The impact of globalization on HRM in multinational organizations Assignment

The impact of globalization on HRM in multinational organizations - Assignment Example It has brought about an integration of the companies all over the world and has facilitated trade by way of reducing transportation costs and doing away with the barriers to trade. Globalisation has also facilitated a free flow of goods and service, knowledge, skills, capital and labour. During a strong economic growth period world exports shot up in various countries thereby contributing heavily to the Gross Domestic Product (GDP). Previously, human resource management (HRM) was typically concerned with the cost cutting activities and the administrative activities, focusing on bringing about efficiency in the system and the minimised the cost. However in the present world the role of HRM has changed and focuses on an organization’s long-term objective. The companies’ business strategies were affected by globalisation in a large manner. The companies had access to a large variety of markets and could market their products in global markets. The emerging markets of the developing countries are of lucrative content to such MNCs who are looking to diversify. Due to the emergence of new markets the external financing sources of the companies also increase. A very important source of financing is Foreign Direct Investment (FDI) that has opened avenues for the MNCs to invest in the developing countries. FDI has a dual benefit to both the country and the company. There is a global market for the products of the MNCs. Moreover due to abundance of labour resources in the developing countries the MNCs often shift their production processes to such countries such that they can carry out production at low costs. Also the political stabilisations across the globe and the favourable relations between the countries have made positive impac ts on the strategic positions of the companies. The socio-political globalisation has given rise to regulatory bodies that govern the different policies that mark the path of trade between various companies. The most

Explain the major theoretical approach to infantchild development & Essay

Explain the major theoretical approach to infantchild development & Analyse the psychosexual stage theory of infantchild development - Essay Example F Skinner. The theory believes that behavioural development happens through classical and operant conditioning and stresses the role of nurture. There is a strong relation between stimuli and behavioural response. In this case development is seen as a continuous process where learnt responses keep accumulating and new ones increase with age. Several studies were conducted to reinforce the theory that responses in behaviour are a result of external stimuli and that the external factors are more important as compared to internal factors. To take an example, John Watson experimented with an infant's responses to a rat and stimuli coupled with it. The infant was not afraid of the rat. However, he developed fear of the rat after a series of sharp sounds were made whenever the rat was shown. Behaviourists conclude that environment is more influential in shaping behaviour. Also, behaviours can be modified using external stimuli (Berk, 1996). Watson's theory of behaviourism brought about interest of many psychologists and birth of related theories like Clark Hull's drive reduction theory and Skinner's operant conditioning theory. Following these also emerged the social learning theories, which had a strong influence in child development research during 1950s. These theorists believed that role modelling and observational learning strongly influence social development and behaviour. One of the most powerful theories was developed by Albert Bandura. He and his colleagues stressed the role of selective imitation which affects their learning. He added the role of children's thought process to the original theory of behaviour which stressed only on stimuli and response (Berk, 1996).. Despite their limitations, the behaviourism and social learning theories had a significant impact on applied work with children. Based on these, techniques have been developed to socialize children into appropriate behaviours and get rid of inappropriate behaviours (Berk, 1996). Psychodynamic Theory In context of psychodynamic theories, famous psychoanalyst Sigmund Freud and his theory of psychoanalysis come to mind. Psychodynamics refers to theories of Freud, his followers' or theories based on his ideas. Anna Freud, Alfred Adler Carl Jung and Erik Erickson are some of the most popular contributors from the field of psychodynamics. The theories are have been derived from sessions with patients, case studies and use of projective techniques to understand the workings of human mind. Psychodynamics strives to make connections between thoughts, motives, subconscious mind and how people perceive the world. The prime focus in psychodynamics is the interrelation between emotional states of id, ego, and superego and their impact on early developments and processes. Psychodynamics also believes that early experiences are conserved in the unconscious mind. Later in life, these conserved experiences, thoughts and emotions either remain buried in the unconscious or find way to the consciou s mind. These buried experiences are at times the cause of mental disturbances. Various psychodynamic

Existential Anxiety And Neurotic Anxiety

Existential Anxiety And Neurotic Anxiety Many theorists distinguish between anxiety and fear. While fear is a response to a specific, objective and defined threat, anxiety is internal and objectless. It is a free-floating feeling of unease and apprehension that something bad is going to happen. It is accompanied with physical sensations such as choking and tightness, warning the person of a potential danger (Cohn, 1997; Spinelli, 2007). However, this distinction does not clarify the concept of anxiety since it takes many forms and receives different emphases by a variety of approaches. A central term in the psychoanalytic theory is neurotic anxiety, while existentialists talk about existential anxiety. I will clarify the difference between the two and its implications for therapy. In doing so, I will consider Freuds outlook on anxiety and its origin, as well that of various existential philosophers and psychotherapists. Anxiety a. Neurotic Anxiety According to Freud Psychoanalysis emphasizes the influence of the unconscious mind on behavior. Freud believed that the human psych is composed of the id, the ego and the superego, which work together to create complex human behaviors. According to this topographical model, the id seeks to fulfill all wants, needs and impulses while the superego plays the critical and moralizing role. The ego is the aspect of personality which deals with reality, having to cope with the conflicting demands of the id and the superego (Hall, 1954). Freud used the term ego strength to refer to the egos ability to function despite these dueling forces. A person with good ego strength is able to effectively manage these pressures. When the ego cannot deal with the demands of our desires, the constraints of reality and our own moral standards, we experience anxiety. Neurotic anxiety is the unconscious worry that we will lose control of the ids urges, resulting in punishment for inappropriate behavior. Moral anxiety involves a fear of violating our own moral principles. Whatever the anxiety, the ego seeks to reduce it. Operating at the unconscious level, it employs defense mechanisms to distort or deny reality. While all defense mechanisms can be adaptive and allow us to function normally, they can also be unhealthy. The defenses keep the threatening contents outside conscious awareness, restricting direct expression of drives. However, they provide indirect expression of these in displaced, sublimated, or symbolic form. Dreams, Freudian slips and even symptoms, are a compromise between a forbidden impulse or thought, and the defense against it. When defense mechanisms are extremely overused or distort reality too much, this will result in symptoms such as OCD or phobias, an active expression of the conflict (Mitchell and black, 1995). Existential Anxiety Existentialists consider anxiety ontologically and not a result of an individual ontic development. It is an inseparable, inevitable aspect of existence, and a potentially positive phenomenon. (Kirby, 2004; Cohn, 1997). According to the existential approach, the individuals anxiety-provoking basic conflict is not with repressed instinctual impulses, but with his confrontation with the givens of existence that cannot be avoided. These pose the human with certain ultimate concerns that are an inescapable part of the human beings existence in the world (May and Yalom, 1995). Several complementary models aim to reflect the structure of existence. One of the most known ones is Yaloms (1981), which identifies four ultimate concerns: death, freedom, isolation, and meaninglessness. The individuals confrontation with each of these provokes anxiety. Freedom refers to the fact that the human being is the author of his own life, and responsible for his own choices and actions. This responsibility and ability to choose freely, evokes feelings of dread and angst, since the outcome of our choices are never certain and always imply the rejection of alternatives (Cohn, 1997). According to Sartre (1956), people are condemned, rather than blessed to be free. Kierkegaard (cited in Cohn, 1997, p.71) describes anxiety as the giddiness of freedom. This dizziness is the price we pay for freedom, while making us aware of our possibilities under the limitations of the world we are thrown into. Anxiety is further intensified since we have no given meaning to guide us in our choices and to base our decisions on. Like a person lost in the jungle, we are forced to cut our own path through life, with no directing signs or maps to point us in the right direction (Cooper, 2003, p.22). Spinelli (2007) accentuates the human need to create a reality with meaning, an interpreted world. If there is no preordained design in life, then we must construct our own meaning in life. We are torn between contradicting forces- between our deep wish for ground and structure on one hand, and our awareness of freedom on the other hand, as well as our need to find meaning in a meaningless universe (May and Yalom, 1995). The most obvious ultimate concern is death (Tillich, 2000). While we wish to continue to live, we are aware of the terrifying truth of inevitable death. à ¢Ã¢â€š ¬Ã‚ ¦it is not only freedom and nothingness that brings with it anxiety, but also the fact that our existence runs up against unavoidable boundaries, such as death and chance. Indeed, it is only because of these boundaries that our choices are infused with angst (cooper, 2003, p.23). This idea is well illustrated in the title of Heideggers work Being and Time- Daseins being is in time, it is finite (Steiner, 1987). Deaths inevitability makes life seem meaningless, reminds us of our existential isolation, and defines our choices as excluding one another due to the time limit (Yalom, 2008). Whether it is presented in terms of life versus death, meaning versus meaningless or certainty versus uncertainty, this internal tension expresses itself as anxiety, which is unavoidable and non-pathological, but a basic given of the individuals life. Considered in this way, the dilemma of existential anxiety is not so much that it is, but rather how each of us lives with it (Spinelli, 2007, p.27). How Do We Live with it? Van-Deurzen (2002) suggests that in our attempt to escape existential anxiety, we either withdraw from living, or accept life like there is no choice, living automatically under the self illusion that freedom and responsibility do not exist. This self deception that Sartre (1956) calls bad faith leaves no room for anxiety, but also no room for life itself. Heidegger describes the adoption of conventions as submitting to the they and the absorption in the day-to-day distractions, as fallenness- Dasein falls into the ontic world, into inauthenticity. The fallenness is positive because feeling emptiness and alienation, one becomes aware of the loss of himself, and can aspire to return to his authentic being (Kirby, 2004; Steiner, 1987). Anxiety throws Dasein back to that he is most anxious from- his authentic potentiality to being-in-the-world (Heidegger cited in Spinelli, 2007, p.29). Every attempt to escape or deny anxiety will only result in intensified anxiety, reminding us of our limitations. Life[à ¢Ã¢â€š ¬Ã‚ ¦]will persecute those who attempt to play by their own rules until they too submit and bear their fate with courage rather than trying to escape (Van-Deurzen, 2002, p.39). An encounter with death, for instance, is often a critical turning point in our attitude to life, an awakening experience. Though the physicality of death destroys us, the idea of death can save us. (Yalom, 2008, p.33). Anxiety is indicative of ones awareness level to his freedom. The more one recognizes and acts on his basic freedom, the more angst he will feel, which is a sign of authenticity (Cooper, 2003; Steiner, 1987). When life is not taken for granted, existential anxiety is experienced (Van-Deurzen, 2002, p.35). We need to embrace and explore anxiety as part of our life experience. We are all torn between the polarities of the existential questions. By facing the polarities and finding the balance, we find meaning. Anxiety Comes in Different Disguises The source of neurosis is held by Tillich to be the refusal to accept anxiety. Furthermore, Yalom and May (1995) emphasize failed death transcendence as the source of many pathologies. It is the way of avoiding nonbeing by avoiding being (Tillich, 2000 p.66). In our attempts to escape anxiety, we adopt restrictive patterns of thought and behavior, which are expressed through structures of what can be identified as symptoms or disorders (Spinelli, 2007). The dread is disguised and concealed in various forms, which provide the illusion of safety, but also restrict growth (Van-Deurzen, 2002; Yalom, 2008). Pathologizing certain categories of anxiety is clearly incompatible with the existential-phenomenological approach. It seems more fitting to acknowledge a continuum where on one end are courageous and authentic ways to respond to anxiety, and at the other, avoidant, despairing and inauthentic ways (Kirby, 2004). Case Study Dave came to therapy feeling stuck and unsuccessful in all life areas. He married and quickly divorced and succeeded financially but lost everything. He even became religious and then secular again, after religion turned from love to awe. He followed the rules of Judaism obsessively, and also today, he fears he will be punished for various thoughts and acts. For over a year, he felt compelled to give charity in the first kiosk he saw that day, or else he would die. Freud might see this compulsive behavior as an expression of moral anxiety. There is an intra-psychic struggle between Daves ids drives (that made him sleep around and get involved in delinquency), and his super-ego, according to which he should not be doing and thinking such things, making him feel guilt. In his maladaptive efforts to settle the conflict, he tries to undo his acts and please the super-ego by giving charity that will save him from punishment. Treatment will aim to free the repressed conflict and allow it to enter consciousness and become integrated. Another aim might be strengthening his ego, allowing the development of healthier defense mechanisms in order to rid of anxiety (Hall, 1954). An existential approach will conceive this neurotic behavior as an expression of trying to escape death awareness. Daves fear is not from dueling inner forces, but from non-being. In his attempts to avoid the dreadful recognition that he too will die, he adopted a rigid and restricting behavior that gives him a sense of security from this threat. A behavior that says if I will donate, I will not die; it even says so on the box  [1]  Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ In therapy, Dave should be encouraged to face anxiety and awaken from this illusion. We are all going to die, and acknowledging that enables living. An existential approach does not try to eliminate anxiety, it sees it as an important source of information that motivates and guides us to a full authentic life. According to Van-Deurzen (2002), in the first phase the therapist shows the client the various ways in which he escapes anxiety and chooses not to live. After that, the aim is to help him face anxiety and understand its meaning. The final stage includes exploration of creative ways to rise above the challenges presented by existence, and finding the courage to live with anxiety constructively. Dave and I are at the first stage, investigating ways in which he avoids living. He neglects many aspects of life and escapes thoughts and coping by concentrating on career and money, which give him the illusion of security. He found temporary refuge from anxiety in further frames, such as marrying despite a terrible relationship and becoming religious. Religion gave him meaning and a set of rules to live by, freeing him from the burden of freedom. He followed the Halacha  [2]   strictly, with no room to maneuver. Dave also described always feeling distant from his family. When I asked for a specific memory of feeling that way, we started to touch upon the second stage- the meaning of anxiety. At the age of 7 he witnessed his father get electrocuted and fall off a ladder. This evoked thoughts of life without him, and since then, he kept distant. Dave was exposed to death and the loneliness that accompanies it at a young age, with no one to talk to and process his feelings with. My role as a therapist is to help Dave cope with the complexity of reality and accept the risks and anxieties involved in active living. Dave will hopefully find the courage to give up some sense of security and control for more freedom, and find further compromises between extremes. Hopefully, from the expansion of perspective and learning to deal resolutely with life and death, he will abandon his limiting symptom that resembles the security of prison. Conclusion According to a Freudian perspective, neurotic anxiety is disproportionate to the situation and should be eliminated. It involves repression and distortion of reality that allows temporary security, but eventually tends to paralyze the individual. The source of anxiety is unconscious intra-psychic conflicts and drives, and Freud sees it as a sign of pathology, a psychological mechanism explicable in terms of cause and effect (Kirby, 2004, p.76). It is an abnormal state of mind and a result of a weak ego. Existentialists understand anxiety ontologically, as an unavoidable part of our being-in-the-world. It does not require repression, but rather should be embraced since it teaches us to open up to possibilities and find our own inner-voice. The human-being is not perceived mostly as driven, but as suffering and fearful, anxious in the face of awareness. The anxiety takes place not in ones inner-psychic world, but in his encounter with the external world. Hence, the therapeutic aim is not working on defense mechanisms and inner forces, but expanding the clients perspective and relatedness to the world. It may seem tempting for both therapist and client to concentrate on eliminating the symptom and supposedly getting rid of anxiety. However, Existentialists see this so called neurotic anxiety or pathological symptoms as trying to avoid existential anxiety. Since anxiety is a valuable source of information, we should encourage the client to learn what it can teach him, and not eagerly attempt to get rid of it with medication for example. Out of recognizing and accepting the anxiety, the disturbing symptoms will hopefully stop. Tillich (2000) recognized that we should understand anxiety ontologically before we can help our clients deal with it on an ontic level. The aim is living as much as possible without neurotic anxiety, but with the ability to tolerate existential anxiety.

