1. 99-4. 43). Key words: bullying, cartoon, factor analysis, parental physical abuse, risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 1 1. Background and significance of problem Bullying behaviour in primary schools is well-known to students, parents, teachers and educational personnel.School bullying is a serious problem which affects students’ quality of life, inflicting psychological, emotional, and physical damage and occurs throughout the world. School b ullying can be defined as any negative actions repeatedly inflicted by a stronger student or student gang toward another student (Olweus, 1999). This negative action must be deliberate and carried out with the intent of causing harm to the victim (Farrington, 1993). Bullying might be classified in a variety of ways including physical assaults and psychological or emotional or verbal harassment.Beale (2001) explained that physical bullying is action oriented and intended to intimidate or physically hurt the victim through pinching, pushing, kicking, and hitting, while verbal bullying is using words to humiliate or hurt someone’s feelings through teasing, insulting, or threatening behaviour. The major reasons that children bully others are to enjoy exercising power and status over their victims, boredom, jealousy, attention seeking, showing off, anger, revenge, and selfprotection (Besag, 2006). In this way, bullying eases the way for children to be drawn into a path of delinque ncy, vandalism and criminality (Junger, 1996).The targets or victims of school bullying are at risk of a variety of negative outcomes. They are more likely than nonvictimized children to become anxious, insecure, lonely, depressed, to be rejected by their peers, drop out of school, feud, or decide to protect themselves by carrying guns/weapons to school (Craig, 1998). There are many causes of bullying, such as domestic violence (Baldry, 2003), preferring cartoon violence (Blumberg, et al, 2008), older students (Wolke et al, 2001), and boys (Mouttapa et al, 2004).Studies have indicated that 38% of students in Netherlands (Veenstra, 2005), 30% in Nigeria (Egbochuku, 2007), 22% in Italy (Gini, 2008), 21% in Canada (Hawkins et al, 2001), 20% in Malaysia (Wan Salwina et al, 2009) and 42% in Thailand (Tapanya 2006). This study aims to study the technique for identifying bullying outcomes, to investigate the prevalence of bullying and the risk factors associated with bullying in Pattani pr imary schools, southern Thailand.By identifying students who are likely to bully others, educational authorities can introduce better strategies for reducing and preventing this problem. 2. Objectives 2. 1 To study the technique for identifying bullying outcomes 2. 2 To estimate the prevalence of bullies at primary schools in Pattani, southern Thailand 2. 3 To analyze the risk factors associated with bullying, in Pattani primary schools 3. Technical terms The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 â€Å"Bullying† has traditionally referred to a person’s actions to cause physical or psychological harm to another person. Physical bullying is the most visible and easily identifiable form of bullying. It might take the form of a kick, hit, bite, push, throw of something at someone, bite, or pinch. Psychological bullying includes name-calling, insulting the victim’s name, appearance, economic status, academic achievement, or parent’s occupation, or making negative statements about a victim’s physical disability. 4.Framework of the study Determinants School factors School type School location Demographic factors Gender Age group Environment factors Parental physical abuse Preference of cartoon type Number of close friends Outcome Bullying behaviour 5. Research methodology 5. 1 Study design and sampling technique This study used a cross-sectional study design involving interviews and surveys of primary school students attending school between November 1, 2005 and March 31, 2006. The participants were selected by using a multi-stage sampling method.The first stage involved selecting school location by using purposive sampling, with the criterion being a cluster of four types of school (public school of Basic Education Office (B. E. O. ), public school of municipalities, Islamic private scho ol, and Chinese private school). Pattani City was selected as the urban location and Saiburi district as the rural one, because these were the only two districts that met the school-type cluster criterion. In the second stage, public schools were selected by simple random sampling and private schools were selected by purposive ampling (there was only one of each such school in each district). Finally, participants in each school grade were selected by using a systematic sampling technique which was done proportionate to population size across each class; choosing every 4th seat number where there was a single class in a grade and every 6th seat number where there was more than one class in a grade. Sample size calculations followed an Italian study of bullying (Baldry, 2003) and were based on the main outcome and exposure to parental violence and non-exposure to parental violence.The prevalence of bullying by the Italian primary school students in the ‘nonThe 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 3 exposure to parental violence’ group was 45. 