Human Resource Info Systems Assignment Example | Topics and Well Written Essays - 3250 words

Human Resource Info Systems - Assignment Example the concerned scenario, it has been determined that Castle’s Family Restaurant can be termed as a chain of restaurants comprising eight restaurants spread all over north California. Presently, this restaurant chain is facing an issue regarding effective human resource (HR) management. The prime focus of this discussion will be towards effective evaluation of the current management issue within this restaurant chain. Special emphasis will be provided regarding the implication of Human Resources Information System (HRIS) within the functionality of this restaurant chain to increase the efficiency of the work process and simultaneously save significant amount of time as well as money. Based on the case scenario, it can be ascertained that the name of the business which is being assisted is Castle’s Family Restaurant, a restaurant chain business which is established in north California. It has got multiple branches spread all over the area. The restaurant chain can be considered as a large service sector operating within that area and by taking into consideration its current level growth within United States (US) market, it can be stated that the restaurant business has been attaining gradual success and profit. These restaurant business processes have also been significantly contributing in terms of the nation’s quarterly and annual gross domestic product (GDP) figures (National Restaurant Association, 2014). Taking about the business environment, it can be said that this restaurant chain employs a substantial workforce of around 300-340 employees who are placed in eight restaurants of the business. It serves multiple customers and thus requires effective management (Agarwal & Garg, 2012). Correspondingly, by taking into consideration the present management issue within this restaurant chain, it can be stated that the need of a centralized monitoring and control system is of paramount importance. Currently, the staff and the daily process management within

Thinking skills and processes in the inquiry method of teaching Essay Example for Free

Thinking skills and processes in the inquiry method of teaching Essay There is an array of ideas and sometimes bewildering lists of terms used to describe the ways people think. But, what does thinking mean? What are thinking skills? What are higher –order thinking skills? Form the many definitions that have been provided, most include statements which describe abstract intellectual processes and operations. For example, †¢ Thinking is a process involving such mental operations as induction, deduction, classification, and reasoning; †¢ Thinking is a process of dealing with abstractions and discovering the essential principles of things, as contrasted to remaining on the concrete level of facts and specific cases; †¢ Thinking is the ability to analyze and criticize and to reach conclusions based on sound inference or judgment. Most contemporary statements about thinking recognize that thinking skills are not the same as skills associated with more concrete behaviors or physical activities. Consider the following statements provided by Lauren Resnick (1997) about what she calls higher-order thinking: †¢ Higher order thinking tends to be complex. The total path is not â€Å"visible† (mentally speaking) from any single vantage point. †¢ Higher order thinking often yields multiple solutions, each with costs and benefits, rather than unique solutions. †¢ Higher order thinking is effortful. There is considerable mental work involved in the kinds of elaborations and judgments required. From these definitions, obviously, thinking processes and skills people need to activate them are highly complex. Hyde and Bizar (1999) have provided another conception of thinking. Based on recent research in cognition, Hyde and Bizar write about thinking as intellectual processes instead of skills. Like Resnick, Hyde and Bizar point out the complexity of thinking. They also emphasize the importance of thinking about thinking in context. That is, although thinking processes have some similarities, they also vary according to what one is thinking about. For instance, the processes we use when thinking about mathematics differ from those used when thinking about poetry. Because of their complexity, thinking processes cannot be taught using only approaches suitable for teaching concrete ideas and skills. Thinking skills and processes are, however, clearly teachable and most programs and curricula which have been developed rely heavily on classroom