International Ethics Assignment Example | Topics and Well Written Essays - 500 words

International Ethics - Assignment Example Lastly, illegal immigrants pose serious problems to the states, imposing enormous economic costs and are a major concern in the times of today. In the recent years the outbreak of the global war on terror has raised serious issues of human rights and distributive justice in the international system. According to scholars "the term  distributive justice  refers to fair, equitable, and appropriate distribution determined by justified norms that structure the terms of social cooperation" (Beauchamp and Childress, 226). Moral and ethical troubles take place with distributive justice when there is tug war for resources. Also with the ongoing war on terrorism serious human right violations are observed, bloodshed of innocents, torture and targeted killings of many etc. Human rights are relevant to terrorism as concerns both its victims and its perpetrators ( Zalman). It is believed by many that for a state to emphasize on its national security, it has to steal away the rights of others resulting in concerns of human security and distributive justice. These beliefs however vary in different schools of thoughts. Where war is inevitable for realists, the idealists view it unnecessary, unethical and immoral.  Idealism holds that a state should make its internal political  philosophy  the goal of its foreign policy which is never war. A â€Å"realist† foreign policy of a state places national interests and security above ideology, ethics and morality (Ziring et al, 9). The idealist school believes that foreign policy must reflect the ethical, moral and philosophical values of the country. Realists approach would defend and promote violation of human rights and distributive justice for the defense of national security however an idealists approach would condemn that. As a Secretary of Foreign Policy and International Ethics I would design an assessment which would

Discussion board Assignment Example | Topics and Well Written Essays - 500 words - 4

Discussion board - Assignment Example By so doing, most employees will work towards ensuring that the organization achieves their goals, and they get paid adequately because there will be job satisfaction as the payment plans are equal among all employees. The fair distribution of merit pay and other incentives makes the employees feel appreciated in the organization because the employer does not allow bias when it comes to compensating employees. In addition, the employer may come up with a payment plan where they can invest in the strong workers, to ensure that the poor workers work towards getting to where the strong workers are or have achieved. Additionally, it is a means of cultivating the stronger skills in the country to ensure that this workers stay in the organization and use their skills adequately in the organization. It is important for the organization to come up with a way to gather data to ensure that pay-for –performance is equitable and does not amount to favoring one group. The kind of data that is required include the objectives of every employee in the organization. This is because the employee’s objectives indicate whether the employee has similar goals as those of the organization. Secondly, the organization requires establishing the performance of the employees by conducting performance appraisals to establish, which employees are using their skills for the benefit of the organization. This is because having another perspective from other employees gives the employer an idea of the strengths and weakness of the employee (Heneman, 2002). The other form of data that can be used by the organization to establish pay for performance is to view the employee’s files and establish their commitment to the organization. By so doing, the employee sees the progress of the emp loyees and establishes areas where they should invest in relation to talent. Linking pay to objective criteria would

Evaluating Human resource management Essay Example | Topics and Well Written Essays - 2500 words

Evaluating Human resource management - Essay Example But quite often a distinction is drawn between the Human Resources Management (HRM) and the labour management concentrating on the industrial relations of the large enterprises. However in the context of globalization the pressures exerted on HRM and labour Management initiatives have really changed the nature and scope of these distinct functions. "Changes in IR practices (rather than in institutions and systems) such as increased collective bargaining at enterprise level, flexibility in relation to forms of employment as well as in relation to working time and job functions have occurred as a result of such factors as heightened competition, rapid changes in products and processes and the increasing importance of skills, quality and productivity." (S.R.de Silva) These factors also seem to have an impact on the policies and practices of the HRM. In this context this paper presents an overview on the problems of labour management to the extent it affects the growth and progress of an organization and the role of the HRM in providing effective solutions to the problems being encountered in the labour management. "Enterprises driven by market pressures need to include in their goals improved quality and productivity, greater flexibility, continuous innovation, and the ability to change to respond rapidly to market needs and demands" (S.R.de Silva). Such enhanced organizational goals increase the efforts and commitment of the HRM in realizing the management goals. For this purpose the HRM has to shift its focus to largely depend on individualism rather than collectivism that result in the alignment of the pay systems to the individual performance and skill sets. Thus realizing the improved organizational goals call for an effective change management, larger involvement of employees, increased commitment from the employee side, provision of more training, soliciting more employee participation to exhibit team work and cooperation which are all the important HR initiatives. At the same time all these can be viewed as potential industrial relations issues needing an effective labour management. With this increased responsibilities "The dominant position towards which HRM is moving points to a "change in power relations and highlights the supremacy of management. The management prerogative is rediscovered but in place of command and control the emphasis is on commitment and control as quality, flexibility and competence replaces quantity, task and dumb obedience. To put it another way: the managerial agenda is increasingly focused on innovation, quality and cost reduction. Human resource management makes more demands on employees, work is intensified .... there is less room for managerial slack and for indulgency patterns." (John Purcell) 3.0 Objectives of Labour Management and HRM: In order to have an appreciation of the ways in which HRM can provide solutions to the labour management issues, it is important to understand the basic objectives of the labour manage

