Drive-by Shootings at Henry David Thoreaus Walden Pond :: Thoreau Walden Pond Essays

In Walden, Henry David Thoreau said, "I went to the woods because I wished to live deliberately to front only the essential facts of life, and see if I could not learn what it had to teach, and not, then I came to die, discover that I had not live." Perhaps the last part of that statement is the most difficult aspect of our lives. A plethora of philosophers and everyday people alike have maintained that you should live your life as if it were your last day. Few, however, have been able to adopt that philosophy. In the '90's the future has become a key player in our lives. Education has been geared towards planning out our future and has almost forgotten that right now, we are here. In eighth grade, we were encouraged to plan out our high school classes. Our sophomore year weaved in a career unit, and this year we look at colleges. Some teachers teach a certain way only because they want to prepare us for college, not because they think that their way is the best. Why do we do all of this for a future that might not come? In a decade where drive-by shootings, drug overdoses, and alcohol-related accidents have become the norm, the way we look at the future may come as somewhat of a surprise to the objective observer. The future is presented in a way that assumes we will have a future, when, in fact, some of us may not have all that long to live in the present. We spend so much time planning for tomorrow, or even five or six years from tomorrow, that many of us forget that we are living today and that we should live out today. If a person tries to live out tomorrow right now and that person is on his death bed a few minutes later, then that one person may find that he has squandered his life preparing for the future. Aside from over planning, many of us do not think about enjoying the life we have. For example, for years many of us have had ample food to eat, yet we still rush through a meal as if a wild animal was going to snatch it away from us. We haven't taken the time to enjoy our meals and the usual conversation that accompanies them.

Henri Cartier-Bresson :: History

Henri Cartier-Bresson Henri Cartier-Bresson has been called "equivocal, ambivalent and accidental"1 since his debut as a photojournalist. Amplified and enriched, the work of the photographer is revealed in all its grandeur. While he may appear to "be a hurried man or a traveler without luggage"2, to quote a few of his titles, he is a poet, attentive to the act of love made with each photograph, and this is where the genius is revealed. From a desired distance, we discover simultaneously the geographer, who analyses the permanence or vulnerability of cultures; the ethnographer, who captures gestures of work and rituals of religion; the anthropologist, who reflects the spectrum of emotions; and the sociologist, who reveals the development of destinies and histories.3 Cartier-Bresson's dependence and uncompromising view of photography; to rely solely on the moment in time, is why he will always be remembered. Born in 1908, Cartier-Bresson studied painting with Andre Lhote in Paris, then painting and literature at Cambridge University in 1928 and developed a serious interest in photography in 1931. His work was first exhibited at the Julien Levy Gallery, New York, and first published in Vu magazine in 1932. He has been involved in numerous films, such as La Vie est a nous (1936), Le Regle du jeu (1939), his documentary film on the hospitals of Republican Spain in 1937 and his film on the liberation of the concentration camps with Richard Banks called Le Retour (1945). His work has been exhibited at the Museum of Modern Art, New York in 1946, and in 1947 he became co-founder of The Magnum photographic agency. He has published over a dozen books and has had his photographs printed in hundreds of magazines. Cartier-Bresson traveled the world so that he may document and present to others the human condition. His photographs transcend any particular time or place. Instead, they capture the very essence of life, be it Harlem, Madrid, Shanghai or the Paris rue Mouffetard (Ill. 2)4. In rural Europe, silent in the absence of the engine, and where everything was still done by animals and human beings, he portrays, unaltered, a society's captivating traits. At times his poetic intention towards subject matter is inadvertently socially charged, which makes his work all the more intriguing5. Each of Cartier-Bresson's photographs presents itself not as part of a series, an archive selected among others, but as a singular work of art which, with its own formal qualities and unique meanings, exists in itself. Henri Cartier-Bresson :: History Henri Cartier-Bresson Henri Cartier-Bresson has been called "equivocal, ambivalent and accidental"1 since his debut as a photojournalist. Amplified and enriched, the work of the photographer is revealed in all its grandeur. While he may appear to "be a hurried man or a traveler without luggage"2, to quote a few of his titles, he is a poet, attentive to the act of love made with each photograph, and this is where the genius is revealed. From a desired distance, we discover simultaneously the geographer, who analyses the permanence or vulnerability of cultures; the ethnographer, who captures gestures of work and rituals of religion; the anthropologist, who reflects the spectrum of emotions; and the sociologist, who reveals the development of destinies and histories.3 Cartier-Bresson's dependence and uncompromising view of photography; to rely solely on the moment in time, is why he will always be remembered. Born in 1908, Cartier-Bresson studied painting with Andre Lhote in Paris, then painting and literature at Cambridge University in 1928 and developed a serious interest in photography in 1931. His work was first exhibited at the Julien Levy Gallery, New York, and first published in Vu magazine in 1932. He has been involved in numerous films, such as La Vie est a nous (1936), Le Regle du jeu (1939), his documentary film on the hospitals of Republican Spain in 1937 and his film on the liberation of the concentration camps with Richard Banks called Le Retour (1945). His work has been exhibited at the Museum of Modern Art, New York in 1946, and in 1947 he became co-founder of The Magnum photographic agency. He has published over a dozen books and has had his photographs printed in hundreds of magazines. Cartier-Bresson traveled the world so that he may document and present to others the human condition. His photographs transcend any particular time or place. Instead, they capture the very essence of life, be it Harlem, Madrid, Shanghai or the Paris rue Mouffetard (Ill. 2)4. In rural Europe, silent in the absence of the engine, and where everything was still done by animals and human beings, he portrays, unaltered, a society's captivating traits. At times his poetic intention towards subject matter is inadvertently socially charged, which makes his work all the more intriguing5. Each of Cartier-Bresson's photographs presents itself not as part of a series, an archive selected among others, but as a singular work of art which, with its own formal qualities and unique meanings, exists in itself.