discussions. Main Features of Inquiry Method of Teaching Instructional Effects of Inquiry Method of Teaching The inquiry method of teaching is not designed to cover a large amount of learning materials or convey huge quantities of information to early childhood education students. The model has been developed primarily to accomplish three important instructional effects: (1) to help students develop the intellectual skills of asking important questions and seeking answers; (2) to help students acquire the inquiry process skills associated with various domains of human learning, and, most importantly; (3) to help students become independent, autonomous learners confident and capable of learning on their own. Syntax of Inquiry Method of Teaching There are five major phases in the inquiry method of teaching science and mathematics. However, skillful inquiry teachers often vary particular sequencing and syntax. But the general flow of a science or mathematics inquiry lesson consists of five major phases: establishing set and explaining the procedures, presenting a puzzling situation or the problem to the students, helping students gather data about the problem, helping students hypothesize and explain the problem, and helping them analyze their thinking and inquiry processes. Structure of the Learning Environment Unlike the very structured learning environment required of the presentation and direct instruction methods, or the use of small groups required in cooperative learning method, the learning environment in an inquiry method is characterized by wholeclass instruction, open processes, and active students roles. In fact, the whole process of helping students become independent, autonomous learners and of assisting them in becoming confident in their own intellectual skills requires active involvement. Although the teacher and students proceed through the various phases of the lesson in a somewhat structured and predictable fashion, the norms surrounding the lesson are those of open inquiry and freedom of thought and expression. The teacher’s role is not one of dispensing knowledge and truth but instead acting as helper and guide. Procedures for using Inquiry Method of Teaching Conceptually the inquiry teaching model is quite straightforward, and it is easy for beginning teachers to grasp. Effective execution of the model, however, is more difficult. It requires considerable practice, and it requires making specific decisions during the preinstructional (includes deciding on purposes for an inquiry inquiry lesson, choosing and designing a puzzling situation); interactive (includes conducting the lesson, establishing set and explaining inquiry procedures, presenting the puzzling situation, data gathering and experimentation, hypothesizing and explaining) and postinstructional (consists of some type of feedback, assessment, and evaluation) stages of the lesson. Conclusion This research fairly consistently points out that it takes inquiry teaching and strategies associated with higher-level thinking to produce growth in the thought and inquiry processes of early education students. This growth brought about by any inquiry teaching is hoped to give both the teacher and the students the skills they need to become lifelong learners. The researcher further believes that acquiring such inquiry skills builds up self-esteem and confidence and leads to greater academic success. The challenge of using the inquiry method of teaching especially in the sciences and mathematics in the early childhood education is enormous. However, one has to look up to the change you will make in the set of children entrusted to your care. References Bruner, J. (1996). A study of thinking (rev. ed). New York: Wiley. Dewey, J. (1993). How we think (rev. ed). Lexington, Mass. : D. C. Heath. Duckworth, E. (1997). Twenty-four, forty-two, and I love you: Keeping it complex. In K. Jervis and C. Montag (eds. ), Progressive education for the 1990s: Transforming practice. New York: Teachers College Press. Fenton, E. (1996). Teaching the new science and mathematics in elementary schools: An inductive approach. New York: Holt, Rinehart Winston. Hyde A. Bizar M. (1999). Thinking in context: Teaching cognitive processes across the elementary school curriculum. New York: Longman. Newton, F. (1992). Facilitating inquiry in the classroom. Portland, Oregon: Northwest Regional Educational Laboratory. Resnick, L. B. (1997). Education and Learning to think. Washington, D. C. : National Academy Press. Suchman, R. (1992). The Elementary school training program in scientific inquiry. Report to the U. S. Office of Education. Urbana, III: University of Illinois.