Discussion board Assignment Example | Topics and Well Written Essays - 500 words - 4

Discussion board - Assignment Example By so doing, most employees will work towards ensuring that the organization achieves their goals, and they get paid adequately because there will be job satisfaction as the payment plans are equal among all employees. The fair distribution of merit pay and other incentives makes the employees feel appreciated in the organization because the employer does not allow bias when it comes to compensating employees. In addition, the employer may come up with a payment plan where they can invest in the strong workers, to ensure that the poor workers work towards getting to where the strong workers are or have achieved. Additionally, it is a means of cultivating the stronger skills in the country to ensure that this workers stay in the organization and use their skills adequately in the organization. It is important for the organization to come up with a way to gather data to ensure that pay-for –performance is equitable and does not amount to favoring one group. The kind of data that is required include the objectives of every employee in the organization. This is because the employee’s objectives indicate whether the employee has similar goals as those of the organization. Secondly, the organization requires establishing the performance of the employees by conducting performance appraisals to establish, which employees are using their skills for the benefit of the organization. This is because having another perspective from other employees gives the employer an idea of the strengths and weakness of the employee (Heneman, 2002). The other form of data that can be used by the organization to establish pay for performance is to view the employee’s files and establish their commitment to the organization. By so doing, the employee sees the progress of the emp loyees and establishes areas where they should invest in relation to talent. Linking pay to objective criteria would