Robert E. Lee Essay -- Army American History Mexican War Essays

Robert E. Lee In 1861, on the eve of civil war, President Abraham Lincoln tapped I, Robert E. Lee to take command of the United States Army. being The fifty-five year old silver-haired veteran that had graduated second in my class at West Point, served valiantly during the Mexican War under General Winfield Scott, and had, with his forces, put down the insurrection at Harper’s Ferry, capturing abolitionist John Brown. By all accounts, i was the man to lead the Army, as renowned for his gentlemanly character as for his military skill and sense of duty. It came as no surprise however, that following the secession of his home state, Virginia, Lee declined the Appointment and resigned. He had written to his family, .With all my devotion to the Union and the feeling of loyalty and duty of an American citizen; I have not been able to make up my mind to raise my hand against my relatives, my children, my home... Although opposed to secession, he would .return to [his] native state and shares the miseries of [his] people, and saves in defense. Draw [his] sword on none. His home, his relatives, and his children, all were rooted in a Virginia that had grown strong from the seeds planted by the American Revolution. Two of his ancestors had signed the Declaration of Independence. His father had eulogized George Washington as .first in war, first in peace, and first in the hearts of his countrymen... (The actions of both men left indelible marks on Lee’s character. His debtor Father embodied the traits he would shun; Washington. Duty bound, disciplined, and humble.he sought to imitate.) On April 9, 1865, Lee and his men faced certain defeat in the misty dawn at Appomattox Courthouse, Virginia. He had commanded the Army of Northern Virginia since the beginning of the war. He had been appointed General in Chief of the Confederate States Army in February. His ragtag veterans, depleted corps once 70,000 strong, had tenaciously held. And at points, advanced. The line for four years against Union forces. Lee refused a persistently defensive posture. They had waged a bold, scrappy, underdog war, exacting victories at Seven Days, Chancellors Ville, Fredericksburg, and Cold Harbor. There had been staggering losses on both sides. Gettysburg handed them their most devastating defeat. (.It was my Fault, Lee humbly declared in the aftermath.) Now, they were hunkered down an... ...red rations. It was a generous and gentlemanly agreement, one that would allow agnation ravaged by war to begin to bind up its wounds. Lee stayed in Appomattox for the laying down of arms. He stayed long enough to commend his army’s unsurpassed courage and fortitude, and explain his desire to .avoid the useless sacrifice. Of more confederate lives. He bid an .affectionate farewell... With great weariness and sadness he was escorted part of the way back to Richmond. He received a hero’s welcome along the way. Later indicted for treason (a charge that was never pursued), and passed over for a pardon during his lifetime, Lee nevertheless remained a great man in the eyes of both the North and South. By deciding to surrender the Army of Northern Virginia, Robert E. Lee had single-handedly set in motion the events that would signal the end of the war, the end of his military career, and the beginning of peace andreunification.Many years later, Woodrow Wilson voiced the widely-held view: .We use the word .great. Indiscriminately. But we reserve the word .noble. Carefully for those whose greatness is not spent in their own interest. That was the characteristic of General Lee’s life...