Media Depictions of VR and its Progressive Development

Media Depictions of VR and its Progressive Development Introduction This paper will be a review of the literature on Virtual Realitys depictions in media and how its progressing to build its projected vision for the end user. I will be using a range of academic literary studies and primary sources to provide first-hand information that is closest to my area of study. Because Virtual Reality is a relatively new area of research as the technology has only been accessible for the last half decade and previously where the most research had been conducted was before the 2000s, the technology was not effective enough to create the desired experience that VR was intended for. My review will be an examination of its current state and expected outcome. Body To establish what VR is we first look at its origins, when giving an explanation of virtual reality, you would start with explaining that virtual reality is created by computers combining images and sound to create a three-dimensional image with then create a sense of presence in another environment that does not exist in the real world. Thus, creating a feeling of physical presence within a computer-generated environment. So now by allowing the user to have interactions with the space within the generated imagery, VR as be described as a realistic and immersive simulation of a three-dimensional environment, created using interactive software and hardware, and experienced or controlled by movement of the body or typically as an immersive, interactive experience generated by a computer. Wiki Virtual reality (2016) So, by understanding what VRs intended use is, we can quickly see VR technology will quickly become a staple part of our day to day lives because of its range of uses. from academic research, designing computer engineering, business, and entertainment. But irrespective of those uses, VR would now allow us to gain a new set of data gathered together that could help develop, training, interactions and communication methods. This literature review will explain the potential definitions of VR, mainly covering VR in media. To fully understand the purpose of VR we first have to explain the concept of presence, which refers to the feeling of being in an environment that is not present in reality. The function of virtual reality thus lays in its technological capabilities. A device such as this is valuable to media producers however for anyone outside of this area of research, hardware alone does not provide any insight into the intended effect of VR. when its intended use is for the end use r. It fails to provide a functional presentation from which to exemplify to media consumers and fails to provide a tone from which to create media products, Failing to provide a means for consumers to understand the effects of VR besides their experiences with other media  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   (S. Johnathan, 1993) in Defining Virtual Reality. Johnathan then further explains the short comings of the defined are and states that these inadequacies concede truly constructing a fair review for virtual reality in gaming as the term itself suffers from inadequacies that manifest in two ways. Johnathan (ibid.) firstly, a technologically based definition explains that the most prominent aspect in recognizing what a VR system is, is through the hardware then the experience of presence or the lack off. secondly Any system arbitrarily named as a VR System, depending solely on if it includes a minimal collection of specific functions that create the environment for VR. So, there is no clear measurement system of analysis for the prerequisites VR. Hardware alone does not seem adequate for a review that aims to delve deeper into the potential of VR when the minimum requirements for establishing a proposition has not been met. With this in hand we know currently we have to perceive a VR environment as a subjective space that is generated in various ways and techniques for different purposes and uses. We could suggest that the most effective solution to these problems would be to leave the term completely in favour of a more theoretically sound definition. The paper by J. Beniger The control revolution suggests a broad explanation of hardware technology and uses in media. Beniger defines technology as any intentional extension of a natural process, that is, processing of matter, energy, and information that characterizes all living systems, Beniger (1986, p. 9) and McLuhan in The extensions of Man who defines a medium as any An extension of mankind. (1964, p. 21), Another area of VR that will be reviewed for its depictions and its progressing state is how we are already intertwining augmented reality with reality in our day to day lives and how we are beginning to overlap realities. these boundaries are a crucial question for many people, especially artists. Sally Norman professor of Performance Technologies propose s that the medium of art exemplifies our need to represent areas of our reality to contrast our regular existence by creating symbolic environments. This idea also explores the relationships that we mix in realities whether it be via hardware and technology or hybrid areas such as installations created by contemporary artists who create storytelling environments. (Sally,2003) Art practices are a creative and technical process, the forms with the practice involved must be ready to adapt and resonate with the ever-changing social environments. The artists involved must collectively push the limits of their imaginations for us to be able to push our ability to perceive and interpret serving as our translators for the new realities that are in our future. But at the same time to create a truly convincing reality the have to be respective to our present reality. Sally (ibid.)   