The Issue Of Gun Control - 1876 Words

â€Å"From the 1999 school shooting at Columbine that left 13 dead, to the recent shooting at Sandy Hook Elementary School that left 26 dead, many people have been shocked by these horrific events and have searched for ways to end them. The answer is simple: more regulations regarding gun control† (Clypian). The stakes are rising in the policy debate on gun control due to the many mass shootings which have occurred throughout the country. While some people believe that more laws regarding gun control will not help because criminals ignore laws, this is incorrect. Gun control is not directed toward innocent gun holders but is intended to take action against the idea of gun violence. Steps should be taken to reduce access to weapons by the†¦show more content†¦However, that citizen should not have the right to own military assault weapons. When it comes to the ban of these types of weapons, pro-gun supporters often refer to the Second Amendment and how it is there to e nsure that we are able to protect our rights and freedoms from any threat. But, there is a misconception that freedom means the limitless ability to possess whatever you want. The Second Amendment does allow the right to bear arms for a militia. After the end of the Revolutionary War, Americans felt a need for self-defense in case of an Indian uprising, and an uprising from any external enemies that might arise. There was also fear that the new government they were creating could turn corrupt and Americans desired the power to defend themselves from it if necessary (Horwitz, Joshua). During the early 1800s, there was conflict between the United States and Great Britain. The Royal Navy often outraged Americans by forcibly removing seamen from U.S. ships and forcing them to serve the British. Americans had anxiety toward the possibility of war because of British violations of maritime rights as well as Britain’s encouragement of Native American resentment against American expansion (History.com). This possibility is the reason that the right to bear arms was given. The same fear of war and the need to arm every average person does not apply today because the methods of war are

Reasons for an Increase Crime Among Young People.

Crime: Discuss the reasons for an increase crime among young people and the ways in which they can be encouraged to behave differently. Abstract Crime,which drastically increasing among youngsters.Resulting corrupted community for the future and fails to produce productive young people in the country.If proper awareness provided to stop crimes among young people and encourage them to behave more civilized,the country would be more peaceful and harmonic. Currently a major disaster that attacking and destroying our youngsters’ life is crime.Basically,anything against law and society,we called as crime.Young people mainly involved in crime such as rape,gangsterisms,bullying,homicide and many more. Perhaps,instead of†¦show more content†¦Let’s stop finding faults and blaming each other about the causes.There will always a solution for any problems.Here some,parents should take some precautions to reduce the effects of media violence on children by setting limits of time to children watch some useful and beneficial programmes.Furthermore,parents also can avoid consequences programmes children’s watching and block some channels with passwords settings.Moreover,parents must discuss with children’s by asking how they feel after watching those action scenes,movies,or even music videos and warn off what would happen if it happen in real life for those who committed in violence. Many of the crime that happens involved by kids who are bored at home and no idea of doing anything valuable.To some youngster’s,the idea of pickpocket,burglary,and grazing cases is much excitement and adventures.So that,youths also can stay out of the trouble by getting involve in community youth services.Youths have to feel a part of their community.For instance,teen sportsmanship,gym centres,and teen clubs can help them to create positive feelings in the community.They should be exposed to teamwork,sharing knowledges and cooperation.Youths can get benefits from those community programmes and stay of the trouble as well. Besides, government should encourage schools to arrange alternative classes, extra tutoring, and help obtain skills inside the students, who are not doing well in schoolShow MoreRelatedThe Effects Of Violence On Youth Violence Essay959 Words   |  4 PagesIntroduction: Violence is everywhere and due to this notion people find ways to accept it. 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Reflective Learning Free Essays