7%. This information was then used to calculate the required sample size for this study, obtaining an estimate by substituting ? = 0. 05, 1-? = 0. 2, OR = 1. 344 so Z? /2 and Z? are 1. 96 and 0. 84 respectively, r = 1 (ratio of non bully to bully subjects), p2 = 0. 6 (prevalence of bullying in non exposure to parental violence group), p = 0. 50, p1 = 0. 53, into a formula for sample size given by the following (McNeil, 1996), namely ? ? Z? / 2 ? ? 1 ? 1? + Z? ?1 + ? ? r ? p (1 ? p ) ? 1 1 ? + p1 (1 ? p1 ) rp 2 (1 ? p 2 ) ? ? 2 n1 = (InOR) 2 Where p1 = p2 p + rp2 , and p = 1 p2 + (1 ? p2 ) / OR 1+ r This gives n1 = n2 = 719. It was thereby concluded that a minimum sample size of 1,438 was required for this study. 5. 2 Data collection Verbal consent to participate in the study was obtained from students after assurance of confidentiality was given to individuals and group administered.The collection assistants were teachers in target schools, who volunteered to participate and were studying for a Graduate Diploma in Professional Teaching at Yala Islamic University. These teachers were trained in the interviewing techniques and the details of the questionnaire. They were asked to take care not to rush through the questionnaire and also to record responses accurately. The teachers interviewed students in the classroom after permission was granted by the school principal. Each individual was interviewed with grades 1 to 3 students. Interviewed lasted approximately 20 to 30 minutes.Group administered (narrated) surveys of grades 4 to 6 students took approximately 40 to 60 minutes. With older students, the interviewer read the instructions to them and then allowed the student to write their own responses. Most of these responses were uncomplicated a nd involved just ticking a box. 5. 3 Data management and statistical analysis The data were analyzed using Webstat (a set of programs for graphical and statistical analysis of data stored in an SQL database, written in HTML and VBScript), and R program Factor analysis was first conducted to identify possible factors for future analysis.Descriptive statistics were calculated as measures of the prevalence of bulling. Pearson’s chi-squared test was used to assess the associations between the outcome and the various categorical determinants. Logistic regression was used to estimate the relative odds of having bullied others, for risk factors. 6. Conclusions The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 4 6. Identifying bullying outcome The technique for identifying bullying outcome in this study is using statistical method; factor analysis and standardized score as follows. The first method involved an exploratory factor analyses using maximum likelihood method with varimax rotation, eigenvalue greater than one, and item loadings greater than 0. 30. Factor analysis resulted in the identification of four types of bullying: a serious physical bullying factor comprising ‘kick’, ‘hit’, and ‘bite’, a minor hysical bullying factor comprising ‘push’, ‘throw something at’, ‘beat’, ‘pinch’ and ‘scold’, a psychological bullying by maligning a parent factor comprising ‘insult parent’s occupation’, and ‘insult parent’s name’, and a psychological bullying by maligning the student factor comprising ‘insult students appearance’ and ‘insult students economic status’, as listed in Table 1. In the second method, the new scores for four types of bullying were calculate d by using discrete scores to compare with the criteria that were adapted from a Likert rating scale: loadings 0. 00-0. 25 scored as 0, 0. 26-0. 50 scored as 1, 0. 51-0. 5 scored as 2, and 0. 76-1. 00 scored as 3. The resulting new scores were thus as follows: kick, hit, and bite: 3, 3 and 1, respectively; push, throw something at, beat, pinch and scold: 3, 2, 2, 1 and 1, respectively; insult parent’s occupation: 3 and insult parent’s name: 1; and insulting students appearance is 3 and insulting students economic status: 1. The resulting new scores are listed in Table 1. Factor loading Psychological Bullying behaviour categories Serious Minor bullying (Maligning physical Physical parent) bullying bullying Kick 0. 822 (3) Hit 0. 825 (3) Bite 0. 380 (1) Pinch 0. 783 (3) Beat 0. 587 (2) Throw something at 0. 07 (2) Push 0. 458 (1) Scold/ name-calling 0. 366 (1) Insult parent’s occupation 0. 878 (3) Insult parent’s name 0. 399 (1) Insult economic status Insul t appearance Eigenvalue 1. 85 1. 77 1. 