Through installations, outdoor art site based pieces and performances incorporating image and sound, sal ly predicts that these while all become a art history category after VR has become establishes. Art testifies to our need to represent areas of existence set apart from commonplace realities Sally (ibid.) The representations of VR in Normans, her conceptualizations broaden the potential of creative media outside of its envisioned use. To contrast and ground these theories into practice and apply them to the current state of VR as a communication tool through a cognitive learning environment so that it can be approached practically and systematically as studied and conducted by Clare Regan, she precisely examines the effects and side effects of prolonged stay in a VR environment. she finds that In a VR study conducted by Clare Reagan, she set out to document the amount of times subjects experienced side-effects whilst immersed in VR, she put 150 people in VR and they were all required to provide a rating from 1 to 6 prior and straight after immersion, then after 5 minute intervals, during a 20-minute immersion period subjects would be required to complete a motion sickness questionnaire. 61% of the subjects said that they experienced some type of uncomfortableness such as motion sickness while immersed in that 20-minute period. The subjects had symptoms ranging from headaches, nausea and eyestrain and 5% of the subjects withdrew from the study from the severity of the symptoms. These side-effects could be due to a couple of things, one being that immersion in VR conflicts with the bodies equilibrium conflicting with the bodies senses. And technological barriers such as latency and the screen resolutions of the displays could be responsible for some of the symptoms experienc ed. Clear finding in VR studies are hard to find as so little practical research has been done on it as its still early specialist technology that is still not widely accessible to the majority. Bricken who also documented the study states that Learning deals with new inputs coming from environment. Bricken (1991) So what we want is to analyse this concept via memory processes in VR. Since the environment seems to play a major role in acquiring and retaining information in VR, the experiment aims to see the subjects ability to recall information when the VR environment changes, the results from this test neither nor did they find a an effect happening to memory processes and therefore virtual reality could be a potential means of educating. (Bricken 1991) emphasises that VR offers teachers and students unique experiences that are consistent with successful instructional strategies: hands-on learning, group projects and discussions, field trips, simulations, and concept visualisation . (p.178). Wicken, another researcher in this field argues that a task accruing in virtual reality would produce a long-term decrease in memory processes despite the changing user experience levels within the environment. This is because virtual reality decreases the cognitive effort needed to rete a useful or long-term links with the information learned. In summary, the more ecological interfaces require less user input and less mental stimulus from the brain thus reducing mental activity and degradation o learning. And to follow, he then argues that visualisation of abstract concepts is not the brains way of learning. With Virtual Reality, this representation may become the reality for the learner, who forgets arbitrary rules and who is a potential victim of visual distortions (Tversky, 1993)To conclude, we find that the main side-effect of learning n a VR environment leads to lower memory performance levels whilst performing tasks but the effect leaves once information is made to be recalled. We now find that VR as a learning tool is functional in its current form be it in the early stages. Even though the media depiction of seamlessly existing within a VR environment has not been achieved yet, this study proves that it can be a useful resource to build around as a foundation. This may be what Sally Norman theorises when she states that environments and site-specific works of projected sound and image will soon be a seemingly unclassifiable collection of hybrids which may one day turn out to constitute a distinct art history category after the emergence of VR and it has been fully realised as a part of everyday life. Conclusion To conclude the research into Media Depictions of VR and its progressive development, we find that even though the its depictions in the Media vary greatly, at the core of the current hardware and tools of development, we find that the expectations and reality merge at the core as the functions are being met, current VR has been proving to be functional by scientists and teachers such as Clare Reagan and Tversky. Though there are major gaps that have to be resolved such as the user experience sickness and strain after short usage and the lack of hardware that the consumer could easily use to understand what the feeling of presence is, my overall perspective would be that the potential of VR is what is driving its development and that is what we should also be studying. Bibliography SUBJECT WIKI Virtual reality (2016) [Online] Available at: https://en.wikipedia.org/wiki/Virtual_reality Johnathan, S. (1993) Defining Virtual Reality: Dimensions Determining Telepresence. [Online] Paper 1. P.3. Available from: http://www.cybertherapy.info/pages/telepresence.pdf [Accessed 11/12/2016] Beniger, J. R. (1986). The control revolution. Cambridge, MA: Harvard University Press. McLuhan, M. (.ed). (1964) Understanding media: The extensions of man. New York: Penguin. Norman, Sally Jane. The art of mixing realities. International Conference on Virtual Storytelling. Springer Berlin Heidelberg, 2003. Regan, C. (1997) Virtual Reality. Trainings Future? (ed) Seidel and Chatelier) Plenum Press, New York, Blauert, J. (1983). Spatial hearing: The psychophysics of human sound localization. Cambridge, MA: MIT Press. Ashby, H. Kosinski, J. (1979). Being there. Los Angeles: Northstar International Pictures. RJ Seidel P.R. Chatelier (eds ). (1994) Learning Without Boundaries: Technology to Support Distance Distributed Learning, Defence Research Series Volume 5 Plenum Press, New York Gibson, J. J. (1966). The senses considered as perceptual systems. Boston: Houghton Mifflin. Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton Mifflin. Gibson, W. (1984). Neuromancer. New York: Ace Books. Greenbaum, P. (1992, March). The lawnmower man. Film and video Filigenzi M.T., Ruff T.M., (2000) Virtual reality for mine safety training, App Occup and Environ Hyg Querrec R., Chevaillier P, (2001) Virtual Storytelling for Training: An Application to Fire Fighting in Industrial Environment, International Conference on Virtual Storytelling, Avignon, LNCS 2197, Springer Verlag