Centered Approach Essay Example for Free

Centered Approach Essay Family-Centered Approach ECE 313 Collaboration with Parents Community Kathleen Thomas October 10, 2011 Instructor Cindy Hopper The economy has hit an all time low and has caused two parent households and single parent households into the workforce. As a result of this the parents are looking for childcare centers for their children. The main concern of these parents is will the centers help with the behavior and development of their children. These parents are looking for a place that is going to help with the development of their children’s self-help skills, empowerment, pro-social skills, self-esteem and attachment. These are behaviors that are not easily controlled and because the children spend the majority of their time in the centers the parents are hoping that together they can help develop desired behavior. That is why they are looking for a center that uses the family-centered approach. As the educator you have to develop a relationship with the children and their parents, the parents have to feel that they are going to be involved in everything that goes on in the center and that concerns their child. The educator has to sit down and learn about the child from the parent so that the educator will know what the parent expects from the educator and the center. The educator has to spend time with the child so that they can start to form a relationship. Family-centered has been defined as: Focus on the children within their families. The program includes the family as an integral, inseparable, part of the children’s education and socialization. Families along with their children are the program. (Gonzalez-Mena) p. . It is very important to acknowledge the children within their families because this way, you remember that you can not do anything without involving both of them. It is important that the educators know what the parents expectations are, Teaching children desired behavior may not be easy even when the educator and the parent are using the same methods. Potty training may require the educator and the parent using the same procedure which might be putting the child on the potty several times a day. If either of them changes the procedure this might cause the child to become confused and it may take longer to train her. To encourage desired behavior from children, parents and teachers need to have a strong relationship with the children. A warm affectionate bond and a positive emotional tone in the home and center will convince the children that their teachers and parents are on the same team and promote a spirit of cooperation and understanding. (Neifert, Marianne, MD) Helping a child develop self-esteem takes a lot of work because you can not do it by saying things that are not realistic. You can not say you are the prettiest girl in the world and think that this will help her self-esteem, as a parent you have to promote self assurances, self-help, competence and being â€Å"special. † Self-esteem rises if the individual is proud to perceive herself as being in possession of these traits. (Gonzalez-Mena) p. 205. Self-esteem has four dimensions: significance, competence, power and virtue. Teaching a child about self-esteem would be difficult because hopefully the child would feel loved and cared for by her parents and she would need to feel that you loved and cared for her too. However, if the child did not feel that she was important this is not something that you can make happen. You can try by showing her that you do care about her and that she is important. You could compliment her when she has achieved a goal that was set for her but you should not over praise her. To promote self-esteem you should never have a critical attitude, label a child or use name calling. Use encouragement instead of always praising them. When they have done something better than the last time make a comparison about how much better it was this time. Never compare your child’s performance to another child’s. Children will fail at some of the things that they try to do but this will be an experience for them. Have realistic expectations; be certain that your expectations for the children’s behavior match their age and developmental abilities. You have to be prepared to show them what it is that you want them to do. Practice the skills with them so that they will be able to do them alone. It is not impossible for a two year old to put on their coats but this two year old might not be ready, you will have to practice this over and over until the child is able to do it themselves. Competence, power and virtue are a part of self-esteem and these things might be easier to teach, being competent means that you have skills that you are very good at. If you were doing these skills on a daily basis you would someday be extremely good at that skill. Power is believing that you are in charge of something other than the paper clips and that you have control over the things that happen in your life. Virtue is being a good person and knowing right from wrong. Educators can take these four dimensions and use them to help a child learn how to feel good about themselves. Teaching pro-social skills you can model the children yourself, you have to set limits and tell them why you are setting the limits. The reason is because you don’t want them to get hurt. Have children work and play together so that they will cooperate better. When children are involved in a conflict it is your responsibility to resolve it with a solving approach. Always avoid punishment as a way of discipline. There are other things that you can do when trying to teach pro-social skills; as an educator you should sincerely acknowledge children’s pro-social behavior by recognizing when they are doing things together (ex: two children have started cleaning up the art area) your response could be â€Å"that is real cooperation†. You should explain reasons for rules and help the children understand the effects of their behavior on others. This type of inductive discipline seems to encourage child to be kind and helpful. (Berman, K. L. , M. M. Torres, C. E. Domitrovich, J. A. An educator can encourage good behavior by using a reward system. Choose a behavior you would like to change. There might be a child in your classroom who will not sit still in his seat; you can tell him that if he sits still that you will reward him for staying in his seat. You can tell him that he has to earn five tokens by staying in his seat when you are teaching the class and that five tokens will get him ice cream at lunchtime. It does not have to be tokens; you might have a chart with everyone’s name on it and at the end of the week if they have receive a star for everyday they will receive extra cookies at snack time. Share your reward system with the parents and see if that helps them out with behavior problems at home.