Evil and Suffering Essay

The problem of evil and suffering is perhaps the greatest of all challenges to religious belief. It is the difficulty of reconciling the existence of wickedness in the world with the existence of an omniscient, omnipotent, omnibenevolent God. It is best explained in the inconsistent triad; a vertex dating from Epicurus and Augustine that acknowledges the main problem believers face; how can there be a deity that is all good, powerful and knowing if evil exists, as the problem of evil itself is a contradiction within the idea of a deity. The problem of evil is an extensive problem. Whether malum culpae; moral evils we inflict upon one another (murder), or malum poenae; evil caused by natural occurrences (earthquakes) it is the direct cause of the suffering we endure each day. Different religious perspectives require different answers; the ‘problem of evil’, which in itself has numerous debatable aspects, is therefore interpreted in different ways by atheists, agnostics and theists. To theists particularly, the existence of evil in our world poses more than a merely philosophical or apologetic problem; it creates a very personal religious one, as although our painful experience may not challenge our belief that God exists, what may be at risk is our confidence in a God we can freely worship and love, and in whose love we can feel secure. Some suggest that evil is merely the name we give to inexplicable, nonsensical occurrences that defy explanation; that is why they are evil. However, some believe that evil is necessary, as it is merely a deprivation of good that provides contrast and allows us to appreciate the good God has given us. Give an account of two solutions and consider the view that they fail to solve the problem of suffering. [32] The problem of evil has been reconsidered and reformulated many times since the time of Epicurus; the main theodicies stemming from the Free Will Defence, which states that evil is necessary to defend man’s free will. Augustine based his theodicy on the teachings in Genesis, primarily believing that every God made organism is ‘good’. He did not believe it an illusion like Mary Baker Eddy, but alike Aquinas, views it as a ‘privatio boni’; a deprivation of good, originating from Adam’s disobedience in the Garden of Eden. He held that we deserved punishment through natural evil, and it was this that produced a distance from God where moral evil could flourish. He believed that God is justified in allowing evil to stay, as He will then be merciful and save some in Christ, as well as gaining justice through condemning some to hell. However, the challenge of evolutionary theory opposes Genesis on two points. Firstly, it hints to an instant creation rather than a process of evolution; stating that the world began perfectly, which completely contradicts all evolutionary theories and evidence modern scientists have gathered that support an earthly progression from simplicity to complexity. Secondly, Darwin’s theory of the Selfish Gene, that every creature, in the long run, acts to maximize the number of its descendants, challenges his theory of original perfection. There is also a logical error, as according to Augustine, evil seems to have created itself out of nothing! If the origin of evil is Adam, and God is the creator of Adam, is God not then the origin of evil? Also, the appeal to free will as the source of evil is illogical in a world where there was no knowledge of good and evil. If the creatures chose to disobey they must have known evil, which means it must come from God. Finally, hell appears to be a part of the design of the universe, implying that God anticipated that evil would enter, which adds a very controversial aspect of theist understandings of God. A well-known view is the Irenaean theodicy, revived by Hick in his book Evil and the God of Love in 1966. In contrast to Augustine’s theodicy, the key idea of the Irenaean works is that the human race was not created in a state of perfection but in a state of imperfection but leading to a state of perfection. The basis of this theory stems from the biblical teachings in Genesis 1, stating that first of all ‘God created man in His own image’, aiming also to make men in his likeness in the second stage of life. The means to attain this ‘likeness’ is through free choice, which in turn implied the potential to disobey. This is commonly known as the Vale of Soul making; condensed by Hick into the epistemic distance (a distance that allows us to be responsible and to have the free choice to make that leap of faith to be with God). This is pictured by Michelangelo’s ‘Creation of Adam’, in which Adam is viewed very much in imago dei. Kierkegaard also illustrated the act of attaining true love rather than merely being compliant through the parable of the king and the peasant girl. Scholars such as John Mackie have challenged this theory logically, as surely if there is an opposite evil for all good, then God himself must face equal evils at the end of the cycle. He also conjured up the Paradox of Omnipotence; based on the question that can God create rules, which bind himself?; and also, the thought that suffering (such as innocent children dying), can never be an expression of God’s love. Many theists would, however, support that evil is merely there to test our faith, but D Z Phillips contradicts this point, saying that ‘It is never justifiable to hurt someone in order to help them.’ Many follow Irenaeas’ theory, as it is a universalised concept of heaven, however that feature in itself makes it unjust. There is, therefore, no incentive for this ‘Vale of Soul Making’, as it questions God’s justice; denying genuine freedom and removing any point of moral effort.

King Devanampiyatissa Essay

During the reign of king Asoka of india,Srilanka was ruled by king Tissa who was the second son of kung Muthaseeva. King Asoka and King Tissa were very close friends. Kung Tissa sent delegation to meet kingAsoka with several gifts. The leader of that group was Prince Maha Aritta who was the nephew of King Tissa. This delegation was ceremoniously received by Emperor Asoka. This delegation spent about 5 months in India. King Asoka sent back alarge collection of precious onaments required in a coronation as a gift. It consisted of swords and valuable ornaments. Also the following message was sent: â€Å"I have surrended myself to the triple gem. Oh my friend, you too submit yourself to the triple gem.† The King was very much pleased with the message the envoys brought back. He held a second coronation with ornaments King Asoka had sent. Also the King waz given an honorary title â€Å"Devanampiya† that was used by Mourya rulers ti which Emperor Asoka belonged. From that day king Tissa was called â€Å"Devanampiyatissa† The most important outcone of the friendship of the two kingswas the introduction of Buddism to Srilanka. King Asoka sent several missions to preach buddism to this country. Mihindu Thera who was the son of kung Asoka brought Buddism to Srilanka after 3rd Dharma Sangayana Along with Mihindu Thera came Arhat Thera named Ittiya, Uttiya, Sambala,Baddadala anf Sumana a young monk and Bhanduka on a pposon full moon day at Mihinthale. Mihindu Thera preached the † Chulla Hattipadopama Suthraya† to king and his group . Upon listening to the sermon the king and the people readily embraced Buddism and surrendered to the triple gem.