At the Ball Game :: essays research papers

With the thousands of poems depicting the game of baseball and its remarkable players, coming across a poem seeking thorough cross sectioning of the crowd is unusual, and rarely encountered. William Carlos Williams has created a poem which portrays the crowd as a quasi-organized mob bent on either cheering for their team, or in turn, booing them. The reason why Williams does this is because he is portraying, in a sense, simplicity versus chaos with simplicity being the game of baseball itself and chaos being the crowd.   Ã‚  Ã‚  Ã‚  Ã‚  The game of baseball is simple and to the point. One throws the ball, fields the ball and uses a bat to hit the ball. The crowd however is complex with many fields acting upon it. Emotions and the vast consumption of alcoholic beverages turn the crowd into a dangerous mob. With references to stanza’s ten and eleven, it tells of how the Jew and the flashy female understand what is happening as emotions increase. Stanza ten refers to sexual assault and stanza eleven refers to the genocidal attempt by Hitler and his Nazi regime.   Ã‚  Ã‚  Ã‚  Ã‚  Williams tells of how the crowd acts and moves as one. He refers to these people which make up the crowd as drones, completely and uninterruptedly tuned into what is happening on the diamond. Williams believes this to be beautiful, for even in its chaos, there is a sense of uniformity. He also tells of how the crowd is drawn to the game for its exciting chase. This simple form of a game can stimulate a crowd into becoming a mob that could be perceived as dangerous.   Ã‚  Ã‚  Ã‚  Ã‚  Ultimately, Williams believed that the crowd was but one emotion, one movement and one person all in the same. The game of baseball is nothing without the roar of the crowd and its summer solstice. To these people that make up the crowd, it is every man’s dream, it is the cheering and laughing that keep them going, it is baseball. At the Ball Game :: essays research papers With the thousands of poems depicting the game of baseball and its remarkable players, coming across a poem seeking thorough cross sectioning of the crowd is unusual, and rarely encountered. William Carlos Williams has created a poem which portrays the crowd as a quasi-organized mob bent on either cheering for their team, or in turn, booing them. The reason why Williams does this is because he is portraying, in a sense, simplicity versus chaos with simplicity being the game of baseball itself and chaos being the crowd.   Ã‚  Ã‚  Ã‚  Ã‚  The game of baseball is simple and to the point. One throws the ball, fields the ball and uses a bat to hit the ball. The crowd however is complex with many fields acting upon it. Emotions and the vast consumption of alcoholic beverages turn the crowd into a dangerous mob. With references to stanza’s ten and eleven, it tells of how the Jew and the flashy female understand what is happening as emotions increase. Stanza ten refers to sexual assault and stanza eleven refers to the genocidal attempt by Hitler and his Nazi regime.   Ã‚  Ã‚  Ã‚  Ã‚  Williams tells of how the crowd acts and moves as one. He refers to these people which make up the crowd as drones, completely and uninterruptedly tuned into what is happening on the diamond. Williams believes this to be beautiful, for even in its chaos, there is a sense of uniformity. He also tells of how the crowd is drawn to the game for its exciting chase. This simple form of a game can stimulate a crowd into becoming a mob that could be perceived as dangerous.   Ã‚  Ã‚  Ã‚  Ã‚  Ultimately, Williams believed that the crowd was but one emotion, one movement and one person all in the same. The game of baseball is nothing without the roar of the crowd and its summer solstice. To these people that make up the crowd, it is every man’s dream, it is the cheering and laughing that keep them going, it is baseball.

Putting India to Work Legally Essay

In order to remain India’s largest employer, they had to keep up with the explosive growth and competition in the telecommunications, financial services, and retail sectors. 2. ) Going forward, TeamLease has faced a few challenges along the road. First, TeamLease decided to move from a decentralized to a centralized structure for operations, causing fear and resistance from clients who were afraid of the loss of personalized services and fear from TeamLease employees who disliked the idea of relocating. TeamLease also had a difficult time filling open positions. Many people were registered with the government-run employment exchanges and many of these people were not fully qualified for the job. TeamLease also tried to partner with training companies but there was no training company that would accept their concept of paying for their services only after their trainee has been placed with a job. They also took a big hit during the 2009 recession causing the open job market to drop dramatically and as well as a decrease in client support. . ) The competitors that worry me the most are Addeco and Randstad. Addeco seems to be the largest HR staffing service company followed by Randstad. Addeco is a major threat with over 33,000 employees and 5,500 branches, in over 60 countries. Randstad has 28,700 employees, 3,500 branches, in over 40 countries. TeamLease on the other hand has 75,000 employees in 600 branches. TeamLease may have more employees, but Randstad and Adecco seems to have mo re qualified employees and are more spread out worldwide. TeamLeast has the least amount of branches among its top competitors.I believe that TeamLease should put more money into staffing and training in order to have more suitable and a more experienced staff in order to maintain competitive advantage. They should also try to increase or spread out more of their branches to other countries. TeamLease should also put more effort into marketing and their advertising campaign. Last, they should consider offering employee incentives such as days off or bonuses’.