Induction Module 1. In your answer, identify the main lines of argument and differences in points of view between the commentators and the author. Justify your own point of view regarding the importance of reflection to individual and organisational performance. We will write a custom essay sample on Reflective Learning or any similar topic only for you Order Now DiChiara (2002) states that there are a multitude of companies that seek to create an environment where learning and creativity can flourish, but in practice fall short due to a lack of understanding of what is truly required to facilitate reflective learning. DiChiara concerns his comments around the means in which the organisation can engage groups to nurture and develop communities where reflective practice takes place. In contrast, Raelin (2002) concentrates on the reflective skills (Raelin’s five principal skills) that can be used by individuals in a group setting to encourage reflective practice. The main focus of DiChiara is around the importance of a ‘safe space’ to provide the environment conducive to reflection and the development of communities of practice. Indeed, this is identified as the essential building block necessary, which indicates that the responsibility of learning is mainly placed on the organisation and not on the skill of the individual as Raelin suggests. McArthur (2002) uses his commentary to highlight the point that reflective practice does not necessarily require additional time, as reflection can be done during the event, coined as reflection-in-action by Schon (1983). Based on this train of thought, McArthur introduces two related points at which he disagrees or questions the conclusions of Raelin. Firstly, Raelin sets out guidelines regarding observing judgements where he states reactive thoughts should be examined to allow a ‘more even-handed way of being’, inferring that the reactive observation will ultimately be wrong. McArthur offers an alternative solution where the judgement may actually be correct and it is the method in which the judgement is communicated that is important. Secondly, McArthur questions if the core skills, particularly of testing and probing, are indeed only applicable in group or individual situations as Raelin suggests. McArthur points out that there are three parts to our thoughts; the reactive and reflective which are internal voices and the collective which is an external voice. Skilled reflective practitioners must be able being able to distinctly separate these thoughts to arrive at the most appropriate response. McArthur argues that it is only through applying all of the core skills that this response can be found, regardless of the type of interaction involved. The obvious difference between Schein (2002) and Raelin is the focus on group or individual reflection. Schein focuses on private reflection and discusses how this can be realistically achieved. The central tenet of his commentary is that we can find time to reflect on events within our day and perhaps more importantly, this time would not be identifiable as ‘slack’ or wasted time within a disapproving or unsympathetic organisational culture. It could be interpreted that the purpose of this commentary is to trigger individual reflection and that this may in turn provide some of the skill and openness required for group reflection to occur. If so, this is linked to the conclusion McArthur makes regarding the lack of skill, not time, being the primary reason for not reflecting. I believe there are a few distinct benefits of reflective practice for both the individual and the organisation. Raelin states that reflection offers the opportunity to examine actions of the past, thoughts of the present and decisions of the future and allows all three to be linked. The individual and organisation can use this to allow decisions to be made with a deeper understanding and more confidence that the situation is fairly assessed with the best interest at heart. Reflection turns experiences in to knowledge and allows skills to be developed to apply this knowledge in other situations with an entirely different context. In my opinion, the importance of reflection to individual performance is based around knowing oneself. By reflecting, the individual is able to develop a more candid assessment of themselves; how they think, what drives them and how they present their thoughts to others. By doing this, insights are gained in to internal assumptions and motivations and this allows better understanding of the true issues hindering performance. This is a powerful tool for targeting real areas for performance improvement, and by continuing to reflect as the individual takes strides to change will also provides a means of measuring improvement. Based on personal experience, Argyris (1991) accurately describes the importance of reflection to the organisation. That is, without some level of reflective practice there is a real danger of externalising issues and a blame culture being adopted even within organisations with motivated and committed individuals. The inability to reflect, for whatever reason, results in the true root cause of issues to be missed, which means the same mistakes will be made again and again. All too often we will overlook issues and accept the superficial. In my opinion, ultimately the true value of reflection to organisational performance resides in the ability to ask and find answers to the difficult questions that we otherwise miss or ignore. References Argyris, C. , 1991, â€Å"Teaching Smart People How to Learn†, Harvard Business Review, May-June, Pages 99-109. Cameron, S. (2001), â€Å"The MBA Handbook: Study skills for Postgraduate Management Study†, Pearson Education Ltd, Harlow. DiChiara, P. , Commentary on Raelin, J. , 2002, â€Å"†I don’t