Impact of Bullying on Child Personality

Impact of Bullying on Child Personality Munira Minaz Ali This paper discovers the bullying behavior as a common feature and, a nightmare in schools and colleges throughout the world. It is a troublesome repetition in school that infringes on child’s wellbeing, dignity and, security. The physical, academic and, psychosocial consequences of bullying can never be underrated. Therefore this paper will give insight about the meaning, extent and, causes of bulling through various theories and literature. The characteristics of bullies their victims and the effects of bullying on physical psychological health were also discussed. Finally intervention strategies that involved school system, family and children can be implemented and evaluated for both bullies and their victims. We do know that school age is a time in which a young child continues to shape up and undergo many physical and psychological developments. However during this time if the child development is disturbed by any violence and ferocity it can lead to long lasting physical, mental and emotional harm. Bullying is one of the common forms of violence that has a significant and long lasting effect. It is spacious area of interest due its negative psychological outcomes and academic performance of children. It is acknowledged as a serious problem which has an adverse effect on wellbeing of a child.This paper attempts to elucidate the causes of bullying with respect to different theories, characteristics of bully and victim, effects of bullying on victim and bully itself and at the end possible strategies would be discussed to control the act of bullying. Catherine Rothon (2011) defines bullying as â€Å"Bullying is broadly defined as a desire to hurt and the execution of a harmful action; it is characterized by repetition and either a physical or a psychological power imbalance† (p.579). In the report of anti-bullying working group, (2013) Professor Olweus regarded bullying as negative behaviors that are done deliberately and repeatedly against individuals who has trouble defending themselves (p.16). James (2010) reported that on the survey of bullying around the world, the rate of victimization is 9% -32% and rate of bullying is 3% 27%. In addition, the report of anti-bullying working group, (2013) reported the international comparison of 39 countries and showed percentage of bullied children as 39.2%. Moreover, boys are more likely to be involved in bullying and become target of physical aggression whereas girls are comparatively less involved in bullying and usually involved in spreading rumors and gossips (Moseley, 2011). This is also supported by (Boyle, 2005; James, 2010; Hanif, Nadeem Tariq, 2011). In Pakistan there is no proper statistics available about bullying but the cases of bullying are escalating every year. Bullying is characterized by a multi-factorial approach of causation. Moseley, (2011) highlighted that family life is one of the cause of bullying for instance, if authoritarian parents create a harsh and restricted environment, it can increase the chances of adopting negative behaviors. Adding to this, many children feel unloved therefore they use bullying as an opportunity to make them feel happy and stronger than victim. Besides, many children want to appear themselves dominant on others and, pretend to be tough. Gottfredson and Hirshi (1990) proposed low self-control theory as a cause of bullying. This theory elucidate that low self control is the main source of aggressive behaviors. Also, the child is insensitive to others and, likes to hunt for instant gratification (Darmawan, 2010). Another theory highlighted by Darmawan, (2010) is differential association theory which suggests that individuals associated with felonious peers or living in an offending environment are involved in unsociable behaviors and often attracted towards bullying. In regards to this, Darmawan (2010) referred social learning theory of bandura (1977) and, describe three conditions that increase the likelihood of child’s hostile behavior i.e. when the model is persuasive enough or he/she is rewarded on bad deeds rather than punishment and has comparable features with child. Furthermore, Robert Angrew (2001) proposed general strain theory which explains negatives feelings created by strain can put the child at risk of adopting delinquent behaviors and it’s a coping strategy to release their stress (Erikson, Nielsen Simonsen, 2012). Many studies found that children who suffered from physical or emotional abuse, maltreatment and, rejection are usually involved in bullying (Espelage et al., 2000). Most of the bullies resemble in their characteristics. Smokowski Kelly, (2005) stressed that they are aggressive and likes to dominate themselves. Moreover, they tend to scare others because of their physical strength and disobedient attitude. Research suggests that their families are often unfriendly and indifferent towards them (Smokowski Kopasz, 2005). Additionally, Carla Bennett, (n.d.) and Brown Patterson (2012) enlightened that they are energetic, impulsive and have high self-esteem. They use their violence to get what they want and Lack sense of empathy for their victims. They are bad-tempered and cannot tolerate frustration (Blazer, 2005; Smokowski Kopasz, 2005). In contrast, victims address peer abuse, more quiet, anxious and sensitive. They lack communication skills, problem solving ability and are unconfident. (Smokowski Kopasz, 2005).Likewise Bennett, (n.d.); Boyle (2005) identified that they are physically weak, lack interpersonal skills and, hesitate to go to school. Such children have over protective family and their Parents fail to teach conflict resolution skills (Bennett, (n.d.); Smokowski Kopasz, 2005). Psychologically bullying dispose devastating effects on child’s personality for both, victim and bully. This includes physical, academic, and psychosocial effects that have prodigious impact on individual’s life. Aluedeet al (n.d.) highlighted physical