Behaviour Modification Approaches In Us Public Schools

The growing need for effective procedures in disciplining and correcting undisciplined students in the US public schools has become nascent nowadays. Behaviour modification is essential in modelling young people who’ll become responsible members of the society. Effectiveness of behaviour modification procedures is seen to reduce deviance and problematic characters in a child.The effectiveness of social skills and social inoculation procedures which have blown out sub-procedures are behaviour modification methodologies whose perspective is to use culture and organizations within the social context to enforce proper moral projections in public schools. Procedures to modify behaviour have transformed from aggressive methodologies like caning, but legislation and physiological research has downplayed the effectiveness and pointed out health implications emanating from these methodologies.Expulsions, suspensions and parental advice and parent-teacher collaboration to enforce, advic e and correct indiscipline in students is an approach which is so far a commonplace practice. The need to understand these procedures, the profundity of their impacts and success in correcting and modifying behaviour in students in the US public schools is paramount and integral in the public school systems. US public schools are having problems implementing various behaviour modification procedures due to various legislation laws.There is also the growing need to identify modalities to tackle the increasing implicit character and behaviours which are negatively affecting other students in these schools. Drug abuse, alcoholism, early sex, smoking, unconventional language and outward ness towards teachers, community and other students are problematic characters seen in the students and need to be modified. This paper explores the various strategies and methodologies employed to modify these problematic behaviours and disciplining students in the US public schools. IntroductionSocial skills and social inoculation procedures have been intensively reviewed as collective and effective behavior modification procedures in public schools. These school-based strategies developed first in smoking prevention and later applied to other substances have been practically admissible due to their approach to teacher-parent and society collaboration to impart and correct irresponsible behavior in students. However, cognitive control methodologies have led to more terse approaches to disciplining and modifying behaviour in students.Suspensions and expulsions have successfully instilled discipline and positive virtues in students. A zero tolerance on indiscipline approach has now become the lead methodology applied in US public schools. Zero tolerance approach as been in force as a proactive approach to a perceived rise in gangs, drugs, and violence in United States public schools and community. Typically, zero tolerance policies mandate predetermined consequences or punishments for specified offense. These policies have been subject to debate as to whether they are effective and whether they have unintended consequences that negatively affect students.This approach has become the principle methodology in US public schools. This behavior modification approach is most often characterized by disciplinary action that punishes all students severely regardless of mitigating factors such as severity of infraction, age, or intent.. However, parents and some legislators often criticize the methodology citing consequential health implications. The need for espousing these procedures is important, especially in this wake of a huge populace in the United States. The multi cultural aspect of the community in which the populace is composed of various communities .i. e. Caucasian, blacks and Whites is troublesome due to dissenting interests and attitudes towards education and moral facade of each student from each community. According to statistics, escalation of moral d ecadency and the overt-ness of sexuality in young people is more of an intricate social quagmire and an intrinsic social problem with wide spread implications on the long term and adverse socio-economic-health implications on family and the public domain. This has been manifested in public schools wherein the behaviours and indiscipline are seen.On substance abuse and violence, teachers in school need to identify the time and place where their students engage in alcoholism. This will help in identifying proper means of creating recreational or rehabilitative timetables for these students. Drug abuse and alcoholic sprees usually happen between 3pm and 7pm (www. samhsa. gov) outside the school compound or homestead, or in the most neglected and limitedly visited areas of these two environments. The most common alcoholic substances abused are beer and spirits (www. samhsa. gov).These escalations In moral problems in students and indulgence in sexual behaviors, violence, disrespectful, bullish, and various problematic characters is increasingly affecting the level of education in American public schools. Research indicate so many youths are now unable to finish schooling due to indulgence in bad morals and problematic activities and subsequently being expelled from school while others drop out in pursuit of these vices. The need to correct and modify these behaviours and arrest any escalation of these problems n the public schools is becoming integral in the education system.Methodologies and approaches are being employed and comprehensively used to counter the situations and model students into responsible young people who are admissible in the modern American society. Besides, identifying problems in students and using the proper counselling and behaviour modification strategy is vital. Problems faced by US public school system regarding students with bad behaviour The problems faced by the public schools onset with dropping out school by students due to their i ndulgence and subsequent immersion in problematic lives like being parents or even going to jail.Secondly, students nowadays have developed various behaviours which are deemed dangerous. There is also a growing trend of students practicing and exhibiting immoral projections which do not reflect respect of upright morals and behaviours and are deemed disrespectful. According to research conducted in Baltimore, the following are the problems faced in US public schools (Brecht Donoghue , 2004) †¢ Possession, use or distribution of tobacco on school property †¢ Disruptive behavior †¢ Verbal harassment †¢ Possession of drugs or alcohol †¢ Possession of weapons or firearms †¢ Arson†¢ Vandalizing, damaging, defacing, or destroying school property †¢ Violent behaviors/assaults, vicious fighting †¢ Extortion, coercion, blackmail, and robbery †¢ Trespassing †¢ Damaging property †¢ Insubordination †¢ Dress code violations †¢ Cheating/copying the work of another †¢ Fighting †¢ Possession of electronic devices (e. g. , beepers, cell phones) †¢ Sexual harassment †¢ Sexual misconduct †¢ Verbal abuse, ethnic slurs, vulgar statements or gestures, including the distribution of obscene material †¢ Misbehavior on bus or school transportation †¢ Disorderly conduct †¢ Gambling†¢ Assault on school staff Behavior intervention approaches Frank M. Gresham (2004), argues that Behavioral interventions is conceptualized using four broad theoretical categories: (a) applied behavior analysis, (b) social learning theory, (c) cognitive behavior therapy, and (d) neobehavioristic S-R theory (Powers & Franks, 1988). Applied behavior analysis (ABA) descends directly from Skinner's (1953) operant conditioning work and is based on the three-term contingency that describes the functional relationship between antecedents, behaviors, and consequences (Gresham, 2004).Social cognitive theor y utilizes the concept of vicarious learning and the role of cognitive mediation processes in determining which environmental events are attended to, retained, and subsequently performed when an individual is exposed to modeling stimuli (Gresham, 2004 pp 327). Social learning theory is based on the notion of reciprocal determinism that describes the role an individual's behavior has on changing the environment and vice versa (Bandura, 1986). Much of the work in social skills interventions utilizes modeling as an essential treatment strategy (Elliott & Gresham, 1991; Gresham, 2002).Cognitive behavior therapy (CBT) assumes that an individual's behavior in response to environmental events is mediated by their cognitions or thoughts (327). The goal of CBT is to change maladaptive cognitions that, in turn, lead to changes in behavior. Techniques such as self-instruction, self evaluation, correction of maladaptive self talk, and problem solving are used in CBT to change behavior (Kendall, 1985). CBT interventions are commonly used in the clinical treatment of anxiety and mood (depression, dysthymia) problems (Kazdin, 1990; Laurent & Potter, 1998).Neo-behavioristic S-R models are based on features of classical (respondent) conditioning and avoidance learning in which maladaptive responses are conditioned to stimuli in the environment (Gresham pp 327). Procedures such as systematic desensitization and exposure based treatments (e. g. , flooding, implosion) for treating anxiety disorders and obsessive-compulsive disorders are based on these S-R models of learning. These concepts have been dissected into simplistic approaches by school experts and education stakeholders.They have been incorporated in the public school behavior correction faculties as methodologies whose effectiveness varies with the level of behavior intricacy and extent of effect on the respect and view by the teachers Behaviour modification methodologies used to correct this indiscipline Various moder n approaches to these problems are in place. Teacher intervention techniques as well as school rules modification approaches are also in force. These approaches differ with effectiveness and time frame of implementation. Expulsions, suspensions, caning are commonplace.They compose the zero tolerance methodology which is the common practice used in public schools. Drugs, alcoholism, language and violence are approached as cases which need to be addressed cognitively. Teacher intervention methods revolve around counselling and participating in initiating good behaviour and positive perceptions in the students who have these problematic behaviours. School teacher intervention The creation of a positive social interaction environment in a friendly and unrestrictive atmosphere offers the proper environment for the teacher to address the problem.This kind of environment greatly increases recovery. It’s aimed at improving collective social behavior so as to inspire and correct the s tudents. The school counselor should counsel the students, encourage them to share their problems, initiate recreational activities like playing chess, bridge, and other in-house games (Ken & David 2007). Through a cognitive-control system the teacher manifests self analysis, self recognition, and self help so as to regulate behavior. It involves reading materials wherein the teen reads her problem and follows a set of procedures like, playing with her pet, watching an inspiring video, etc.The procedure is used in the environment created by the school teacher (above). The objective of the method is to create competing system within the brain and make adolescents lessen brain capacity to want physical engagement with substances. A school counselor should address the teen alcohol problem through an educative perspective; He gives complete clinical views on use and abuse of substances and comprehensively emphasizes the importance of the context (David Masci,, 2000). This perspective sc ope is on teenage cases who are supposed to actively attend and play roles in the education and during the classes.The concept is to keep these teens safe from alcohol and to stop substance abuse. The school counselor should give social and drug life education to enable teenagers to make responsible decisions by providing honest information. Secondly, the student should emphatically give a complete clinical and legal overview of implications of both on substance abusers to discourage the teens from excessive or partial indulgence. The counselor is also supposed to advise the students to understand their place in the society and their future as citizens in the educative approach (Flannery, 2007).After-school programs Students tend to have various social networks where they interact. The school counselor should integrate these networks as extracurricular activities by allocating time to be with the students. According to research, drug abuse takes place mostly after school and evening hours as stated above (Bachman, Johnston & O’Malley 1990). A school counselor is involved in participating, and listening to what students express and how they relate with their peers. In a group setting, he encourages the students to speak freely, express their views, thoughts, ideas, and perspectives.He intervenes only while asking them why they feel or think a certain way, then offer his support. Students can have a friend or family member participate in order to improve the advice being offered. The setting is a homely, conducive, and well equipped with internet and all communication tools to help these students research their problem with guidance from the school counselor. This is a very effective method and creates a backbone for the gradual and even instant ceasing of alcohol habits.According to (Rosenbaum, 2003), the after school programs form the basis of a communal approach to the problem. The students are