The Old Man and the Sea - A Fish Story :: Old Man and the Sea Essays

The Old Man and the Sea - A Fish Story    The book, The Old Man and the Sea, is about an old man named Santiago who struggles with a gigantic marlin fish. This is a story of his courage, heroism, and strength. In the book, Ernest Hemingway uses Santiago to explore the theme of man and his relations to animals. In this case it is Santiago's relationship to the different fish he catches, especially the giant Marlin fish. Santiago respected, cared, and thought of the fish as equals. The relationship with the fish is shown through many examples and explanations in the following paragraphs.   Ã‚     Santiago truly cared about the huge Marlin fish he caught and this was a part of his relationship with fish. He would talk to his fish and treat them with his utmost care. This is shown as the Santiago states, â€Å"I wish it was a dream and that I had never hooked him. I'm sorry about it, fish. It makes everything wrong †¦ I shouldn't have gone out so far fish†(Hemingway 110). Santiago is truly sorry that he had to go out so far into the water and catch the giant fish. Because he went out so far, the sharks ate the fish on the way back to the port. He did not want his fish to be ripped and eaten by Santiago's worst enemy,  the sharks. He wished it were only a dream so that the fish would not have to go through the pain. This example shows how mush he cared for the fish and how his relationship with the fish was affected by his feeling of caring.       Santiago also deeply respects fish in general and this aspect of his relationship to the fish is clearly shown throughout the book. There are many instances where Santiago displays his respect for fish and one of them is stated, â€Å"the Old Man hit [the albacore fish] on the head for kindness and kicked him, his body shuddering, under the shade of the stern† (Hemingway 39). This shows Santiago's respect and feelings for the albacore fish. Hitting the fish on the head and kicking the fish is a sign of respect. Another example of Santiago's respect for a fish is when he describes the fish, â€Å"never have I seen a greater, or more beautiful, or a calmer or more noble thing than you, brother† (Hemingway  92).