effect on victim that includes headaches, migraine, panic attacks, sweating, palpitation and frequent illness. Brown Patterson (2012) and report on anti-bullying (2013) highlighted academic effects of bullying such as poor performance and, feeling reluctant in attending school. Studies suggest that such students fail to achieve excellence academically due to inability to concentrate (Darmawan, 2010; Adams Lawrence, 2011). Besides, literature indicated that such children suffer from attention deficit disorder (Smokowski Kopasz, 2005). Furthermore, according to Fekkeset al., (2014), the chances of developing psychosocial problems are relatively higher in victims as compare to non-victims. These individual faced great diff iculty in building relationships and social adjustment. They are poor in making friends, group gathering and tends to remain alone most of the time due to the fear of getting hurt (Adams Lawrence, 2011). In regards to this, they feel isolated and, have poor sense of belonging to groups and families. Adams Lawrence, (2011) further elucidate that their insecurity has been compromised and, they go for safer and restricted areas. They usually experience estrangement and find difficulty to intermingle in a positive manner. Researchers found that these children more vulnerable to depression, anxiety disorder and in the extreme cases have suicidal ideations (Noret et al, 2009; Fekkes et al., 2014). Moreover, Smokowski Kopasz, (2005) proposed that most of the victims are likely to have sense of inferiority complex, and consider them as failures. Likewise these children also experience misperception, rage and, low self-esteem (Boyle, 2005). Apart from these effect, bullying possess long lasting distresses in later life of these young ones. When they reached adulthood, they encountered trouble in making personal relationships and adjustment in their marital life. Besides they may overreact on unimportant situations (Smokowski Kopasz, 2005). Studies indicated that in adulthood, male victims may experience shyness with women and have complications in sexual relationships. Similarly they may take part in vengeance including murder and other criminal acts (Smokowski Kopasz, 2005). However bullying does not only distress victims but it also has undesirable consequences on bully itself. Bullying also cause academic and psychosocial effects on bullies. Studies suggest that bullies have negative consequences in later life if they are allowed to bullying without any interference (Boyle, 2005). Noret et al, (2009) concluded that bullies are pervasively involved in negative behaviors. Smokowski Kopasz, (2005) highlighted that academically they achieve low grades in school and do not like school environment. They usually show low potential in employment settings in their later life. From social aspect James, (2010) elucidate that as these children grow older they develop undesirable social skills and involved in acts that are against societal norms. Additionally, they are usually involved in the acts that include vandalism, burglary and truancy (Boyle 2005; Blazer 2005). Longitudinal studies found that they are hostile and usually have few friends. They are poor in m aintaining good relationships. From Psychological aspect Smokowski Kopasz, (2005) highlighted that most of the bullies are involved in substance abuse and drug addiction. They are hyperactive and unable to control their aggression. Besides they have high self-esteem and usually fight with others to satisfy their own desires (Erikson, Nielsen Simonsen, 2012; Boyle, 2005). In regards to this, â€Å"emotional and developmental scars can persist into adolescence and beyond† (Mosley, 2011). Bullies also suffers from long lasting effects throughout their life. Patterson, (2012) regards bullying as a gateway toward the juvenile crime and criminal activities for bullies. Smokowski Kopasz, (2005) further explains that adults who were bullies as children, they generally express violent behaviors towards their spouse and use severe physical punishment on their own kids. Moreover they are unsuccessful in their life and are unable to work in corporation with others. Smokowski Kopasz, (2005) also suggested that they have increase tendency to develop mental disorders such as conduct disorder and depression in their later life. Therefore certain steps are essential to control bullying. Many schools neglect the act of bullying and consider it as a part of child’s life. James, (2010) suggested that schools and collages should take strict measures against such acts. From my point of view this can be done by developing zero tolerance policy in schools. Cohen Freiberg (2013) emphasized that school is a place of developing healthy and positive relationships therefore, I suggest that it is essential to improve school environment in such a way that it can support the weak students and prevent them to become a victim of bully. This can be done by giving professional training to staff members, limited entry exits in schools and supports the children emotionally and academically both, the victim and bully. Besides, Seeley et al., (2011) emphasized that teachers should increase the supervision of students at school settings. I recommend that it can be done by monitoring attendance, calling parents when the stu dent is absent and checking student’s activities. Moreover,in my opinion counseling should be done with both bully and victim. The bully should be counseled to control their bad conduct and victim should be counseled to strengthen them and solve their problems assertively. Moreover, blazer (2005) highlighted that many parents consider bulling as normal and it would make their children tough. Lawner Terzian (2013) suggested that parental involvement is effective in dealing with bullying. Therefore, I advise that awareness should be given to parents, to understand the seriousness of this problem so that they can reinforce positive behavior and appropriate interpersonal interaction. Moreover, the attitude of bullies