able to understand their problem through guidance. If a st udent’s drug use becomes a problem, the after-school drop-in program enables her to make informal contact with a professional, even if she is not ready for formal treatment. If problems escalate, a referral to the appropriate agency can be made (Rosenbaum 2003). Peer mediation Education experts also suggest providing opportunities for students to become more engaged in school activities.Adopting strategies that include students in the discipline process, including peer mediation and mentoring, may assist violence prevention efforts. In peer mediation, students are encouraged to sit down with a trained student mediator (often accompanied by an adult) and resolve their differences through dialogue. In many cases problems that would otherwise escalate can be resolved through mediation. However, if the problem is not solved, students may be required to meet with an adult or older student mentor once a week for further mediation and mentoring until all parties agree that the issue is resolved.Approaching the student’s problem to foster an understanding that the student is capable of excelling in all aspects of life if he/she desists from substance abuse is helpful. The school counselor should as often as possible make groups which consist of most disciplined students to act as the role models. These role model groups actively integrate with other groups and incorporate the students who have drug problems. This makes these students sociable and gradually makes them feel acceptable in these groups and most important, desists from substance abuse due to the moral aspect of the group personality status.Zero tolerance methodology These policies mandate predetermined consequences or punishments for specified offenses, especially those deemed very criminal in terms of the age and environment they are committed. Sex, drugs, violence, assault on a student, teacher, damaging school property and related cases are approached through the zero tolerance approach. T he methodology is related to substantial drop in school crimes and is common practice (Ronnie Casella, 2000). Zero tolerance is a policy that mandates predetermined consequences or punishments for specified offenses.It is intended to deter student misconduct by weeding out potential troublemakers and setting an example to others who might choose to misbehave, zero tolerance policies are most often characterized by a variety of high-tech detection methods (such as metal detectors and video surveillance) and strict discipline policies that punish all offenses equally severely without consideration of mitigating factors, such as the severity of the infraction or the intent or age of the individual (Russell Skiba, 2000.In most cases, these policies mandate that perpetrators be subject to school exclusion disciplinary actions ranging from suspensions and expulsions to arrest by in-school police (Brecht Donoghue , 2004). Great results have been seen through this methodology, however, its harsh aspects and the suspension of the student affects the educational background of a student (V. K. Costenbacher and S. Markson, 1994). Proponents of zero tolerance argue that these policies are needed to remove disruptive elements from the classroom and keep schools free of violence.Zero tolerance is implemented in cases where the student exhibits behaviors which are deemed too harsh to be contained in the school (C. Bowditch, 1993) . School student communities approach Public school administrations espouse building a sense of community within the school has been effective at preventing violence (Russell Skiba, 2000), because students are held accountable by their peers for harm they cause. Public school administrations adopted a community model in which students rectify their mistakes whenever possible.In schools these communities institute pee juries or teen courts in which students accused of misbehavior must appear before a jury composed of fellow students. The accused stude nt must explain his or her misbehavior to the jury, and then the jury is responsible for communicating to the student how the behavior violated the rules of the school community and develop an appropriate consequence (Brecht Donoghue , 2004). The student’s sentence is not punitive, but rather an attempt to reintegrate the student into the school community.Most often, the student is required to make restitution for his or her action and engage in some type of community service Decision-making and problem-solving This approach emphasizes the development of cognitive and behavioral skills which are flexible and not situation-specific. On a cognitive level, students are taught decision-making and problem-solving techniques which will better prepare them to avoid peer pressure situations without alienating friends. Students are also taught specific self-instruction techniques that are designed to provide them with a framework for guiding themselves through high-risk situations.Fin ally, students are taught basic interpersonal skills designed to enable them to implement specific decisions or act in a way which is consistent with what they want (Catherine S. Bell and Robert J. Battjes, 1984). Other measures used in US public schools Schools’ use of programmatic prevention efforts, such as conflict resolution and behavior management, help prevent student violence and aggression and eliminate the need for harsh disciplinary action (David Masci, 2000).Conflict resolution has a moderate effect on the level of student aggression in schools, and helps students remember and employ alternatives to violence when solving conflict. More support and training in classroom management of behavioral problems helps teachers deescalate potentially violent situations. Expansion of training for principals and teachers in the development and implementation of behavioral management programs to help them learn strategies useful in deescalating potentially violent interactions. This has helped more of the teachers in the public schools to have more efficiency and capacity in Expansion of violence prevention programs in schools accelerates awareness and proficiency in recognition of faulty behaviors. Introduction of school counselors in public schools is becoming a very effective methodology. As seen in the teacher intervention methodology, through a cognitive-control system the teacher manifests self analysis, self recognition, and self help so as to regulate behavior. This will help address the decline on the learned youths which is adversely affecting the social balance.More Hispanic youths, especially males, is on the declines. The effects on the society are more poor families, crime rate increase and joblessness. The long term effect is a social imbalance with Blacks and Hispanics as well as other immigrants joining the lesser society and the poor