Effects of Poverty on Children Essay

The nation’s economic crisis has deeply affected the lives of millions of Americans. Skyrocketing foreclosures and job layoffs have pulled the rug out from under many families, particularly those living in low-income communities. Deepening poverty is inextricably linked with rising levels of homelessness and food insecurity/hunger for many Americans and children are particularly affected by these conditions. Find out below a summary of the myriad effects of poverty, homelessness, and hunger on children and youth. Various volunteer opportunities and resources have also been listed that provide information and tools on ways to fight poverty in America. What are the current poverty and unemployment rates for Americans? The ongoing economic crisis has negatively affected the livelihoods of millions of Americans. According to the U.S. Bureau of Labor Statistics (2013), the unemployment rate is 7.9 percent as of January 2013. Despite the data showing an increase of only 0.1 percent from December 2012, the unemployment rate is still high by all accounts, having doubled since the beginning of the recession in December 2007. * U.S. Census Bureau data shows that the U.S. poverty rate rose to 15.1 percent (46.2 million) in 2010, an increase from 14.3 percent (approximately 43.6 million) in 2009 and the highest level since 1993. In 2008, 13.2 percent (39.8 million) Americans lived in relative poverty. * In 2000, the poverty rate for individuals was 12.2 percent and for families was 9.3 percent. * In 2010, the poverty threshold, or poverty line, was $22,314 for a family of four. * Over 15 percent of the population fell below this threshold in 2010. * The percentage of people in deep poverty was 13.5 percent of all Blacks and 10.9 percent of all Hispanics, compared to 5.8 percent of Asians and 4.3 percent of Whites. * While non-Hispanic Whites still constitute the largest single group of Americans living in poverty, ethnic minority groups are overrepresented (27.4 percent African American; 28.4 percent American Indian and Alaskan Native; 26.6 percent Hispanic, and 12.1 percent Asian and Pacific Islander compared with 9.9 percent non-Hispanic White). * These disparities are associated with the historical marginalization of ethnic minority groups and entrenched barriers to good education and jobs. Where is child poverty concentrated? * U.S. Census data reveals that from 2009 to 2010, the total number of children under age 18 living in poverty increased to 16.4 million from 15.5 million. Child poverty rose from 20.7 percent in 2009, to 22 percent in 2010, and this is the highest it has ever been since 1993. * Racial and ethnic disparities in poverty rates persist among children. The poverty rate for Black children was 38.2 percent; 32.3 percent for Hispanic children; 17 percent for non-Hispanic White children; and 13 percent for Asian children. * The National Center for Children in Poverty reports that 17.2 million children living in the U.S. have a foreign-born parent, and 4.2 million children of immigrant parents are poor. It is reported that child poverty in immigrant families is more closely related to low-wage work and barriers to valuable work supports. * The Population Reference Bureau (2010) reports that 24 percent of the 75 million children under age 18 in the U.S. live in a single-mother family. The poverty rate for children living in female-householder families (no spouse present) was 42.2 percent in 2010; 7 in 10 children living with a single mother are poor or low-income, compared to less than a third (32 percent) of children living in other types of families. A staggering 50.9 percent of female-headed Hispanic households with children below 18 years of age live in poverty (48.8 percent for Blacks; 31.6 percent Asian, and 32.1 percent non-Hispanic White). * Single-mother headed households are more prevalent among African American and Hispanic families contributing to ethnic disparities in poverty. What are the effects of child poverty? Psychological research has demonstrated that living in poverty has a wide range of negative effects on the physical and mental health and wellbeing of our nation’s children. Poverty impacts children within their various contexts at home, in school, and in their neighborhoods and communities. * Poverty is linked with negative conditions such as substandard housing, homelessness, inadequate nutrition and food insecurity, inadequate child care, lack of access to health care, unsafe neighborhoods, and under resourced schools which adversely impact our nation’s children. * Poorer children and teens are also at greater risk for several negative outcomes such as poor academic achievement, school dropout, abuse and neglect, behavioral and socio-emotional problems, physical health problems, and developmental delays. * These effects are compounded by the barriers children and their families encounter when trying to access physical and mental health care. * Economists estimate that child poverty costs an estimated $500 billion a year to the U.S. economy; reduces productivity and economic output by 1.3 percent of GDP; raises crime and increases health expenditure (Holzer et al., 2008). Poverty and academic achievement * Poverty has a particularly adverse effect on the academic outcomes of children, especially during early childhood. * Chronic stress associated with living in poverty has been shown to adversely affect children’s concentration and memory which may impact their ability to learn. * The National Center for Education Statistics reports that in 2008, the dropout rate of students living in low-income families was about four and one-half times greater than the rate of children from higher-income families (8.7 percent versus 2.0 percent). * The academic achievement gap for poorer youth is particularly pronounced for low-income African American and Hispanic children compared with their more affluent White peers. * Under resourced schools in poorer communities struggle to meet the learning needs of their students and aid them in fulfilling their potential. * Inadequate education contributes to the cycle of poverty by making it more difficult for low-income children to lift themselves and future generations out of poverty. Poverty and psychosocial outcomes * Children living in poverty are at greater risk of behavioral and emotional problems. * Some behavioral problems may include impulsiveness, difficulty getting along with peers, aggression, attention-deficit/hyperactivity disorder (ADHD) and conduct disorder. * Some emotional problems may include feelings of anxiety, depression, and low self-esteem. * Poverty and economic hardship is particularly difficult for parents who may experience chronic stress, depression, marital distress and exhibit harsher parenting behaviors. These are all linked to poor social and emotional outcomes for children. * Unsafe neighborhoods may expose low-income children to violence which can cause a number of psychosocial difficulties. Violence exposure can also predict future violent behavior in youth which places them at greater risk of injury and mortality and entry into the juvenile justice system. Poverty and physical health Children and teens living in poorer communities are at increased risk for a wide range of physical health problems: * Low birth weight   * Poor nutrition which is manifested in the following ways: 1. Inadequate food which can lead to food insecurity/hunger 2. Lack of access to healthy foods and areas for play or sports which can lead to childhood overweight or obesity * Chronic conditions such as asthma, anemia, and pneumonia * Risky behaviors such as smoking or engaging in early sexual activity * Exposure to environmental contaminants, e.g., lead paint and toxic waste dumps * Exposure to violence in their communities which can lead to trauma, injury, disability, and mortality What is the prevalence of child hunger in America? * The Federal Interagency Forum on Child and Family Statistics reports that in 2010, 22 percent of children under the age of 18 lived in food-insecure households and one percent in households with very low food security. Food insecure means that at some point during the year, the household had limited access to an adequate supply of food due to lack of money or other resources. * In 2009 – 2010, 21 states and the District of Columbia had at least one in four households with children (25 percent or more) facing food hardship, according to the Food Research and Action Center (FRAC). The District of Columbia had the highest rates of food hardship for households with children, followed by Mississippi, Alabama, Florida, Arkansas, Nevada, Arizona, Louisiana, Kentucky, and Tennessee. FRAC data shows that Metropolitan areas in the South and South West, and California were hard hit by food hardships. Use of food stamps increased to 16% (13.6 million households) in 2010, according to U.S. Census Bureau. States with the largest increase (over 30%) in food stamp use included Nevada, Idaho, Colorado, Wisconsin and Florida. * Approximately 1 in 4 Americans utilize at least one of the U.S. Department of Agriculture’s (USDA) nutrition assistance programs each year (USDA, 2011). * The Food and Nutrition Service (FNS) reports that 53% of infants born in the United States receive support from the Women, Infants & Children (WIC) program. * In 2010, more than 31.7 million children each day got their lunch through the National School Lunch Program. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Approximately, 20 million children received free and reduced price lunch, according to the Food Research and Action Center (2010). What are the effects of hunger and under nutrition on child development? Prenatally * Maternal under nutrition during pregnancy increases the risk of negative birth outcomes, including premature birth, low birth weight, smaller head size, and lower brain weight. * Babies born prematurely are vulnerable to health problems and are at increased risk for developing learning problems when they reach school-age. In infancy and early childhood * The first three years of a child’s life are a period of rapid brain development. Too little energy, protein, and nutrients during this sensitive period can lead to lasting deficits in cognitive, social, and emotional development. * Protein-energy malnutrition, iron deficiency anemia, iodine, zinc, and other vitamin deficiencies in early childhood can cause brain impairment. * Failure to thrive, the failure to grow and reach major developmental milestones as the result of under nutrition, affects 5-10% of American children under the age of three. * Hunger reduces a child’s motor skills, activity level, and motivation to explore the environment. Movement and exploration are important to cognitive development, and more active children elicit more stimulation and attention from their caregivers, which promotes social and emotional development. In childhood * Families often work to keep their food-insecurity hidden, and some parents may feel shame or embarrassment that they are not able to feed their children adequately. Children may also feel stigmatized, isolated, ashamed, or embarrassed by their lack of food. * A community sample that classified low-income children ages six to twelve as â€Å"hungry†, â€Å"at-risk for hunger†, or â€Å"not hungry† found that hungry children were significantly more likely to receive special education services, to have repeated a grade in school, and to have received mental health counseling than at-risk-for-hunger or not-hungry children. * In this same study, hungry children exhibited 7 to 12 times as many symptoms of conduct disorder (such as fighting, blaming others for problems, having trouble with a teacher, not listening to rules, stealing) than their at-risk or not-hungry peers. * Among low-income children, those classified as â€Å"hungry† show increased anxious, ir ritable, aggressive, and oppositional behavior in comparison to peers. * Additionally, the multiple stressors associated with poverty result in significantly increased risk for developing psychiatric and functional problems. School-age children who experience severe hunger are at increased risk for the following negative outcomes: * Homelessness * Chronic health conditions * Stressful life conditions * Psychiatric distress * Behavioral problems * Internalizing behavior, including depression, anxiety, withdrawal, and poor self-esteem The effects of under nutrition depend on the length and severity of the period of hunger and may be mediated by other factors. * Improved nutrition, increased environmental stimulation, emotional support, and secure attachment to parents/caregivers can compensate for early under nutrition. * Babies who receive enough nutrition while in the womb appear to show higher cognitive performance in later childhood. * The human brain is flexible and can recover from early deficits, but this also means that brain structures remain vulnerable to further negative experiences throughout childhood. * Breastfeeding, attentive caretaking, and attention to environmental factors, such as sleep cycles and noise, can also promote healthy development. Who are homeless children and youth in America? * In 2009, an estimated 656,129 people experienced homelessness in the United States on a given night, according to the National Alliance to End Homelessness. An estimated 2.3 to 3.5 million Americans experience homelessness at least once a year. Homelessness affects people of all ages, geographic areas, occupations, and ethnicities, but occurs disproportionately among people of color. * Access to permanent and adequate shelter is a basic human need; however, the ongoing economic downturn (composed of the foreclosure crisis, spiking unemployment, worsening poverty rates, and inadequate low-cost housing) is likely to increase rates of homelessness. * The National Association for Education of Homeless Children and Youth reports that during the 2009-2010 school year, 939,903 homeless children and youth were enrolled in public schools, a 38% increase from the 2006-2007 school years. The data is an underestimate since it does not reflect pre-school age children, toddlers and infants. * The United States Conference of Mayors (2009) reports that in 2010 more than 1.6 million children (1 in 45 children) in America were homeless and that approximately 650,000 are below age 6. Families with children are a major segment of the homelessness population. Families with children comprise a third of the homeless population and are typically comprised of a single mother in her late twenties with two young children. * Approximately 47 percent of children in homeless families are Black, although Black children make up just 15 percent of the U.S. child population (Child Trends Databank, 2012). On the other hand, although White children make up 66% of the child population, they account for 38% of homeless children. Hispanic children make up 13%, whereas Native American children make up 2% of the homeless children population. * Homeless single mothers often have histories of violent victimization with over one third having post-traumatic stress disorder (PTSD) and over half experiencing major depression while homeless. An estimated 41 percent develop dependency on alcohol and drugs and are often in poor physical health. Maternal depression and parental substance abuse has a series of negative outcomes for children. * Unaccompanied youth (sometimes referred to as runaway youth) may number between 575,000 to 1.6 million annually and typically range from ages 16 to 22. The major causes of homelessness for unaccompanied youth are mental illness, substance abuse, and lack of affordable housing. * Family conflict is the primary cause of their homelessness with 46% having experienced abuse and an estimated 20-40% identifying as lesbian, gay, bisexual, or transgendered (LGBT). * Homelessness is traumatic for children because they often experience frequent moves, family split-ups, and living in crowded places before using homeless shelters (National Center on Family Homelessness, 2011). * States in the south and south west where poverty is more prevalent have more homeless children than states in the north and northeast. Homelessness affects children’s health and wellbeing, their brain development, causes stress, and hinders readiness for school. What are the risk factors for homelessness in children and youth? * Extreme poverty is the strongest predictor of homelessness for families. These families are often forced to choose between housing and other necessities for their survival. At least 11% of American children living in poverty are homeless. * Female-headed households (particularly by women with limited education and job skills) are also particularly vulnerable. The current economic climate has made the labor market even less hospitable as many of them do not have more than a high school diploma or GED. * Teen parents are also particularly at risk of homelessness as they often lack the education and income of adults who become parents. * Lack of affordable housing is also a risk factor for homelessness, particularly for families who devote more than 50% of household income to paying rent or those who experience a foreclosure. Foreclosures affect vulnerable tenants as well as homeowners who are delinquent in their mortga ge payments. * Substance abusing or physically violent parents and stepparents are the major drivers of homelessness in runaway youth, particularly for those who identify as GLBT. What are the outcomes of homelessness for children and youth? * Homelessness has particularly adverse effects on children and youth including hunger, poor physical and mental health, and missed educational opportunities. * Homeless children lack stability in their lives with 97% having moved at least once on an annual basis, which leads to disruptions in schooling and negatively impacts academic achievement. * Schooling for homeless children is often interrupted and delayed, with homeless children twice as likely to have a learning disability, repeat a grade, or to be suspended from school. * Homelessness and hunger are closely intertwined. Homeless children are twice as likely to experience hunger as their non-homeless peers. Hunger has negative effects on the physical, social, emotional and cognitive development of children. * A quarter of homeless children have witnessed violence and 22% have been separated from their families. Exposure to violence can cause a number of psychosocial difficulties for children both emotionally (depression, anxiety, withdrawal) and behaviorally (aggression, acting out). * Half of school age homeless children experience problems with depression and anxiety and one in five homeless preschoolers have emotional problems that require professional care. * Homelessness is linked to poor physical health for children including low birth weight, malnutrition, ear infections, exposure to environmental toxins, and chronic illness (e.g. asthma). Homeless children also are less likely to have adequate access to medical and dental care. * Unaccompanied youth are often more likely to grapple with mental health (depression, anxiety, and PTSD) and substance abuse problems. * Many runaway youth engage in sexually risky behaviors (sometimes for their own survival), which places them at risk of HIV, other STDs, and unintended pregnancies. Also, emerging research has shown that GLBT homeless youth are 7 times more likely to be victims of violent crime. What can you do to help children and families struggling with poverty, hunger, and homelessness? * Volunteer your time with charities and organizations that provide assistance to low-income and homeless children and families. * Donate money, food, and clothing to homeless shelters and other charities in your community. * Donate school supplies and books to under-resourced schools in your area. * Make your voice heard! Support public policy initiatives that seek to: i. Improve access to physical, mental, and behavioral health care for low-income ii. Americans by eliminating barriers such as limitations in health care coverage. iii. Create a â€Å"safety net† for children and families that provide real protection against the harmful effects of economic insecurity. iv. Increase the minimum wage, affordable housing and job skills training for low-income and homeless Americans. v. Intervene in early childhood to support the health and educational development of low-income children. vi. Provide support for low-income and food insecure children such as Head Start, the National School Lunch Program, and the Temporary Assistance for Needy Families (TANF) authorization. vii. Increase resources for public education and access to higher education. viii. Support research on poverty and its relationship to health, education, and well-being.