21 Variance explained 15. 4% 14. 7% 10. 1% Note: Number in the ( ) is resulting new scores for each type of bullying Psychological bullying (Maligning student) 0. 765 (1) 0. 448 (1) 1. 01 8. 4% Table 1: Factor loading scores and resulting new scores for each type of bullying The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 In the third method, the total scores for each type of bullying were calculated by using new scores for four types of bullying. The resulting total scores are thus as follows: serious physical bullying (scores 0-7): (3*hit) + (3*kick) + bite; minor physical bullying (scores 0-9): (3*pinch) + (2*beat) + (2*throw something at) + push + scold; psychological bullying by maligning a parent (scores 0-4): (3*insult parent’s occupations) + insult parent’s names; and psychological bu llying by maligning the student (scores 0-4): (3*insult students economic status) + insult students appearance.In the fourth method, the bullying scores were analyzed by combining the total scores for each type of bullying: serious physical bullying (scores 0-7) + minor physical bullying (scores 0-9) + psychological bullying by maligning a parent (scores 0-4) + psychological bullying by maligning the student. The fifth method, transform the bullying scores into Z-scores (standardized to a mean of 0 and a standard deviation of 1). Finally, the students were identified into two categories for bullying, ‘bullied’ or ‘not bullied’. The students who had a standardized score greater than 1 were identified as a bully. 6. Descriptive statistics of bullying and risk factors The distributions of seven determinants in this study involved half of students being from an urban school, 72. 2% were from public school, and 55. 4% were female. Slightly more than one third (3 4. 5%) were 8 years or less of age, 34. 0% were aged 9-10 years, and 31. 5% were 11 years old or more. Most of students (79. 7%) reported that they had not witnessed physical abuse between their parents. Nearly half (48. 2%) of the students preferred ‘mystery’ cartoons type, 26. 0% preferred ‘action’ and 25. 8% ‘comedy’. Regarding number of close friends, 41. % had 3-5 close friends, 32. 2% had two close friends or fewer and 26. 4% had six close friends or more. In this study, bullying outcome was identified as a dichotomous variables; ‘not bullied others’ (1,139 students) and ‘bullied others’ (301 students). The percentage of students reporting that they had bullied others in school was 20. 9%. 6. 3 Associations between bullying and risk factors The associations between the outcome and the seven study determinants are shown in Table 2. Bullied behaviour Determinants School type Private Public School location Urban Rur al Not bullied (1,139) 78. 2 80. 0 82. 5 77. Had bullied (301) 21. 8 20. 0 17. 5 22. 2 Total (1,440) 50. 0 50. 0 0. 7 27. 8 72. 2 0. 399 Chisquared 3. 9 p-value 0. 049* The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 6 Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action Mystery Number of close friends 2 persons or less 3-5 persons 6 persons or more 31. 1 84. 5 72. 4 82. 9 79. 6 74. 4 87. 0 48. 1 86. 5 64. 5 83. 0 80. 6 80. 7 74. 7 15. 5 27. 17. 1 20. 4 25. 6 13. 0 51. 9 13. 5 35. 5 17. 0 19. 4 19. 3 25. 3 55. 4 44. 6 10. 3 34. 5 34. 0 31. 5 213. 5 79. 7 20. 3 66. 9 25. 8 26. 0 48. 2 5. 9 32. 2 41. 4 26. 4 0. 000** 0. 006** 0. 000** 0. 000** 0. 051 * p-value < 0. 05 ** p-value < 0. 01 Table 2: Associations between bullying and study determinants Table 2 shows that school type, gender, age group, parental physical abuse, and cartoon type were strongly associated with bullying. Odds ratio plots of bullying categorized by five different risk factors are shown in Figures 1. Bullying behaviour (Bullying/Not bullying) (Public/ Private) (Male/ Female) School type Witness/ Not witness) Gender Parental physical abuse Years Favorites cartoon type Age (group) Cartoon type Figure 1: Odds ratio plots of bullying categorized by four different risk factors The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 7 Figures 1 shows that the students from public schools reported bullying others significantly more often than did students from private schools (OR 1. 35, 95% CI 1. 01-1. 82). More males than females reported that they bullying others (OR 2. 07, 95% CI 1. 59-2. 69).The students who had witnessed phys ical abuse between their parents were more likely to be a bully than did those who had never witnessed physical abuse between their parents (OR 7. 22, 95% CI 5. 39-9. 67). The students aged 11 years or more were more likely to bully others than students aged 9-10 years and 8 years or less, (OR 1. 49, 95% CI 1. 13-1. 95). The students who preferred action cartoons tended to bully more than students who preferred mystery or comedy cartoons (OR 2. 93, 95% CI 5. 39-9. 67). 6. 