Americans. A steady decline on stable families and the many unlearned and jobless children is affecting th e national economic stability. Subsequently there will be more children, the poor and the aged in the population that the stable workers (Sandra Yin, 2007).Parents and social involvement in correction of behaviour The role of parents in behavior modification is the most integral in the public school behavior modification approaches. The parents and community members have been involved in contributing as the guardians of proper social behaviors in the community. The counselor involves concepts of capacity building and establishment of more positive youth groups so as to build on youths’ strengths. This is through advising on developing positive mental attitude towards their abilities in education and entrepreneurship.The teacher invites the community to lead in playing a role of advisors while he is the active leader. These community members and the school counselors have the obligation to present appropriate role-models and opportunities for remediation for young people growi ng up in the school community. The message to young adults and their peers must be that they understand the dangers of substance abuse and make appropriate choices when confronted with opportunities of drug use (David Masci, 2000).In expulsions and suspensions, parents are involved in these decisions which are seen more punitive and applicable as ways to correct bad morals projected by students. Effective parenting onsets good behavior and structures long term proper characters in children. This proper behaviors and morals are carried to schools where these children meet children with different characters and up-bringing. Parenting skills have led to development of approaches to train parents in skills seen as necessary for a harmonious parent-child relationship and for the amelioration of a number of childhood problem (Pinsker & Geoffroy, 1981).Parents with skills and knowledge about effective parenting have been able to address and reduce deviant child behaviours. This has also le d to harmonisation of family and school perceptions in these children. School administrators have been approaching parents to attend as often ass possible school based behaviour modification approaches to arm the parents with enough knowledge on how to manage their children and the implications of immoral and indiscipline in school. The approach has been to intensify the knowledge of parents and their capacity on how to be proficient in behaviour modification.Parents have increased their capacity in communication when discussing and reprimanding their children who show immoral characters and problematic behaviours. The public schools administrators and stakeholders have emphasised on parents to learn more effective means of dealing with typical parent-child relationship conflicts and develop a healthier parent-child relationship. Behaviour modification approach contains an emphasis on direct behaviour aims at direct behaviour change. Parent’s capacity to modify inappropriate behaviours is emphasised so as to arrest these problematic problems.Parent’s capacity, based on the training attained and knowledge imparted in the school administrators, is aimed at making the communication approach of the parents to aim at focussing upon maladaptive communication patterns between parent and child that are seen as the cause of inappropriate child behaviour (Pinsker & Geoffroy, 1981). Impact of bad behaviour on good students The impact of the bad behaviour in the well behaved children in schools negatively impacts on those students who have good moral back grounds.The consequence of these impacts are unsafe learning environments, exposure to smoking, drugs and other problems portrayed by the bad students. The students are intimidated and coerced so as to identify with these students. These impacts result to poor academic performance and profound moral decadency in the schools. Safety and correction to reduce harm and to reconstitute behavior and perception in the teens is important. The school counselor can actively and consistently provide extra attention and consideration to the teens with the problem and follow up their recovery.The impacts of bullying and coercion lead to traumas and children seeking to leave these schools due to intimidations by these problematic students. Sources Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Upper Saddle River, NJ: Prentice-Hall. Barbra Flannery, (2007) International Research Institute, Baltimore Brecht Donoghue, (2004): Zero Tolerance in Baltimore C. Bowditch(1993), â€Å"Getting Rid of Troublemakers: High School Disciplinary Procedures and the Production of Dropouts,† Social Problems, Vol. 40,(David Masci,, 2000) â€Å"Preventing Teen Drug Use: Is the Get-Tough Approach Effective? † Congressional Quarterly, Vol. 12, No. 10 Frank M. Gresham (2004) Current Status and Future Directions of School-Based Behavioral Interventions; School Psychol ogy Review, Volume 33, No. 3, pp. 326-343 Sandra Yin: http://www. prb. org/Articles/2006/TheUnitedStatesat300Million. aspx Hser, Y-I. ; Grille, C. E. ; Hubbard, R. L. ; et al (2002). An evaluation of drug treatment for adolescents in four U. S. cities: Archives of General Psychiatry; Volume 17, pp 1 (J. G. Bachman, L. D. Johnston and P.M. O’Malley 1990), â€Å"Explaining the Recent Decline in Cocaine use Among Young Adults: Further Evidence That Perceived Risks and Disapproval Lead to Reduced Drug use: Journal of Health and Human Social Behavior 31. 2 (1990): 173-184 (Ken & David 2007), Social-economic decline due to substance abuse by teens: An intelligence approach to teen physiology through counter brain measures. Goldman Intelligence, Nairobi p1-5 Mark Pinsker, Kevin Geoffroy (1981): A Comparison of Parent Effectiveness Training and Behaviour Modification Parent Training ,Family Relations, Vol.30, No. pp. 61-68 M. Rosenbaum, â€Å"‘Just Say No’ Wins Few Poi nts with Ravers,† Los Angeles Times, 31 Jan. 2001: A13. M. Rosenbaum (2003) Safety first: A reality based approach to teen’s drugs and drug education. Drug Policy Alliance www. safety1st. org Russell Skiba (2000), Zero Tolerance, Zero Evidence, Policy Research Report #SRS2, Indiana Research Center, Ronnie Casella (2000), â€Å"Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives,† Teachers College Record, Vol. 105, Texas drug and rehabilitation center U. S.Census Bureau, Current Population Survey, 2006 Annual Social and Economic Supplement, accessed online at www. census. gov, on Sept. 15, 2006 US Department of Education: Findings from the school survey on crime and Safety: (2006) U. S. DEPARTMENT OF HEALTH AND HUMAN SERVICES: Public Health Service †¢ Alcohol, Drug Abuse, and Mental Health Administration: Prevention Research: Deterring Drug Abuse among Children and Adolescents (2004) V. K. Costenbacher and S. Markson (1994), â€Å"Sch ool Suspension: A Survey of Current Policies and Practices,† NAASP Bulletin, No. 78 http://www. drugfree. org www. samhas. gov www. nida. nih. gov