Mini biography of rachel mcadams

Rachel McAdams was raised in St. Thomas, Ontario. Get downing at the age of four, she competed in figure skating. By the age of 13, she was executing in Shakespearian productions in summer theatre cantonment. In high school, McAdams intended to use to college to analyze cultural surveies, because analyzing theatre would be â€Å"a spot of a joke† . At the last minute, a play instructor encouraged her to try out to be a play major. She finally majored in theatre at York University and graduated with awards and a B.F.A. grade. She began her professional on-screen calling with an visual aspect on the Disney series â€Å"The Famous Jett Jackson† ( 1998 ) followed by a pilot for MTV. After a few more movies, she hit it large after her visual aspect in the hits Mean Girls ( 2004 ) and The Notebook ( 2004 ) .IMDb Mini Biography By: jatzaTrivialityAttended Original Kids Theatre Company in London, Ontario. Her male parent, Lance, is a truck driver and her female parent, Sandy, is a nurse. She has a younger sister, Kayleen McAdams, and a younger brother, Daniel. Born in the same infirmary as The Notebook ( 2004 ) co-star Ryan Gosling in St. Joseph ‘s Hospital, London, Ontario. In 1995, she received an moving award for her function in the one-act high school play â€Å"I Live in a Small Town† when it was presented at the esteemed Ontario Showcase at the Sears Drama Festival. Studied theatre at York University in Toronto, where she appeared in legion phase and pupil movie productions. During her senior twelvemonth, she played a kid in â€Å"The Piper† , a workshop led by a originative squad from Toronto ‘s Necessary Angel Theatre Company. Worked at a McDonald ‘s for three summers with her sister, Kayleen McAdams, and her brother, Dan McAdams. Was told to partially pattern the character of Regina George after Alec Baldwin ‘s public presentation in Glengarry Glen Ross ( 1992 ) . Received a record five MTV Movie Award nominations in a individual twelvemonth. Graduated from York University in Toronto with awards & A ; a B.F.A. in theatre Once a vegetarian. She donated many signed head-shots to Rocky Stone to be auctioned off to raise money to purchase more playthings for less fortunate childs as portion of the Toy Mountain Campaign. Is of Irish descent. Attended David Rothenberg ‘s on-camera moving category in Toronto with fellow histrions Scott Speedman, Kenneth Mitchell, Polly Shannon and David Sutcliffe. In December 2005, she was # 1 on MuchMusic ‘s â€Å"Who To Make: 20 Sexiest Girls† list. This list is aired each twelvemonth, and there is besides a separate list for cats. Named # 14 on the Maxim magazine Hot 100 of 2005 list. Met her fellow, Ryan Gosling, on the set of The Notebook ( 2004 ) . Ranked # 17 on Maxim ‘s hot list 2006. Considered for the function of Susan Storm/Invisible Girl in Fantastic Four ( 2005 ) . Named # 51 in FHM magazine ‘s â€Å"100 Sexiest Women in the World 2006† addendum. ( 2006 ) . While a pupil at York University, she lived in the same â€Å"house† as Ron Sparks in Vanier Residence. Had to turn down the female lead in The Last Kiss ( 2006 ) due to scheduling struggles. The function was finally given to Jacinda Barrett. Was considered for the function of Vesper Lynd in Casino Royale ( 2006 ) , before the function was given to Eva Green. She was voted the # 101 on FHS ‘s list of Sexiest Women in the World ( 2005 ) . Is a vegetarian once more. Lifes in the popular Los Angeles vicinity of Silverlake. Other Silverlake locals include Beck, Bo Barrett, Christina Ricci, Jason Lee and Ryan Gosling. Older sister of Kayleen McAdams. Split with Ryan Gosling. [ Mid-2007 ] Chosen by Empire magazine as one of the 100 Sexiest Stars in movie history ( # 68 ) . [ 2007 ] . Has a Canis familiaris named George, which she shared with Ryan Gosling. Has of course blond hair. She does n't have a auto. As portion of her day-to-day part to assist conserve energy, she rides her motorcycle or takes the coach. Co-founder of www.greenissexy.org, a web site which helps raise consciousness about the environment. Was Jon Favreau ‘s first pick to play Pepper Potts in Iron Man ( 2008 ) , but she turned the function down. Likes shopping at Vintage vesture shops. Auditioned for the function of Cady in Mean Girls ( 2004 ) , but the portion went to Lindsay Lohan alternatively. Avoided winging aeroplanes until age 22. Auditioned for the function of Sophie for the musical Mamma Mia! ( 2008 ) but lost out to actress Amanda Seyfried. Seyfried had lost out to McAdams antecedently for the function of Regina when they both co-starred in Mean Girls ( 2004 ) . Reunited with former fiance Ryan Gosling ( August 2008 ) . Has one time once more called it quits with former fiance Ryan Gosling [ November 2008 ] . Her favorite actresses include: Joan Cusack, Juliette Lewis, Kate Winslet and Samantha Morton. She besides considers Elizabeth Taylor and Audrey Hepburn to be her function theoretical accounts. She would love to work with Daniel Day-Lewis, James Franco and Sam Rockwell. She is allergic to Equus caballuss. Learned to drive after a bike accident. Learned to appreciate rugger from Russell Crowe.Personal Quotation marksEqually unusual as film devising is, making love scenes for the first clip with person you ‘ve ne'er even said hullo to does work in footings of holding a fresh quality to a relationship. It takes a batch of clip, committedness and a pick. I ‘ve chosen this way, but it ‘s non to state I ‘m non unfastened to love or whatever comes my manner. You ne'er close doors. The craziest thing I ‘ve of all time done to acquire a cat ‘s attending? I admit I stalked person. I showed up at a eating house where I knew the cat worked, and we were really good friends and had lost touch, and I pretended that I did n't cognize he worked at that place. And so ran into him and, â€Å"Oh my God, you work here? I had no idea.† It ‘s the most manipulative thing I ‘ve done in my full life, but it all worked out really good, so I have no declinations. Yeah. I still live in Canada, so it ‘s non rather the same. And when I ‘m in L.A. , I ‘m in a auto ; you do n't hold the contact with the populace. It ‘s non so bad. It ‘s still reasonably much the same. I still experience reasonably normal-ish. The most romantic thing, a lovely boy bought me a frock one time. He got my measurings, really they were from The Notebook ( 2004 ) and I had them sitting someplace, and he found them and bought me this frock, bespoke, this beautiful small black cocktail frock. And I thought that was really, really posh. I want to seek a batch of things that I have n't tried. You know, I did a thriller ( Red Eye ( 2005 ) ) after this, because it was so different and it was a genre I had n't worked in yet. Then I did a beautiful household ensemble play. And following? I do n't cognize. I might travel off to make a little independent in New York. I ‘m non certain. The quality of stuff is of import but, fundamentally, I ‘m unfastened to anything. I like to remain unfastened to anything. A friend of mine had this great theory about the â€Å"Teletubbies† ( 1997 ) , that it ‘s fixing us for being mindless. And acquiring us ready for life in an belowground universe. When they build the belowground universe because we can no longer take a breath the air that it will look like Teletubbie land. I do n't cognize, I like to travel on truly different types of day of the months. Traveling someplace new or some new portion of the metropolis, something that ‘s non your mean thing. Something where you merely travel have an escapade together. I guess you have to be truly unfastened to your moving spouses and believe in the narrative. I have a certain wonder for life that drives me and impel me frontward. I one time made a ( it was supposed to be a 30-minute ) bean salad that took me like 6 hours. I want to work with great managers and seek non to set excessively much force per unit area on myself and merely read things for the narrative and acknowledge when I ‘m drawn to something for the right grounds and seek to keep some saneness. I ‘ve discovered as I ‘ve grown up that life is far more complicated than you think it is when you ‘re a child. It is n't merely a straight-forward fairy tale. I ‘ve kind of heard that â€Å"it† girl thing, but non truly. Hearing it from a few people does n't solidify it in my head and I would n't cognize how to solidify that rubric. It ‘s so elusive and what does it intend, I do n't cognize? I ‘ll set on a hood stone T-shirt, a '50s manner skirt, and a brace of flip-flops. I like to engage a whole clump of things together. I ‘m a chump for those sweeping love narratives. When I read the book ( The Notebook ( 2004 ) ) , I could n't halt shouting! I merely had such a powerful, instantaneous reaction – it was written so good. I was non popular in high school, I know every actress says that, but truly, I was a large geek. Paramount sent them nine-foot-high ( theater anteroom ) cutouts of me. They say, â€Å"You do n't hold to come place, we ‘ve got you in every room of the house! † Most of the clip, people will merely go through me by, or if they do recognize, they ‘ll state something like, â€Å"My girlfriend said that was you, but I did n't believe her.† I did ( preparation in ) tennis, concert dance, swing dance, piano, art category and etiquette. I besides did Gallic idiom, but so it was blending me up with my Southern idiom, so we stuck to Southern! I wanted to be a secretary, I love paper cartridge holders and stapling machines. If I hurt person, if I were to by chance jab person ‘s oculus out, I would laugh. And so I ‘d state, ‘I ‘m regretful, I truly do experience bad, ‘ but so I ‘m on the floor peal. Yeah. I still live in Canada, so it ‘s non rather the same. And when I ‘m in L.A. , I ‘m in a auto ; you do n't hold the contact with the populace. It ‘s non so bad. It ‘s still reasonably much the same. I still experience reasonably normal-ish. I ‘ve been really lucky so far. I have n't had any bad experiences every bit far as fan brushs. They do n't truly acknowledge me. I think it has to make with my hair. I change it all the clip. I like altering my hair colour and sometimes it ‘s merely non for a function. Normally, I merely do it for me. I guess each relationship is different. That ‘s what I love about relationships. Even when they end, you ‘ve learned so really much, so much to take into your following relationship and to take into your life. It ‘s the greatest thing that comes out of an stoping – so it depends on the individual. – On what she learned about herself when her relationship with Ryan Gosling ended I would love to hold childs someday ; I really ca n't conceive of non holding them. My parents have been married for 36 old ages. They [ Lance, a mover, and Sandy, a nurse ] have a pretty honest, straightforward relationship that I hope to hold myself. – On holding her ain childs someday You ne'er truly cognize the individual you ‘re kiping beside. You have a right to your secrets, but that ‘s really hard when you ‘re supposed to be person ‘s spouse. – On matrimony as a minefield of secrets, as suggested in Married Life What about nakedness in movies? Nudity for fictional characters is as normal and everyday as eating breakfast. What bothers me is our civilization ‘s compulsion with nakedness. It should n't be a large trade, but it is. I think this overemphasis with nakedness makes histrions nervous. There ‘s the concern about seeing one ‘s organic structure dissected, misrepresented, played and replayed on YouTube. – On nakedness in moviesSalaryMorning Glory ( 2010 ) $ 2,000,000The Time Traveler ‘s Wife ( 2009 ) $ 4,000,000Red Eye ( 2005 ) $ 1,000,000