can be changed by cognitive restructuring that challenges the dysfunctional thoughts. From my point of view modeling, social skills training and role play can help to change these dysfunctional thoughts. Furthermore, I understand that through short moralizing storie s and activities, student can be betrothed in the discussion related to bullying. This would help the bully in realizing their bad deed and attempts in changing their behaviors. On the other hand, this would make victims confident enough to respond assertively and to overcome their fears. Moreover, expressive art therapy needs to be made for such children. Those victims who cannot report bullying or disclose their victimization can express their feelings through writing, drawing and other activities and for bullies it’s a good way to ventilate their aggressive thoughts and feelings through drawings and writings. Other than that, I would suggest that there is a need to explore the prevalence of bullying in Pakistan due to unavailability of statistics to provide the baseline data for planning the interventions. In conclusion, bullying is a pervasive behavior. It is a complex emotional and social trend that has significant negative consequences for all. It should be addressed properly and affords should be made at both, individual and system level. As it left psychological scars on child’s personality, its prevention is essential to safe child from suffering and emotional trauma. Therefore interventions should be done appropriately and its evaluations carry intense importance. References: Adams, F. D. Lawrence,, G. J. (2011). Bullying Victims: The Effects Last Into College Authors.  American Secondary Education, 40 (1), pp. 4-13. [Accessed: 19 Mar 2014]. Aluede, O. A., Adeleke, F., Omoike, D. Afen- Akpaida, J. (n.p.). A Review of the Extent, Nature, Characteristics and Effects of Bullying Behaviour in Schools.  Journal Of Instructional Psychology, 35 (2), pp. 151-157. [Accessed: 19 Mar 2014]. Bennett, C. (n.p.).  Literature Review of Bullying at Schools. [e-book] pp. 1-20. [Accessed: 19 Mar 2014]. Blazer, C. (2005).  Literature Review on Bullying. [e-book] florida: Research Services Office of Accountability and Systemwide Performance. pp. 1-20. [Accessed: 19 Mar 2014]. Boyle, D. J. (2005).  Youth Bullying: Incidence, Impact, and Interventions. [e-book] Newark,: Violence Institute of New Jersey at the University of Medicine and Dentistry of New Jersey. pp. 1-11. [Accessed: 19 Mar 2014]. Brown, C. Patterson, S. T. (2012). Bullying and School Crisis Intervention.  International Journal Of Humanities And Social Science, 2 (7), pp. 1-5. [Accessed: 19 Mar 2014]. Bullying and Mental Health. (2005). [e-book] Australia: Commonwealth of Australia. pp. 1-6. [Accessed: 19 Mar 2014]. Bullying in school: A study of Forms and Motives of Aggression in Two Secondary Schools in the city of Palu, Indonesia. (2010). [e-book] norway: Centre for Peace Studies. pp. 1-111. [Accessed: 19 Mar 2014]. Bullying in Schools: Attitudes of Children, Teachers and Parents. (2011).  INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. [Accessed: 19 Mar 2014]. Cohen, J. Freiberg, A. (2013).  SCHOOL CLIMATE AND BULLYING PREVENTION. [e-book] pp. 1-5. [Accessed: 19 Mar 2014]. Copeland, W. E., Wolke, D., Angold, A. Costello, J. (2013). adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescene.  JAMA Psychiatry, 504 pp. 1-8. doi:10.1001/jamapsychiatry.2013.504 [Accessed: 19 Mar 2014]. Eriksen, T. L. M., Nielsen, H. S. Simonsen, M. (2012).  The Effects of Bullying in Elementary School. [e-book] Germany: pp. 1-47. [Accessed: 19 Mar 2014]. Fekkes, M., Pijpers, F. I., Fredriks, A. M. Vogels, T. (2014). Do Bullied Children Get Ill, or Do Ill Children Get Bullied? A Prospective Cohort Study on the Relationship Between Bullying and Health-Relatedsymptoms.  Pediatrics, 117 (5), pp. 1568-1574. doi:10.1542/peds.2005-0187 [Accessed: 19 Mar 2014]. Hanif, R., Nadeem, M. Tariq, S. (2011). Bullying in Schools: Attitudes of Children, Teachers and Parents.  INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS, 3 (8), pp. 1-7. [Accessed: 19 Mar 2014]. James, A. (2010).School bullying. [e-book] London: NSPCC. pp. 1-21. [Accessed: 19 Mar 2014]. Kelly Holland Kopasz, P. R. S. (2005).  Bullying in School: An Overview of Types, Effects, Family Characteristics, and Intervention Strategies. [e-book] USA: BNualtliyoinnagl Ainss oSccihatoiooln: oAfn S oOcivael rWvoierwkers. pp. 1-10. [Accessed: 19 Mar 2014]. Lawner, E. K. Terzian, M. A. (2013).  What Works for Bullying Programs: LESSONS FROM EXPERIMENTAL EVALUATIONS OF PROGRAMS AND INTERVENTIONS. [e-book] pp. 1-9. [Accessed: 19 Mar 2014]. Literature Review: Bullying. (2011). [e-book] pp. 2-6. [Accessed: 19 Mar 2014]. Literature Review: Bullying. (2011). pp. 1-6. doi:Walden University/SOCI-4080-12 [Accessed: 19 Mar 2014]. Rivers, I., Poteat, V. P., Noret, N. Ashurst, N. (2009). Observing Bullying at School: The Mental Health Implications of Witness Status.  American Psychological Association, 24 (4), p. 211–223. doi:10.1037/a0018164 [Accessed: 19 Mar 2014]. Rothon, C., Head, J., Klineberg, E. Stansfeld, S. (2011). Can social support protect bullied adolescents from adverse outcomes? A prospective study on the effects of bullying on the educational achievement and mental health of adolescents at secondary schools in East London.  Journal Of Adolescence, 34 p. 579–588. doi:10.1016/j.adolescence.2010.02.007 [Accessed: 19 Mar 2014]. Ruairà ­ Quinn T.D. (2013).  Action Plan On Bullying. Report of the Anti-Bullying Working Group to the Minister for Education and Skills. [report] pp. 1-126. Seeley, K., Tombari, M. L., Bennett, L. J. Dunkle, J. B. (2011).  Bullying in Schools: An Overview. [e-book] U.S: U.S. Department of Justice. pp. 1-12. [Accessed: 19 Mar 2014]. Veenstra, R., Lindenberg, S., Zijlstra, B. J. H., Winter, A. F. D. Verhulst, F. C. (2007). The Dyadic Nature of Bullying and Victimization: Testing a Dual-Perspective Theory.  Child Development,, 78 (6), p. 1843 – 1854. [Accessed: 19 Mar 2014].