4 Logistic regression analysis of bullying Logistic regression was used to examine the association between bullying and risk factors.The results are shown in Table 3 and Figure 2. Table 3 shows the results of the logistic regression analysis after omitting determinants with p-values more than 0. 05 using backward elimination. In this reduced model the four factors least significantly associated with the bullying are omitted. The smallest p-values indicate the factors most strongly associated with the bullying were gender, age group, parental physical abuse and cartoon type. Determinant Gender Female Male Age group 8 yrs or less 9-10 yrs 11 yrs or more Parental physical abuse Not witnessed Witnessed Cartoon type preference Comedy Action MysteryOR 0 1. 87 0 1. 29 1. 89 0 7. 11 0 2. 96 1. 33 (95% CI) p-value 0. 000 (1. 40,2. 50) 0. 000 0. 001 0. 160 0. 000 0. 000 0. 000 0. 000 0. 000 0. 147 (0. 90,1. 85) (1. 33,2. 69) (5. 26,9. 60) (1. 99,4. 43) (0. 90,1. 96) Table 3: Reduced model of association between bullying and risk factors Figure 2 shows the odds ratio plot of the results from fitting the final logistic regression model. It was found that witnessing parental physical abuse was clearly the most strongly associated determinant for bullying others.Students having witnessed parental physical abuse were more likely 7. 11 times to bully others than were those who had never witnessed parental physical The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 8 abuse (95% CI 5. 26-9. 60). Preference for action cartoons was also a major risk factor for bullying others; students who preferred action cartoons tended to bully more than did students who preferred comedy cartoons (OR 2. 6, 95% CI 1. 99-4. 43). Among the age groups studied, older students (11+ years) were more likely to be a bully than did younger students (8 years or less); 1. 89 times (95% CI 1. 33-2. 69). Males were 1. 87 times (95% CI 1. 40-2. 50) more likely to have reported having bullied others than were females. Bullying others mystery Cartoon type action comedy Parental physical abuse yes no 11+ Age group 9-10 -8 boy Gender girl 1/8 1/4 1 2 4 8 Odds Ratio Figure 2: Risk factors of bullying in logistic regression; final model 7.Discussion In this study, factor analysis and standardized score techniques were used to identify bullying outcome; a student with a standardized score more than 1 was identified as a bully. Using an exploratory factor analysis for divided type of bullying is in accordance with a study by Parada et al (2005) in which six factors were found of 36 items. Beran (2005) found four factors of 21 items. Carlyle and Steinman (2007) found two factors. Using a standardized score for identifying bullying in which a student with a standardized score more than 1 was identified as a bully (Scholte et al, 2007; Gini, 2008).In this study, the identifying techniques led to findings that witnessing parental physical abuse and cartoon type were major risk factors for bullying. Witnessing parental physical abuse was clearly the most strongly associated determinant linked to bullying than those who had never witnessed parental physical abuse (7. 11 times more likely). Exposure to parental family violence has been found to be related to negative behaviours of students; the students who had witnessed parental physical abuse were more likely to bully othe rs, when compared to those who had not itnessed parental physical abuse. This is in accordance with the studies of Herrera et al (2001) and Baldry (2003) who all reported that parental modeling of aggression The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 9 and violence promotes the development of a child’s negative behaviour; the child might copy the parent’s physical actions and might then become a bully to gain success in their own social interactions.Preference for action cartoons was also highly associated with bullying (2. 96 times more likely). This finding shows that the children who watch action cartoons or cartoon with superhero images were more likely to display aggressive or bullying behaviour. This was consistent with the studies of Kirsch (2006) and Blumberg et al (2008), who argued that cartoon violence may also inf luence young viewers to transfer violent acts from programs to realworld situations and has a significant additional effect in predicting bullying others.Students often copy the physical actions of parents or of action cartoon characters and so through their life experiences learn to be aggressive. By personally observing others acting aggressively to achieve some goal the children might learn to act aggressively. With this modeling, the child might then become a bully to gain success in his or her own social interactions. This explanation is in line with finding by Larson (2003) and Williams (2007) who found that children use the same aggressive tactics that they observe; they learn to act aggressively when they model the behaviour of violent acts.The children are more likely to copy someone they are looking at, and children have a greater tendency to imitate the modeling of those with whom they have the most contact (Cooke, 1993; Kirsch, 2006). 