Good Blonde essays

Good Blonde essays Good Blonde by Jack Kerouac shows the restless, idealistic youth fighting against the conformity of a bland society symbolized by the characters quests for an identity in a simple life as seen through their all out rush for freedom. In the 1950s when working a job from nine to five was considered success and the money you made was your level of success, there was a small group in society that went against the crowd. Their idea of success was having contentment with oneself no matter what career path was taken. They were the counter-culture of society known as the beat generation. The mainstream society is represented through the Uncle Nick described in the beginning. The Greek reminded me of my Uncle Nick...and wandered down the gray streets...in a gray suit, with a gray hat, gray face going to his various jobs. (Kerouac 145) Gray is a bland color used to symbolize boredom and in this case modesty and conservation. The Uncle represents all mainstream workers whose goals are determined by societys standards. The story gives a taste of what it is like having a dream to live without taking an active part in the workplace of society. This dream of the narrators is one that many people in the United States fought against and tried to oppress during the 1950s. The narrator in this story represents all the youths who desire freedom, solitude and simplicity for their own sake and not letting society press them into working and living for what so many Americans strived for, the American Dream. The narrator is a free-spirit who loves the outdoors and loves the simple life. He works every now and then, but never seems to hold a steady job. His life is very sporadic doing only what he wants to do. His life-source and refuge is the city of San Francisco where he longed to live, party and listen to jazz music. San Francisco, during the movement of the beat genera...

CPR essays

CPR essays Many lives each year are saved because someone in the area of an accident was trained in CPR and was able to keep an injured victim alive long enough for the paramedics to get to the scene. CPR or cardiopulmonary resuscitation is a technique of maintaining blood and oxygen flow through the body of a person whose heart and breathing have stopped. If breathing has stopped, death occurs in over 50 percent of people. Almost all others die within ten minutes. If breathing has stopped step one is to clear out all objects found in the mouth, being careful not to shove anything back down the throat. Also while doing this it is important not to move the spine or neck unless absolutely necessary, because if during the accident damage was done to the spine or neck movement could cause paralysis. If movement must be done be sure to keep the spine straight. Once all objects have been removed from the mouth and it is certain that there is no breathing, rescue breathing should be tried. It is important that the victim is not breathing because if there is slight breathing and rescue breathing is tried it could stop what natural breathing is occurring. In rescue breathing you first must tilt the head back slightly or the tongue could block the airway. Next you pinch the nose so air cannot escape. Third, you seal your lips around the victims and blow air into their lungs. About 12 breathes per minute is good enough for adults; each breath should be approximately one and half seconds. With children or infants two breathes per cycle. After each cycle, whether adult, child or infant, you must check to see if breathing has returned and if there is still a pulse. If the pulse has stopped you have to start chest compressions. Chest compressions help to keep blood circulating and keep oxygen flowing to vital organs. It is important that the heart has stopped completely before chest compressions start. Step one of chest compressions ...

After anne frank Essay Example For Students

After anne frank Essay After anne frank Essays diary, It continues onward to grim results. During their hiding in the secret annexe, a Dutch informer hinted to the Gestapo (German Police) that the frank family was in hiding. On August 4, 1944, the Frank family was discovered and sent Gestapo Headquarters in Amsterdam. The Franks, Van Daans and Mr. Dussel were sent to Westorbork in Holland. On September 3, the Allies captured Brussels and the Franks Along with the Van Daans were the last ones to be sent on a freight train with seventy-five people per car. Each car was sealed tight with only one window. For three days and nights the train ventured across Germany to reach its final destination, Auschwitz in Poland. There the Franks and the Van Daans were then sent to concentration camps. There the conditions were horrible. Healthier prisoners shaved their heads and worked twelve hours a day digging sod controlled by the merciless Kapos, Criminals who served the SS as labor overseers. In October 1944, Anne, Margot and Mrs. Van Daan were among a group were sent to Belsen in Germany. Mrs. Frank died in the infirmary back at Auschwitz. Otto Frank survived to be liberated by the Russians. Margot died February or March of 1945. Anne died soon after. This tells you the reason why the Franks went into hiding that long while and why hiding from everybody, your friends, your family was the sacrifice you had to take to stay out of these death camps. .

Glass Ceiling Research Paper Example | Topics and Well Written Essays - 500 words

Glass Ceiling - Research Paper Example This means that even though women are currently able to move up to higher positions, at a certain point they are stopped by an unseen barrier. This is experienced by those who are hindered from being promoted because of their ethnic affiliation and/or because they are women. Still, progress has been made in the last ten years. According to the CEO of Highfield Human Solutions, Sherilyn Shackell, â€Å"There is no doubt that women have progressed considerably among our global workforce, especially over the last few decades† (AMA, 2010, para 7). She further added, â€Å"Yet, despite reports that women are breaking through the ‘glass ceiling,’ it appears that the ceiling is just ‘slightly cracked’ rather than broken† (AMA, 2010, para 7). The International Institute for Management Development (IMD) research in 2010 reported several disturbing trends: a mere 20 per cent of all executives are women, with almost 50 per cent of respondents admitting the total absence of women within the executive committee group; and, roughly 10 per cent of executive members belong to minority groups (AMA, 2010, para 4-6). Still, in spite of all the protests against the glass ceiling, corporate America is in fact accomplishing much in terms of allowing women to occupy powerful corporate positions. In fact, as stated in the survey of the Organization for Economic Cooperation and Development (OECD), the United States has the least discrepancy between the percentage of women occupying senior management posts and the percentage of male senior managers (Rampell, 2013). Since the 1960s’ social turmoil, the American government has been vigorously engaged in prohibiting gender discrimination in organizations. The Civil Rights Act of 1964 is the key statute addressing the issues of glass ceiling. The law firmly forbids all kinds of discrimination based on national origin, sex, religion, or race in the workplace (Palmer &

Focuses on the process, progress, and prediction of your legislation Case Study

Focuses on the process, progress, and prediction of your legislation - Case Study Example The bill was introduced into the House on November 10, 2015, getting twenty-five percent progressions. Subsequently the bill was referred to the higher education committee on January 26, 2015. On March, the bill was introduced to the floor of the house before going back to the Senate Higher Education Committee. By June, prior to the house going for recess, most of the pieces of the bill had successfully been voted through awaiting their implementation on September first, 2015. An example of the pieces of bills that passed includes the SB 453 concerning the minimum scores needed for public schools students to get credit through an evaluation set through university-level evaluation programs. Others such as HB 1160 that relate to particular information reported to the Texas Higher Education Organizing Board by organizations of higher education for the objective of observance checking did get the majority vote (Texas Legislative Council). The supporter of education bills such as the influential k-12 advocacy group and the Texans for Education Reform were not delighted because of the delayed passage of the bill (Bilika 56). The supporter argument concerning the reforms in public schools was that accountability systems would make an institution performance simpler to comprehend and that it would aid more guardians to become involved in their childrens learning. It would also permit the state to target failing schools efficiently. Critics of the bill on the mother hand claimed that offering an institution a low grade would unfairly stigmatize the school and its learners. They also argued that improved grades would not take into explanation issue such as funding difficulties. I am of the opinion that the education bill is significant to bring transformations to the education sector in Texas. Thus, I support the bill because it will enable all persons in the Texas state to get access to higher education due to the act of

The Issues of Deportation in the UK Research Paper

The Issues of Deportation in the UK - Research Paper Example Apart from these 3 grounds, immigration officers have powers to remove people who have been refused leave to enter the UK. They can also remove illegal entrants i.e. people who have entered without express permission. Further, the Immigration Act 1999 provides the immigration officers powers to remove people who have exceeded the period for which they were allowed to live in the UK.1 This power is also given in cases where the people concerned have obtained leave to reside by deception. The same section also gives power to the immigration officers to remove members of the families of such people. Where any person is liable for deportation under the relevant provision of Immigration Act, 1971, the Secretary of the State may make an order of deportation against him. This means that the person will be ordered to leave the United Kingdom. Any leave granted to him to reside in the United Kingdom shall stand revoked after the order of deportation is passed. The order also means that the person will not be allowed to enter the United Kingdom again.2 In the light of the powers given to administrative authorities to enforce deportation or otherwise to cause the removal of persons whose removal would be conducive to a public good, there are bound to be challenging to orders of deportation. Many appeals against deportation orders are filed before immigration appellate tribunals. There are certain circumstances where the persons ordered to be deported challenge the deportation on the ground that they are not likely to commit the offense again. Gina Clayton, in her Textbook on Immigration Law, asserts that despite this, the judicial authorities may be prepared to uphold deportation on the basis that it may serve as an example and deter others. It is firstly to be said that the work of the author from which statement is taken is a textbook on immigration law.  