Inventory System Essay

Flipkart is a leading destination for online shopping in India, offering some of the best prices and a completely hassle-free experience with options of paying through Cash on Delivery, Debit Card,` Credit Card and Net Banking processed through secure and trusted gateways. Now shop for your favorite books, apparel, footwear, lifestyle accessories, baby care products, toys, posters, sports and fitness, mobile phones, laptops, cameras, movies, music, health and beauty, televisions, refrigerators, air-conditioners, washing machines, MP3 players and products from a host of other categories available. Some of the top selling electronic brands on the website are Samsung, HTC, Nokia, Dell, HP, Sony, Canon, Nikon, LG, Toshiba, Philips, Braun, Bajaj and Morphy Richards. Browse through our cool lifestyle accessories, apparel and footwear brands featured on our site with expert descriptions to help you arrive at the right buying decision. Flipkart also offers free home delivery for many of our products along with easy interest-free EMI options. Get the best prices and the best online shopping experience every time, guaranteed. EBay EBay is an Amerecan multinational internet consumer-toconsumer corporation, headquartered in San Jose, California.It was founded in 1995, and became a notable success story of the dot-com bubble; it is now a multi-billion dollar business with operations localized in over thirty countries. The company manages eBay.com, an online auction and shopping website in which people and businesses buy and sell a broad variety of goods and services worldwide. In addition to its auction-style selling, the website has since expanded to include â€Å"Buy It Now† standard shopping; shopping by UPC, ISBN, or other kind of SKU (via Half.com); online classified advertisements (via Kijiji or eBay Classifieds); online event ticket trading (via StubHub); online money transfers (via PayPal) and other services. Shop Clues ShopClues.com is an online retail website, headquartered in Gurgaon, India. The company was founded in the Silicon Valley, USA in the year 2011 by an alumnus of Washington University and renowned Wall Street internet analyst  Sandeep Aggarwal and eBay’s former Global Product Head, Sanjay Sethi. ShopClues was the first e-commerce website in India that operated on the ‘managed marketplace model. Over 12,000 registered merchants retail +2,000, 000 products on the ShopClues platform to over 42 million visitorsevery year across 9500 locationsin the country. As per the citation, ShopClues joined as 35th entrant in the Indian e-commerce in 2011 and is reported to have made its way to the list of the top 6 e-commerce destinations in the country. The company has employees over 350 people across locations. Lazada Philippines Lazada Philippines is an online shopping website from Rocket Internet GmbH, which is an international online business incubator established in 1999; founded by the Samwer Brothers namely Alexander, Mac and Oliver. Lazada Philippines provides a wide array of products like consumer electronics, home appliances, clothes, school supplies, and more. The website utilizes a secure online transaction model in order to protect the privacy and vital informationof users. It offers payment methods such as the use of credit card or debit card, cash on delivery, and Banco de Oro (BDO) credit card installment. It also entitles customers to manufacturers’ warranties and returns policy. The Lazada Android app was also launched for free to download on the Google Play Store in June 2013. Related Studies Paki research nala neu ha internet about eu related studies hine nga supply inventory system parehas hitun related literature na ada ha egbaw. CHAPTER III METHODS AND PROCEDURES Research Design Research Environment Historical Notes Location Research Procedures Research Instruments Research Respondents Statistical Treatment Paki basa la ngan pake intendi hine nga chapter III? Kailangan han eu groupo mag study hine nga research sitaution Halimbawa/Example: kun teacher eu research study, kailangan about teacher method la it ebutang nganhi. Sugad hit design,environment,procedures ngan instruments, respondents naada naka butang ha igbaw. pag download nala kamu para about hine nga method and procedures basta related hit eu system study.. CHAPTER IV Document of the Current System The document of current system uses manual process in all its transaction. Personnel en-charge uses a manual process in managing the stocks and inventory of the office supply. Inventory is sometimes not updated, and products are not verified on time. Time and effort consumed in verifying the exact number of products and the personnel en-charge has to browse the stock room to count manually. Figure 4 – Current System Manual Flowchart Hardware Setup(waray ku maisip na pasible ngada hit eyu hardware setup) Software and Application Used( anu it eu gamit na software application?) Document of the Proposed System The Supply Inventory System basically support the primary processes of the business’ transactions. Implementation of Supply Inventory System will initiate some changes in the work flow of the EVSU B University business transactions. The School has lots of computer parts to offer etc. Software Requirements The following software requirements will make the system operational: Microsoft Windows 7 or higher PHP 5.3.1 MySQL Cascading Style Sheet(CSS) Extensible Markup Language (XML) Mozilla Firefox or Google Chrome Hardware Requirements Specification The proponents recommended the following to make the system operational: Computer Set(Server) -Speed 64 bit 4 cores or higher -Resolution 1024Ãâ€"768 -RAM 8 GB or higher -Hard disk 750 GB or higher Computer Set (Clients) -Speed 1.50 GHz -Resolution 1024Ãâ€"768 -RAM 512 MB or higher -Hard disk 40 GB or higher Internet Connection Automatic voltage regulator Router or switches Lan cable Today, web applications are playing important roles in present online business industry. We can see from online office supply, mobile showrooms management, electronic and other school facilities office are operated through online. There are online office supply websites which are most popular and bus and train ticket reservation related projects. Considering importance of online web business we designed Supply Inventory System where users can find products spare parts, latest school facilities in the office supply of University. Computerized methods are useful in making work accurate, reliable, efficient, and capable for a very systematic and fast access in item of the product, every ordering and purchasing product must be versatile to the current trends and innovation in today’s changes in technology.