Violent Behavior in Couples Essay Sample

Violent Behavior in Couples Essay Sample Partner and Violence Sociology Essay Sample Partner and Violence Sociology Essay Sample Social interaction is the most important sphere of human life as healthy relationships are the basis for a successful society. Nevertheless, usually, people who are involved in a relationship experience cases of physical force use. Today, the rates are alarmingly high and, thus, require additional studies. The paper analyzes violent behavior in couples and discusses different causes for it. Violent Behavior in Couples Partner-and-violence is a current issue in the public health domain. There are a number of different types of social behavior patterns that are recognized as violent. In most cases, the study of partner–and–violence problem focuses on couples, both married and dating. That is why, it is also regarded to as the intimate partner violence. In this context, the term partners is used to indicate sex couples that date, cohabit, are engaged, or married. Partner violence may be a one-time incident, which people are usually able to overcome together; however, in most cases, it is a recurrent pattern of actions. Partners in such couples experience fear and are under the control of a dominative individual who abuses. According to the World Health Organization, â€Å"Intimate partner violence refers to any behavior within an intimate relationship that causes physical, psychological or sexual harm to those in the relationship† (World Health Organization, 2012). In order to research the topic, the types of violent behavior patterns have to be discussed. The paper aims at describing the cases, in which violence is an issue; therefore, the following examples of violence between partners are considered: Acts of violent behavior when one partner uses physical force in order to influence the other. This kind of physical input includes hitting, beating, slapping, and kicking. The list may be completed with examples of situations when a man, for example, leaves a woman somewhere in a dangerous place alone. Physical assault is considered one of the most common cases of violence between partners. Sexual violent acts. Sexual assault refers to forcing a partner to have an intimate intercourse or telling humiliating comments during and after sex. Among more complicated problems, there is forcing someone to have unprotected coitus that may lead to unwanted pregnancy or diseases. In this case, rape is the most serious issue. Emotional violence. It is a kind of psychological abuse that includes various insults, humiliation, constant criticizing, and verbal threats directed at the partner. Controlling. In these situations, one of the partners prohibits another one to communicate or meet with family and friends, isolates him or her from the world, controls all movements, restricts using different services (education, medical care, and employment, for example). Such acts may be caused by jealousy and possessiveness. Violence between partners is defined by scholars by the term intimate partner violence. This problem also may be regarded to domestic violence. However, this term is not appropriate as usually, it also includes abuse of children, elder people, or any other member of a family. In the article â€Å"Clinical Screening and Intervention in Cases of Partner Violence,† Griffin and Koss (2002) claim, â€Å"Because of the wide range of perpetrators who can be involved, and because of the multiple forms of violence they commit, the term â€Å"partner violence† is more precise than alternatives such as domestic violence, wife beating, or wife battering.† Violence between people who are intimately involved is a problem familiar to most communities. The studies show different numbers of violent act occurrences. According to the American Journal of Public Health, as of 2000, the estimates of physical partner violence range from 23% to 55%. Those who are married and are younger than 30 years old show higher numbers (over 55%) that were established by the National Surveys of Families and Households (Halpern, Oslak, Young, Martin, Kupper, 2001). Violent behavior often begins in the early period of life. Studies report, â€Å"Dating violence has been documented in the middle adolescent years ranging from 10% to 25% of high school students† (Walton-Moss Campbell, 2002). However, in terms of the abusing partner, they do not show a clear distinction between genders. Middle adolescence is a time to develop principles of normal relationships and, that is why, for example, school nurses should pay attention and shape a healthy attitude t owards dating. High school students are carefully observed as they are considered to be a critical group that shows how common psychological and physical abuse is among young people. The results of investigations report, â€Å"3 of every 10 adolescents aged 12 to 21 who were involved in heterosexual romantic relationships in an 18-month period experienced some type of violence victimization within those relationships† (Halpern, et al. 2001). Statistic data prove that the question of partner violence is a matter of high importance. That is why, some studies were conducted with the purpose of identifying individuals that may have violent features. The American Medical Association’s Practice Guidelines for Physicians suggests a system of screening a partner for violence. The paper suggests discussing four main levels of the violent factors: Individual Relationship Community Social The influences that may trigger violent behavior are not limited to any evidence, but they give a psychological review of the most common factors. These four levels are legitimate when analyzing violent behavior between partners in various countries. It should be noted that some patterns may differ in specific situations. The individual level identifies features that are associated with the increased capability of committing violent acts. The first contributing factor here is a young age. The youth tends to express their negative emotions in a violent manner. Another thing is a low level