The New Mecca by George Saunders Essay Example | Topics and Well Written Essays - 1250 words

The New Mecca by George Saunders - Essay Example Saunders narrative the new Mecca has assisted a considerable number of people to change the attitude developed in certain things. Ignorance can make individuals to develop perceptions about certain places that are completely misplaced and untrue. According to Saunders, misconceptions from a far are sources of biasness that can be costly to a person, touring the world is a remedy to eliminating some of these perceptions. The magnificent city of Dubai changed Saunders attitude about a place he had never travelled before and the conclusive statement at the end of his narrative the new Mecca city carries the theme of the narrative. The picture created about Dubai was that it was a risky desert town with makeshift structures, which could not house people of class effectively. When Saunders had not travelled to Dubai, he heard the magnificent ideas that the government of United Arabs Emirates had but he only thought that these were just blusters. Saunders (23) states that, â€Å"Dubai looked something like Dallas circa 1985: a vast expanse of white boxes, punctuated by clusters of freakish skyscrapers†. This implies that the government had indeed fulfilled its plans to develop United Arabs Emirates to the benefit of its loyal citizens. On the plane to Dubai, he was amused to see a new technology based city dazzling in the desert. The ideas that sounded only theoretical to many people were indeed practical and all the projects were underway with some completed. There is a conception that the people in Dubai are violent hence, difficult to learn their language. Very many people doubt whether they can cope up with life in Dubai because of the language barrier. They think that they would find only uncooperative natives as city dwellers who only understand the local languages and it would be hard for them to find a translator. In reality when Saunders landed in Dubai, he was surprised that most of the city dwellers were foreigners who spoke very decent English and were very welcoming even if there were dressed like local Arabs. According to Saunders (24), â€Å"they are young sweet hearted guys from Nepal or Kenya or the Philippines, who speak terrific English†. Indeed Dubai proved to be an international city hence the idea of a language should not linger in the people’s minds. Most of the workers in the city came from the world poorest nations of Africa and southern Asia and all of them were satisfied with the life in this city. Saunders stated that,

Conflict of interest Case Study Example | Topics and Well Written Essays - 500 words

Conflict of interest - Case Study Example Most of the cases that are brought to the surface are of corruption, bribery, and money laundering. Despite the fact that these issues are worth concerning, but the conflict of interest that is exhibited by these institutions behind the scene and during interrogation phase is gross and vulgar (Hines & Reserve, 2014). Moreover, these acts not only violate the Charter of Human Rights, but it also disobeys the various international treaties, international law, and etc. Conflict of interest is a phenomenon that deals with the abuse of power, where public rights are compromised in order to obtain private gain. Everywhere all across the government and non-government organization one can find several examples of the officials who abuse their authority and position for obtain personal benefits. Conflict refers to disagreement, this disagreement can be on various levels, for instance it can be on the basis of violation of organization’s policy, it may be a disagreement in principle, or disagreement in practice and etc. Conflict of interest can also be dealt as an act of corruption, because it is the violation of trust, and misuse of a power entrusted to an official on a higher rank who is supposed to use the power for public security instead of personal profit. The case of Captain James CoBell is yet another example of a military official crossing his limits, and using his influence for satisfying his pleasure. CoBell was assigned the command of the fleet readiness commander Mid-Atlantic in 2011. In a press release by Naval Air System Command, quotes the investigation, by Commander, Fleet Readiness Centers "misused his position in using subordinates for personal favors, used abusive language toward his personnel and failed to properly account for personal leave," (Stewart, 2012). However, in response to the charges laid upon him, CoBell said that his tenure as Executive and commanding officer did not have any element

The Law of Enterprise Organization Assignment Example | Topics and Well Written Essays - 2000 words

The Law of Enterprise Organization - Assignment Example This is then followed by a discussion of the pros and cons for each investor and for the business as a whole with a focus on Limited Liability Company, Limited Liability Partnership, and â€Å"S" and "C† corporations. Discussion Sole proprietorship In Massachusetts there are no statutory requirements governing the creation of a sole proprietorship. Hence, a sole proprietor interest in the business is represented by the assets of the business, and he or she is not considered as a separate legal entity, in particular for federal income tax. Therefore, every income, loss, credit and profits are taxed under the owner marginal tax level. The other major reason why sole proprietorships cannot benefit this group is that they will each be completely liable for the responsibility of the business to the degree of his or her individual and business assets. Every personal assets committed to the enterprise can be seized to make payments. Even though homeowner insurance can help in excludi ng liabilities arising in the course of the business transaction, they will still need further riders and policies (Griffin 2). Given that the owner of any sole proprietorship is in complete and absolute command of the business such a structure would not work in a group like this due to dissimilar vested interests, ideas, and contributions. General Partnerships General Partnerships would not work very well for this group since the partners would be liable for the debts as well as obligations arising from any wrongful acts by another partner. Specifically when that partner performs during the commonplace itinerary of the business or otherwise acted with the say-so of other partners. This group comprises ambitious people who have their own idea on how to run the business with each seeking to be more active in the management. Hence, any business debt or liabilities due to one of them implies that they will be liable for the risk also as they are legally tied. Therefore, it is going to be difficult to create lasting trust (Miller and Jentz 530). Limited Partnerships Based on the stipulations of Chapter 109, section 2 of the Uniform Limited Partnership Act, a limited partnership would not work very well for this group since it would imply some members possessing minimal level of control and rather limited liability and the one who is active will be liable for any debt or obligation. For instance, to Charlie such a structure would imply him having minimal control of the business since he would not be active, even though he has contributed significant amount of capital and clientele and publicity. Furthermore, the fact that one general partner responsible for running the partnership implies that he or she will be responsible for debts plus liabilities beyond the sum of their contributions, and this would definitely make it hard for any of them to accept to be a general partner, as it will be a great risk on their part. For Leila this would entail placing her parentsà ¢â‚¬â„¢ retirement and property at risk and Andrew and Indira would lose a lot in terms of their contribution, in particular Indira who is willing to mortgage her house as part of her capital contribution (O'Neill and Warda 14). Limited Liability Partnerships Based on the Uniform Partnership Act Chapter 108A, Section 48 one of the key benefits of Limited liability partnerships is that, there is a

Conflict of interest Case Study Example | Topics and Well Written Essays - 500 words

Conflict of interest - Case Study Example Most of the cases that are brought to the surface are of corruption, bribery, and money laundering. Despite the fact that these issues are worth concerning, but the conflict of interest that is exhibited by these institutions behind the scene and during interrogation phase is gross and vulgar (Hines & Reserve, 2014). Moreover, these acts not only violate the Charter of Human Rights, but it also disobeys the various international treaties, international law, and etc. Conflict of interest is a phenomenon that deals with the abuse of power, where public rights are compromised in order to obtain private gain. Everywhere all across the government and non-government organization one can find several examples of the officials who abuse their authority and position for obtain personal benefits. Conflict refers to disagreement, this disagreement can be on various levels, for instance it can be on the basis of violation of organization’s policy, it may be a disagreement in principle, or disagreement in practice and etc. Conflict of interest can also be dealt as an act of corruption, because it is the violation of trust, and misuse of a power entrusted to an official on a higher rank who is supposed to use the power for public security instead of personal profit. The case of Captain James CoBell is yet another example of a military official crossing his limits, and using his influence for satisfying his pleasure. CoBell was assigned the command of the fleet readiness commander Mid-Atlantic in 2011. In a press release by Naval Air System Command, quotes the investigation, by Commander, Fleet Readiness Centers "misused his position in using subordinates for personal favors, used abusive language toward his personnel and failed to properly account for personal leave," (Stewart, 2012). However, in response to the charges laid upon him, CoBell said that his tenure as Executive and commanding officer did not have any element

Principles Of Teaching And Learning In Teaching Math Essay Example for Free

Principles Of Teaching And Learning In Teaching Math Essay Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one right way to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with otherspairing an experienced teacher with a new teacher or forming a community of teachersto observe, analyze, and discuss teaching and students thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in the ir teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and Americas Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how students understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a number on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as profound understanding of fundamental mathematics (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one right way to teach. However, effective teachers recognize that the decisions they make shape students mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the classroom en vironment communicates subtle messages about what is valued in learning and doing mathematics. Are students discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students learning. Using a variety of strategies, teachers should monitor students capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students thinking or to do lesson study is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