have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Kolb, D. A. , Rubin I. M. and McIntyre, J. M. , 1974, â€Å"Organizational Psychology: An Experiential Approachâ₠¬ , Englewood Cliffs, NJ, Prentice Hall. McArthur, P. W. , Commentary on Raelin, J. , 2002, â€Å"†I don’t have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. , Issue 1, Pages 66-79. Orton, S. , (2003), The Higher Education Academy, Social Policy and Social Work. Raelin, J. , 2002, â€Å"†I don’t have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schein, E. H. , Commentary on Raelin, J. , 2002, â€Å"†I don’t have time to think! † Versus the art of reflective practice†, Reflections, Fall, Vol. 4, Issue 1, Pages 66-79. Schon, D. A. , 1983, â€Å"The Reflective Practitioner: How Professionals Think in Action†, New York, Basic Books. How to cite Reflective Learning, Essays

Does School Violence Starts at Home Essay Example For Students

Does School Violence Starts at Home? Essay This bye of study will be done through data collection but will leave room to further the research. This article will cover some of the possible causes of school violence including domestic abuse, gang activity, drugs, depression, and anger issues. It will cower the involvement of parents, teachers, and other students. Problems to be faced are when and where the children get the guns that they use to reek havoc, looking into home life and dysfunctional families, children that are not popular and are picked on continually, children that can not deal With anger issues, and those who joke about committing violence. The variables used in this paper are different schools and different children and their home and school life. Is the family dysfunctional? How well does the child deal with every day stresses? How does the child feel, is he/she feeling isolated from family or friends? Are the children giving clues that they plan to kill or are thinking about violence? Each of these variables will change the outcome of different situations of violence. Does School Violence Start at Home? Does school violence start at home? Could there he other reasons for school lenience? The violence in Littleton, Colorado known as the Columbine Tragedy is just one example. There are also tragedies, or attacks, in Sensors Arkansas and Paddock Kentucky, and then on to Oregon and Virginia. We seam to mourn real violence such as these tragedys and relish simulated violence such as what one sees in the media, or on television (Dullard, 2000) In our schools eve have counseling for those that need it. If a student goes to the counselor and expresses a desire to kill other students they will put them through psychological and parental intervention hoping that this will help his thoughts. However, if a student goes to the counselor and expresses their thought Of wanting an abortion, she may get a free ride to the clinic. What does this show our students about the value of human life (Dullard, 2000) Starting With Students in dysfunctional families that cannot deal With stresses in their daily life, the feeling of isolation, not having friends or those who are picked on are the ones that are potential school shooters. These children may be ones that joke about shooting people, talks about the plans to kill someone, threatens other students, have problems handling anger, and most leave clues hat they are thinking about violence. The problem is not just our children but adults as well. The oldest known school massacre was in Bath, Michigan on May 18, 1927. A school board member upset over loosing his tart to higher taxes in order to build a new school, planted dynamite in the basement killing 39 students and injuring more, Another incident was a father that did not want his son enrolled at a Huston elementary school. He place dynamite in a suitcase and left it on the playground, The son and his father were killed along with two other children, the custodian and a teacher. Other children and the principal were injured. Where do students get the guns that they use in these shootings? A survey done in Gigs found that of the students homes kept guns in the home, of those are left unlocked and loaded. Out of 7,000 violent crimes committed each year by children with guns. The guns that are used Come from the homes Of the children. In California, the schools showed that two-thirds of the cases showed that the children got their guns from relatives or friends. And a study from Alfred University showed that 24% could get a gun without problems. This is a problem that needs correcting. Some of the arguments are that school violence start at home, others argue hat it is their environment, and yet some others argue that the different states have higher crime rates and this is what directs the child to violence. This could be because the criminals, or youths, do not think about the consequences of their actions. Others feel that the death penalty does act as a deterrent to murder and that there are alternatives for youths committing violence. Not all states have the same cost, monetary wise, and there is bias that needs to he looked at. Some of the variables are nationality and whether the students are female or male. The groups being compared are gangs, groups of children not in nags, and how they