Philosophy of Childhood and the Politics of Subjectivity :: Children Papers

Philosophy of Childhood and the Politics of Subjectivity The Western onto-theological tradition has long been preoccupied with two symbolizations of childhood. One conceives of it as an original unity of being and knowing, an exemplar of completed identity. The other conceives of childhood as deficit and danger, an exemplar of the untamed appetite and the uncontrolled will. In the economy of Plato and Aristotle’s tripartite self, the child is ontogenetically out of balance. She is incapable of bringing the three parts of the self into a right hierarchal relation based on the domination of reason. In other words, attaining adulthood means eradicating the child. Freud’s reformulation of the Platonic community of self combines the two symbolizations. His model creates an opening for shifting power relations between the elements of the self. He opens the way toward what Kristeva calls the "subject-in-process," a pluralism of relationships rather than an organization constituted by exclusions and hierarchies. After Freud, the chil d comes to stand for the inexpugnable demands of desire. Through dialogue with this child, the postmodern adult undergoes the dismantling of the notion of subjectivity based on domination, and moves toward the continuous reconstruction of the subject-in-process. The Child and the Second Harmony The child first appears in the known ancient texts, not as a beginning, but as an end. She represents the idea of the fulfillment of spiritual growth as a reversal of the life cycle. In the 6th century B.C. Lao Tzu says, "He who is in harmony with the Tao is likea newborn child. It's bones are soft, its muscles are weak, but its grip is powerful. . . The Master's power is like this. He lets all things come and go effortlessly, without desire." (1) Jesus speaks of the attainment of spiritual maturity as "becoming like little children." (2) Plotinus contrasts children with adults, "whose faculty and mental activity are busied upon a multitude of subjects passed quickly over all, lingering on none." Among children, on the other hand, objects "achieve presence," because the child's attention is not "scattered," dispersed in the world of multiplicity. (3) In this grand perennial Western mythos, the child represents an original ontological unity of being and knowing, thought and experience — identity realized. The child is premoral, the realized adult postmoral. The story of the journey from one to the other begins with a Fall into division. It is, as the story goes, a necessary fall, for it inaugurates a psychological and spiritual journey which — if you don't die in the desert of adulthood — promises self-reintegration on a higher level.