Research on Shisha Smoking Hazards

Research on Shisha Smoking Hazards Abstract This research was conducted to familiarize with the Hazards of Shisha Smoking among the youth of today, since past five years in the metropolitan city of Lahore. Primary and secondary sources were of great use. The information collected revealed that the teenagers are adopting Shisha as a style statement without knowing its health consequences. Cafes serving Shisha are considered to be rapidly increasing and therefore gain a big clientele. Besides being a growing trend it is a source of income to many suppliers. The study also found that smoking Shisha for an hour is as harmful as smoking 100 cigarettes. The need of the hour is to educate the youth regarding the harmful effects of smoking Shisha. Although a complete ban on anything is not possible, government should take steps to grip this growing culture. We have divided our main research topic into 5 different domains. Shisha Smoking and its Hazards Shisha originated in north westerns province of India, in the state of Rajastan and Gujrat. According to Cyril Elgood who does not mention his source, he was in India where Hakim Abdul Fateh Gillani an Iranian physician at the court of the Mughal emperor Akbar introduced the idea of Shisha..   Following popularity among noblemen, this new device for smoking soon became a status symbol for the Indian aristocracy and gentry. Although Hooka has been prevalent in rural areas of Pakistan, it only recently entered in the urban areas in a substitute form of hookah which is known as Shisha. Shisha became very popular amongst youth when it was first introduces, gradually it founds it way to peoples houses, parties, functions and events. Cafes and restaurants have gathered a lot of acknowledgement by adding Shisha in variety of flavours in their menu card. By seeing this acknowledgement almost all cafes are serving Shisha in Lahore. There are many problem been faced due to Shisha as it is a demerit good. Although some studies says that Shisha smoking is safer than tobacco cigarette smoking but medical professionals says that all kinds on smoking is bad for health, therefore Shisha stands at same level as is the cigarette regarding health issues. Each Shisha session typically lasts for more than 40 minutes, and consists of 40 to 150 drags that each consists of 0.15 to 0.50 litres of smoke. Hour long Shisha smoking is equivalent to 100-200 cigarettes; in a 45-minute smoking session a typical smoker would inhale 1.7 times the nicotine of a single cigarette. The water in Shisha use to filter diseases is not that efficient to remove all kinds of diseases. . People are suffering certain diseases as they had been a regular consumer of Shisha. Therefore Health issue is the main issue of Shisha consumption. A research department on Shisha smoking and cancer in Pakistan was published in 2008. Our scope of this research on Shisha is for last five years within geographical boundaries of Lahore. Our primary question for research is the hazards of Shisha. This we answered by acquiring knowledge of Shishas four domains significance of Shisha, health issues regarding the usage of Shisha, cafes serving Shisha and problems faced by Shisha victims due to its ban. Literature Review The objective of this paper is to study and highlight the social, behavioral, and health related aspects as well as its externalities with regard to water-pipe smoking among adolescents in Lahore since last 5 years and also to create awareness among the youth. Water pipe, also known as Shisha, â€Å"Hubble Bubble†, â€Å"Narghile†, â€Å"Ghoza† and â€Å"Hookah†, has been in practice for the last 400 years. The reasons accredited to this trend are various misconceptions, that water pipe smoking is not hazardous to health. Another factor adding to its popularity is its social acceptability as compared to cigarettes and its portrayal is a symbol of modernization of our cultural heritage. (Anjum et al, 2007) The extent to which water pipe smoking has penetrated our society is difficult to establish since very little work has been done on it. A recent survey conducted in high socio-economic schools of Karachi reported that Shisha is gaining popularity among the young generation and it is easily available in the restaurants, hotels and Shisha cafes. This survey estimated that almost 70% children have experienced this form of tobacco, as young as seven years old. Its smoke also contains hundreds of potentially dangerous substances including carbon monoxide, charcoal, nicotine, arsenic, cobalt, chromium and lead causing disorders including lung and bladder cancers, impaired pulmonary functions, coronary heart disease, infertility, tobacco dependence and so on. (Anjum et al, 2008) Some research carried out in the UK last year showed that the people who regularly smoke `Shisha` may suffer from disastrous levels of carbon monoxide (CO) resembling to that of inhaling a car exhaust. In addition, water pipe smokers might absorb higher concentrations of these toxic substances because of higher concentrations in the smoke itself, or because they may smoke for several hours at a time and may inhale the moisturised, less irritating smoke more deeply. An hour-long `Shisha` session involves inhaling 100 to 200 times the amount of volume of smoke inhaled when smoking a cigarette. This menace of Shisha Smoking is fast spreading among school and college going students. According to a research, more than 1000 Pakistani children of ages between of 6-16 years take up smoking every day. Although the Anti-Smoking Ordinance 2002, clearly prohibits storage, sale and distribution of tobacco products near educational institutions, yet some leading universities, schools and colleges in Lahore allow Shisha Smoking on social events. Besides this a number of posters posted on walls and bookshops carry attractive offers for Shisha smokers. This is primarily meant to motivate the youth studying in nearby institutions towards Shisha smoking. In fact, every day new Shisha cafes are opening up in the country because of its increasing demand by the younger generation which is further pushing the youth towards the use of this menace. Smoking is also prohibited at all public places, including hotels and restaurants. Yet, it is being served in different cafes and restaurants of the vicinity. It is indeed sad that by allowing cigarette and `Shisha` smoking in these closed premises, the anti-smoking laws of the country are being disobeyed by almost all hotels and restaurants in the country. (Dr Javed Khan, 2010) The reasons for this rising trend are certain misconceptions that water pipe smoking is not hazardous to health, since the tobacco is filtered through water before inhalation; nicotine content is less than that of cigarettes and addition of fruit flavours make it healthier. (Dr. Javed Khan, 2010) Another factor adding to its popularity is its social acceptability as compared to cigarettes and its portrayal is a symbol of modern lifestyle. Our research has shown that increasing consumption of Shisha smoking among the young generation is likely to become a serious public health issue of Pakistan in a very near future. Research has shown that people who consume Shisha are likely to become regular cigarette smokers and are also pushed towards other drugs indirectly. Lack of knowledge is the main problem due to which treatment induced is ineffective to make people quit water-pipe smoking. The space between knowledge and treatment can be filled by the efforts made by the research authorities. People should be aware of the health threats so the new trend of tobacco smoking causing diseases, addiction and death can be prevented. Our health authorities must take notice of the current situation and put a complete ban on serving `Shisha` at any hotel or restaurant in the country. The electronic and print media must warn the public, particularly the youth, on the serious potential health hazards associated with `Shisha` smoking. (Dr. Javed Khan, 2010) Research Questions Primary research question Hazards of Shisha Smoking among youngsters in Lahore, DHA and Gulberg since last past five years. Subsidiary questions 1. Do you smoke Shisha? This question was generated to know whether the respondent is a smoker or a non smoker. If someone smokes a Shisha, then what the reason actually was, being peer pressure, surroundings or status symbol. If he doesnt, then what is the reason behind it? 2. Do you think Shisha is harmful for health? This question was generated to find out the general opinion of the public about the health hazards of Shisha. 3. Has Shisha become an addiction for you? This question was asked to find out if quitting Shisha smoking is possible for the respondents. It also enquires to what extent is the respondent dependent on the Shisha availability. 4. In your opinion, what is more harmful for health? Cigarette or Shisha? This question inquires the respondents about the misconception of Shisha being less harmful than a cigarette. It is designed to find out how deep is this misconception enrooted in their minds. Methodology Data collection tools consist of a questionnaire and 4 interviews. A sample of 30 pupils was taken, consisting of Shisha smokers and non-Shisha smokers, to fill the questionnaire. Questionnaires were distributed using simple random sampling and snowball sampling. 10 questionnaires were filled in the university and the remaining questionnaires were distributed to random pupils in cafes. Once the data was collected, it was analyzed by the help of Statgraphic. Interviews were conducted from four people, a doctor, and a consumer of Shisha, a supplier and a worker in cafe. The workers and consumers interview was held on 20th March 2011 at Mini golf. The suppliers interview was conducted on 28th March 2011 at Cafe Rock, while the doctors interview was carried out (March, 3, 2011). Analyses of questionnaire and interviews have been included in the discussion. Analysis of Data and Discussion Social Significance Shisha in Pakistan was introduced in the cafe â€Å"mini golf† in the liveliest city of this country Lahore in 2000. As years passed away Shisha has become one of the most significant product of get togethers. Shah Sharabeel the owner of mini golf received huge amount of revenue and acknowledgment by the serving of Shisha which attracted other businessmen got an idea to promote their cafes by providing Shisha in their cafes. Now there are more than 200 cafes serving Shisha in the city Lahore this is my own observation. It has become so significant that even in the hotels like â€Å"Pearl Continental Hotel† also serve Shisha†. Shisha significance has increased dramatically it is not only served in elite areas like Gulberg but also in lower class areas like Anarkali. It was really surprising for me as a consumer of Shisha when I was attending a wedding ceremony where I was served a Shisha, this was the very moment when I myself gave a thought that Shisha is becoming a part of Lahores culture. The serving of Shisha in wedding ceremonies is becoming so common nowadays, I myself have attended five wedding ceremonies in which Shisha had been served. Nowadays majority of youngsters have Shisha at their homes this shows that Shisha is now socially accepted as a part of our culture. In the questionnaire I proposed a question in which I asked about their parents strict check on Shisha smoking habit majority reply was no. This shows that people do not consider Shisha as a demerit good as is a cigarette. One of the main reasons for a drastic increase in Shisha consumption is that people have a false assumption that Shisha is environmental friendly and is less harmful than cigarette whereas in a research it has been proven that Shisha is far more dangerous for ones health as compare to cigarette. (See Appendix C, Figure 4). I come to about this false assumption by interviewing a regular consumer of Shisha. While interviewing there was a question raised that why is Shisha becoming so common among youngsters like you? In reply a consumer said that Shisha is becoming a trend among youngsters, people have an incentive to hang out which is to have Shisha. Shisha in short time period had turned out to be a style icon, Shishas consumers covered people from almost all groups of society. The young people are at top of the list in Shishas fan club. The attempts of the Punjab Government to check this fast growing culture had raised many questions and the most important is that when cigarette and other drugs are not been checked by the government then why the ban on Shisha? In reply its simple that Shisha is socially accepted. When people dont get back from trying cigarettes and other drugs then this Shisha a tasty fruitful sweet flavoured smoking system should not be refraining by people. There are many reasons for smoking Shisha some says that it is a hobby, it is the best pastime with friends, a way of keeping up-to-date with newest trends or just puffing as others do it. Shisha consumption is not limited to Shisha bars only but it is spreading its roots in education premises as well, â€Å"With the hovering news of Punjab Governments consideration for an altogether complete ban on Shisha, many willing investors feel discouraged to step in the previously blooming Shisha business. Of course a 100 percent ban on anything cannot be deemed possible but even a few effective measures here by the government can lead to a relatively large potential drop in the Shisha market.†(Younis, 2011) Shisha has become so common in Pakistan that nearly all cafes, restaurants and eateries offer Shisha in variety of flavours. â€Å"Our young generation today are attracted to Shisha, as it comes in a variety of flavours and is popular as a group activity†. Many Shisha consumers have faith in this false statement that Shisha is less harmful than cigarettes but the reality is quiet different Shisha is far more different than cigarettes. By smoking Shisha one inhales more carbon monoxide as compare to inhaling of cigarettes, which cause heart diseases, respiratory problems and many more similar to cigarettes diseases.† According to a study conducted in Saudi Arabia, where Shisha is very popular, Shisha is just as, if not more, harmful than normal cigarettes. Headaches, blurred vision, palpitations and dizziness are just some of the symptoms reported by Shisha smokers as well as cigarette smokers.†(Mugani, 2009). Government of Pakistan should implement laws against Shisha smoking in public places, as this kinds of laws have been implementing in many countries all over the world. Whereas if someone wants to smoke he/she should does it at his/her home. Government should create awareness especially among young generation by setting awareness programme conducted in educational institutions to educate people about the hazards of Shisha smoking. (Mugani,2009) Shisha smoking for one hour is equal to 100 cigarettes smoking, Shisha addiction has increased in the form of fashion.† Pakistan Chest Society Sindhs General Secretary Dr Mushataque Ahmed Memon informed that a recent research has revealed that smoking Shisha is 10 times more injurious as compared to cigarette while smoking Shisha for an hour is equivalent to smoking 100 cigarettes, adding that the impacts of cigarette smoking are not hidden from anyone.