8. Recommendations 8. 1 Implications of the study This study showed that bullying is a serious problem in Pattani primary schools. Witnessing parental physical abuse and preferring action cartoons were the highest risk factors associated with bullying. Parents are the most important persons in providing leadership and direction for the successful prevention and intervention of bullying.They should provide close attention and talk regularly with their children about their feelings and relationships with friends at school. They should work in partnership with the school to encourage positive behaviour. Moreover, they must have patience, try to avoid using violence, and closely advise and control the cartoon program viewing of their children. Findings from this study should help in the development of prevention and intervention policies in the primary schools and assist educational authorities to introduce better strategies for reducing the problem.School administrators and teachers are the next most important persons fo r preventing the prevalence of bullying in schools. The school environment should be safe, orderly, and bullyfree. Teachers have to provide positive and mature role-modeling in techniques to students and teach them how to interact with one another. They should develop a program that teaches The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 0 students about the dangers of bullying, develop school personnel in teaching bully-free practices and teach students about all forms of bullying: verbal, emotional, psychological, and physical, as well as teach students about disadvantages of cartoon violence viewing and physical abuse between parents. 8. 2 Recommendations for future studies Results of our study reveal the extent of bullying in primary schools within Pattani province to be a serious problem.Future research could focus on comparing prevalence rates among different types of schools or in one specific type of school across districts within Pattani province or nearby provinces, such as Yala, Naratiwat, and Songkhla provinces. Results may give the necessary information to teachers and administrators responsible for improving existing awareness programs, as well as continuing to educate our children in the safest and best learning environment possible.In order for bullying to be prevented or decreased in our schools, school personnel need to commit to the ideal that bullying is unacceptable, is serious, and should not be tolerated. Bullying is not a rite of passage that students must work out for themselves. When one incident of bullying occurs it is serious. Silence from students does not imply acceptance. Teachers need training that will help them to identify students who suffer in silence. The training needs to include strategies for victims as well as bullies. School personnel need to intervene appropriately in order to g ain the confidence of the students.To gain that confidence, teachers need to be aware that victims of bullying who remain silent will rarely take the initiative to tell teachers they are being bullied and would benefit from having someone pro-active and notice their circumstance and offer them help. There is also a large, silent majority of bystanders in our schools. These students are usually well-developed socially but they do not know how to reclaim the power from the bullies. Some of these students may be afraid to confront the issue and thus ignore or avoid bullying situations.If we can tap into this silent majority and teach these students the skills they need, we can create a positive school climate with this silent majority holding the power and helping to make the school safe and secure for all. Further research should examine specific teacher referrals after bullying incidents and whether there is a consistent method of reporting these incidents throughout the grade levels and among all teachers. The administration of disciplinary actions, when dealing with the types of bullying incidents should consistent throughout the school.An increase in student learning is an overall goal of this study. If students feel safe at school, if they are not worried about the atmosphere in which they learn, then greater student achievements will be likely to The 2nd International Conference on Humanities and Social Sciences April 10th, 2010 Faculty of Liberal Arts, Prince of Songkla University Beliefs – Literature – Lifestyle_002 11 exist. In order to create and maintain a safe and orderly school environment, all stakeholders must take an active role in combating the bullying problem in Pattani primary schools today. . References Baldry, A. C. 2003. 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