are raised. School violence takes many forms in and outside the school. It can be bullying, physical abuses, verbal abuses, brawling shooting, the use of dynamite. The most common forms are bullying and physical abuses but shootings are now listed as one of the extreme cases. The reasons for school violence are numerous, but the top reason is bullies inside the school The bullies try to dominate other students leading to fighting. If the child being bullied cant take it then he/she may go overboard and bring a gun to school and start shooting (Constitutional Rights Foundation Website). Parents share in the influencing of school violence as does teachers, school authorities and friends of the child. Shinra Reborn EssayAccording to the Mayo clinic more than 40,000 children in the United States are exposed to alcohol each year. There is also the learned behavior problem, when a child has a genetic predisposition to violence and his environment is violent as wellthe outcome will not be in anyones favor (Fryer, 01 1). The federal government has conducted crime visualization surveys that provide alternative conclusions to school violence. These self-report data shows that youths ages 10-17 have reported stable levels of violent crime visualization. However, we must realized that not all crimes are reported and those that are reported, not all are prosecuted. The rate of serious offending as of the mid-asses was comparable to that Of a generation ago (Larson, 2011). The Center for Disease Controls Youth Risk Behavior Surveillance Survey is the most widely cited source of prevalence information about school violence. Elated behaviors and experiences. The HERBS is administered to a random sample of students who are representative of the United States school population. The HERBS has found that since 1992 school associated deaths including suicides and homicides committed by adults have decreased more than 50%. They have found that fights and weapon possession at school has declined but that males and high school students report higher rats to tights and weapon possession at school. They have found that African-American and Hispanic students tend to report the higher rates of weapon possessions and elf-reported crime visualization at school does not vary by community arbitration. Urban-school students do report higher rates of gang presence (Larson, 201 1 1 Training for the school psychologist is a very important thing when it comes to children Specific violence prevention skills may be needed. Most practitioners should possess the baseline training that can be generalized but further training should be considered. (Larson, 201 1). In prevention we find that there are two major tasks that need to be incorporated into a plan, creating an organization al Structure and identifying concerns through assessment. The school psychologist is important to the process because they can use their training in collaborative and organizational consultation to bring order and focus to the process. The organizations to consider are community, district, and building (Larson, 2011). Working in tiers, we need to establish manipulation of community involvement, determine target groups from all schools, assess current resources and programs, foster coordination of activities and evaluate components across agencies. This is where the school psychologist can be a powerful influence in the process (Larson, 2011). Eight Harvard Law School students in the HELLS Education Law Clinic of the Trauma and Learning policy Initiative (TULIP) spent a full day at the Massachusetts State House, tests#wing bettor the Joint Committee on Education and lobbying legislators to garner support for legislation proposed by the Clinic to create safe and supportive school environments (Macrame, 2011). Many schools in the past five years have established initiatives to help the students in addressing many student problems such as bullying, truancy, traumatized children, and students with social and emotional difficulties. Today, schools are struggling to implement and coordinate many efforts and research shows that the goals of these initiatives would be reached through a more broad framework that would provide a safe and supportive environment for all students. We need a sage and supportive environment at school ranging from special needs or disabilities or normal children. The legislation has acknowledged that every child has issues and would benefit from the framework proposed by the research of TULIP (Macrame, 2011). When the Massachusetts legislature passed An Act Relative to Childrens Mental Health in 2009, the framework from TULIP was established. The report included a number Of recommendations to create a safe and supportive school environment which will be included in a bill. The next step is to advocate with the chair to vote the bill out of the education committee and into the hands of the TULIP. This bill will move forward to the floor of the House (Macrame, 2011). Childs behavior. So ,Yes, school violence can start in the home, The monitoring of what the child hears and sees on television or the music they listen to is important along with how the family interacts and the love and care that is given to the child (Fryer, 2011).