† (Hanif, 2011) General Secretary said that Shisha smoking causes lung cancer. Causes respiratory problems and asthma. In addition it also causes mental health problems. He said that because of non-implication of laws to ban shiha, Shisha has become a vital problem young generations health, this issue has kept un noticed but it should be considered one of the main problems. â€Å"Pakistan Medical Associations President Prof Dr Idrees Edhi said that Shisha is becoming common since families do not consider it bad. He said especially the youth adopt Shisha smoking as a trend which eventually leads to addiction.†(Hanif, 2011) He said that everyone is aware of the hazards of cigarettes but no one is aware of the hazards of Shisha. Every cafe and restaurants serve Shisha where every student whether a boy or a girl both enjoy the taste and smoke of Shisha without noticing its hazards.   He pointed out certain misconceptions which are the reasons behind this rising trend he said people think that Shisha is environmental friendly due to baseless reasons including that the tobacco is filtered through water before inhalation; less nicotine content than that of a cigarette and healthier smoking due to the addition of fruit flavours but these all are misunderstandings.† Dr Javaid Khan told that he conducted a survey in four universities which revealed that 43 percent male and 11 percent female students were the addicts of Shisha while 60 percent males and 18 percent females had consumed Shisha once in their lives.† (Hanif, 2011). Shisha has become a major part of majority of the youngsters as I carried out a survey in which I asked the quantity of consumption of Shisha on average, majority reply was once daily. Shisha has become more of a trend and a way to keep one up to date. It has become a mean of get together. People even consider it as a best pastime. This really shows its significance. Government carry out surveys, research and passing laws against Shisha shows that Shisha is becoming Pakistanis culture its significance is increasing day by day. Nowadays it is becoming a major part of any festival   whether it is basant, jash-ne- bahara, wedding ceremony, birthday party or any private party. Shisha is available almost everywhere as a cigarette is available. People prefer Shisha over cigarettes as they follow their false assumption that Shisha is less harmful than cigarettes. This all major points show that Shisha is affecting our nation by all means. (Hanif, 2011). Shisha Cafes In its most common meaning a cafe is a place to eat, a restaurant as we may call it, but when we talk about a cafe in Lahore, Pakistan there is a difference in its meaning than a restaurant. A cafe in Lahore has one distinctive feature than restaurants, which is, it is also a Shisha corner.   Shisha has become a lot popular since it was first introduced, around 10 years ago. The first place where it was served is National Park, more commonly known as Mini Golf. One of its owners is the most popular of personalities of Lahore, Shah Sharabeel. Ali Shisha wala isthe sole manufacturer of a certain design of Shisha. As Shisha increased in demand, investors set in to meet this demand. Places like Defense Housing Authority (DHA) and Gulberg were filled with such cafes. As competition set in, Mini golf managed to hold three open bars for Shisha serving which attracted quite a lot of teenagers, they offered, and still do, different discount cards to attract customers, mainly targeting teenagers, portraying Shisha as the new ‘hip product. Hazards of Shisha were not much of a concern then. It was only until recently that the hazards of Shisha have become a major concern. As Javed(2010) claims in an article, that Shisha has indeed become an addiction, which is widespread in the 16-25 years age group which consisted of 70 percent males and 30 percent female Shisha smokers. According to our research, most of the Shisha smokers are unaware of the threats posed by it and those who are aware of the hazards do not seem to understand the seriousness of it, like many cigarette smokers. The contents of Shisha mostly carry prohibited and addictive substances. One of the dangers is that Shisha may result into low fertility rates among girls. There may be about 30 cafes in DHA and Gulberg only and by personal experience I know that none of the suppliers were aware of the hazards of Shisha smoking, if they were, they were not concerned by it, but everyday they make much profits through their customers. The Governments consideration of Shisha and its hazards have only recently come into play due to the protests by the media and the DHA Shisha ban phenomenon, which happened about 3 years ago. It is suspected that a lot of malpractice takes place during Shisha sessions. It is precisely that reason why Shisha has been banned outright in DHA. A girl expired while smoking Shisha which contained wine instead of water and cocaine instead of flavor in it, the mixture reacted pretty bad or heavy for the girls body. However this did not seem to have a substantial effect on Shisha smokers and Shisha providers. However Shisha cafes remain open in the outskirts of DHA, shifting the consumers to these cafes.   When we talk about Shisha hazards and the cafes who are providing it, we seem to forget about the workers of that place. I aimed to fulfill this gap and obtain their views. One of the workers, Muhammad Arslan who works at mini golf, was interviewed. He says that he and he alone serves up to 70 Shishas everyday. When asked about his health he claimed that he has not observed any change in his health. Another waiter standing nearby responded to this question too, stating that he feels addicted to Shisha smoking. However, my personal reviews about Arslan were that his face was pallid and he seemed very weak by his appearance, like a drug addict, to be more accurate. When asked that why did he preferred serving Shisha and not food, his answer was that he always wanted to do this, he states that by checking and listening to his customers reviews of the Shisha he served, gives him pleasure. Finally we asked him about the safety precautions, the management had to propose to the workers, we received a flat â€Å"nothing† as an answer to this. It is agonizing to see how badly these investors treat their workers, who risk their lives to conduct their tasks although they are not aware of it, who are not being paid adequately and no precautions! The workers may not be aware of the hazards of Shisha; it is their employers responsibility to take notice of their health. Awareness campaigns should be held in order to save these workers. It should be discouraged; the employers ought to take responsibility for their health. If one worker serves up to 70 Shisha on average, this is an outrage that their employers are not even concerned. The government should take notice of this worker exploitation. Once the interview was conducted and analyzed, we shifted towards the suppliers to obtain reviews and their justification of the worker exploitation. We also intend to find whether they are affected by the ban on Shisha in DHA. Since the hovering news of the raid in Jammin Java cafe in Gulberg, many cafes have taken precautions, as the Government seems to take notice on the hazards of Shisha. An example is a notice outside mini golfs Arabian lounge, which said â€Å"Shisha will not be served to underage pupil.† Cafe rock was surveyed as a sample and interviewed its owner, Omer Javed Butt. There was also a sign board on its entrance saying the same statement mentioned above. Starting with the obvious of questions was he aware of the danger posed by Shisha. Yes, he does but according to Mr. Butt there are certain flavors which are dangerous for example, Gutka and its mixture with other flavors. He states that his cafe does not cater any such flavors. He claims that his cafes main purpose is to serve as a restaurant. Their cafe provides Shisha with food only. This is a mean to discourage Shisha, according to him. With this caution they manage to make about RS 300,000 every month, exclusively on Shisha. When asked about what measures have he taken for the workers health, he states that he has simply reduced their working hours compared to other waiters without any increments in their wage or any other fringe benefits. As for the governments consideration on Shisha, it cant be banned outright because cigarette smoking have not been banned, which is a more dangerous addiction. By pointing out the governments lack of authority in banning cigarette smoking, they intend to de-track the government and compensate them for providing Shisha. And since Shisha have been brought into citizens homes, it simply cant be banned, because it would not stop smokers (Omer, personal communication, 2011, March 28t). The measures taken by the Punjab Government to decrease the consumption of Shisha is have not resulted into a major threat as their business have not been affected by it(Omer, personal communication). The reason for ban on Shisha in DHA is known to everyone, even our interviewees. It has been a rumor that many people and cafes have been infusing drugs in the contents of Shisha. However it have never been proven, neither have anybody witnessed it. While surveying Arslan was inquired about the rumored drug activity taking place in cafes, he disagrees; drug activities are not conducted publicly but in privacy. Furthermore, such activities cannot take place within a cafes premises as drugs like cocaine can easily be detected (Omer, personal communication, 2011, March 21st). The university grapevine tells a different story, it is known by students that malpractice can take place publicly although not anymore, due to the recent police raid in two cafes. The police forced their way in Sheikhoos cafe and cafe life on March, 17, 2011, although illegally as they failed to show a warrant when inquired, but when asked from the policemen, they claim that they were conducting raids under orders of the Lahore CCPO (Pakistan today, 2011). Under such circumstances the cafe owners take precautions so as not to damage their reputation in the market. As one can conclude from the results, it is advisable for the government to take actions but legally and in a subtle manner. Clientele In Pakistan traditionally used â€Å"hookah† is now known as Shisha. Shisha is gaining massive popularity among youth of Lahore, Islamabad and Rawalpindi causing serious health issues to their lives. People addicted to smoking Shisha faces many problems due to its ban. The major concern for the society is the increasing rate of smokers in both male and female. Shisha attracts more customers than cigarettes as it is served with flavours and sweet-smelling substances of Lemon, Strawberry, Orange, Apple, Honey and cherry. Although the ban on the use of Shisha has been selectively imposed by the governments in certain areas but violators are not being prosecuted. Some restaurants are still offering Shisha to the teenagers who are visiting these places in increasing numbers. These youngsters seem to have taken Shisha as a style symbol without knowing its consequences (See Appendix C, Figure 1). Shisha smoking is one of the most recent trends among the youth of Lahore. Cafes offering Shisha are considered to be ‘in and therefore, gain a big â€Å"clientele†. According to a newspaper report, Lahores Defence Housing Authority (DHA) has asked cafes not to serve Shisha as it is injurious to health and also used in the consumption of drugs in most of the cases. Concerned parents feel relaxed after the imposition of ban on Shisha. However, there are still many questions unanswered such as â€Å"Do we have definitive medical evidence suggesting that smoking Shisha is a health hazard? Do cafes need official permission for serving Shisha? Why is it still being allowed to be served in other parts of Lahore?† (â€Å"Lahores bifurcated laws the perils of smoking Shisha in DHA†, 2008). Government and NGOs should work in collaboration to find concrete evidence regarding the harmful effects of Shisha and hence, issue health warnings to youngsters as it was done in case of cigarette smokers. If Shisha is considered to be harmful, it has to be banned all over the city. It makes no sense why the administration outside DHA is not asked to impose a ban on it. (2008) Young people are the primary target of the tobacco industry in Pakistan. In order to create 100 percent smoke-free environment complete ban should be imposed on tobacco advertising. Similarly to discourage its use tobacco taxation should be introduced. As we all know that youth is the backbone of every nation. In order to maximize their profits tobacco industry needs to replace people who quit smoking with new young customers. This can only be done by attracting more individuals from worldwide with potentially divesting health consequences. Some people thing that smoking Shisha is less injurious to health than smoking cigarettes however, they both cause serious diseases such as lung cancer. (Maqbool, 2009). According to Section-8 of the Prohibition of Smoking and Protection of Non-smokers health ordinance, in year 2002 no person was allowed to sell tobacco products to any other person under the age of 18 years as it was against the law. The enforcement of this section of law has remained weak so far. (Maqbool, 2010). The National Bank Park near Kalma Chowk and restaurants around Gaddafi stadium are identified as hubs of Shisha smoking. Chief Minister Shahbaz Sharif took action in the Senate and standing Committee on health to stop the trend of Shisha bars in high-class and middle class areas making teenagers especially women addicted. He promised that no new contracts will be issued to Shisha bars in parks to stop unhealthy activities in young generation. (â€Å"25pc people may be diabetic by 2025†, 2010). Another important thing is parents generally do not know that flavored tobacco used in Shisha is as dangerous as cigarettes tobacco. Due to which TCC (Tobacco Control Cell) has printed flyers to distribute them in the educational institute to highlight the dangers of Shisha smoking and the fact that it is against the law to serve Shisha to those who are under 18 years of age. (Maqbool, 2011). According to Muhammad Ahmed Pansota a police team led by the Liberty police SHO raided Restaurants of Danial Arif (Sheikhoos Cafe at MM Alam Road), and Arif Saleem (Cafe Life at Gaddafi Stadium). There were two Shishas held from Arifs restaurant and four from Saleems. The police told them that were not allowed to serve Shishas, though the police had nothing in written. The petitioners added they serve Shisha throughout the province without any opposition from the government officials. The clients were not implicated in any criminal activities rather the police raid was unlawful and meant to blackmail them to close their business. The clients were aware of all the rules and regulation regarding their business. The police raid not only damaged the petitioners reputation but also resulted in great loss Pansota added. The court has been requested to declare this action of police illegal and unlawful. (â€Å"Shisha ban: Police chief summoned over restaurant†, 2011). Habiba Younis points out that Shisha initially emerged as a style icon in â€Å"elite circles† has now covered people from nearly all groups of society. The most prone of these were, of course, young people. For many it was a hobby, a past time with friends, a mean of being advanced with the latest trends or simple leisure puffing just because others are doing it. Moreover, nowadays its usage isnt only confined to Shisha bars but it is also growing roots in educational premises such as