of education. Moreover, witnessing or experiencing violence in a family in childhood may be a contributing factor, as well. One also should consider the use of alcohol and drugs the elements that lead to violent conduct. In addition, a person with psychological disorders tends to act violently. Any of these features or a combination of them can create an intense atmosphere between partners and require additional studies in order to prevent violence. Relationship level is associated with dissatisfaction in a relationship that a couple builds. Conflicts, explicit dominance, and stress usually provoke violent behavior. More often, violence is registered in couples that have different levels of education. It is also seldom tolerated if one of the partners has other sexual partners. This issue brings an individual to a point of committing violent acts. Community and societal levels correspond to violence between partners who do not play an equal role in accordance with social norms. Different social statuses, economic discrepancies, and a high level of violence in a community provoke violence between intimately-closed people. Scientists who study the matter of partner violence do not state that the factors described above inevitably lead to violent conduct. Nevertheless, they influence the nature of relationship between two people. Often violence against women is explained by sociocultural theory. The discussed levels overlap with the beliefs that are historically accepted in some societies that relate to the way of how a woman and man are supposed coexist. Among them, for example, there is a right of a male to exhibit powers over a female who is socially inferior to him in order to curb the improper behavior of a woman. On the basis of certain religious and social standards, it is the woman’s duty to have sex with her man; consequently, she may be even forced to have sexual intercourse. The most crucial idea that makes females accept violent attitude is her responsibility for keeping a family together. Studies help to create lists of issues that are believed to make males behave violently. For example, when a woman refuses to obey a man, he may decide that she must be disciplined. When a woman does not prepare food, questions a man, argues and shows her opinions, a man is considered to have a right to u se force. In some countries, women are not supposed to oppose these violent acts but obey. In order to decrease the level of violence between partners â€Å"community-based studies are needed that examine socioeconomic status variables such as employment, education, types of jobs/careers, and differences in status related to these variables between intimate partners† (Campbell, Sharps, Gary, Campbell, Lopez, 2002). The statistical data and examples of violent partners signify that partner violence is an important problem, and it may increase if no measures to prevent it are taken. As of now, even though, the possible causes of partner violence are known, there are not many solutions. This kind of violence is one of the forms of antisocial behavior. It is crucial to deal with violence between partners because such relationships have severe consequences for the whole society. Violent conduct affects both partners and causes physical and mental injuries. Usually, prolonged stress in relationships results in chronic health problems. Moreover, experiencing violence has its influence even after violent behavior stops. The stronger the abuse, the more serious impact on health it has. It may even lead to depression and suicide acts. That is why, apart from identifying the factors of violent behavior and measures of preventing it, it is important to treat individuals who have been already abused by thei r partners. There are programs that employ a so-called group format in order to analyze personal experiences and find ways to cope with emotional pain, anger, and fear. In the recent years, different health organization try to design effective preventive methods. First of all, cooperation between governments and civil society at all levels is crucial. Global reforms and programs are under international research now. Specific strategies may be also effective, including a criminal and civil legislation reform, organization of mass media campaigns, which will aim to inform about the existing situation and make people aware of the problem (with educational materials), providing women with more legal rights in terms of custody and divorce, paying more attention to violent behavior in various sectors, promoting social interaction, and providing more intervention services for families at risk. These strategies are but a few suggestions to cope with violence between partners. The subject under consideration of the paper was partner and violence. Violence between partners was discussed in terms of the most common violent acts, including physical, sexual, psychological, and emotional ones. The analysis of statistical data and circumstances that can cause violent behavior proves intimate partner violence to be an important issue. It may be concluded that individual characteristics and social contexts are generally associated with acts of violent behavior. It is important to pay attention to the early stage of personality development. It is the time when, for instance, the exposure to different types of violence in a family, emotional disturbances, and social norms have the strongest influence on people.

The Right Prepositions for Geographical Designations

The Right Prepositions for Geographical Designations The Right Prepositions for Geographical Designations The Right Prepositions for Geographical Designations By Mark Nichol The idiomatic idiosyncrasies among references to one’s relationship to geographical or topographical features make selecting the correct preposition a challenge for nonnative speakers, but even those born to English can stumble. This post discusses various classes of phrasing about location. One lives in a town or city, county, state, or nation but on a continent. One writes of one’s residence in a neighborhood or district, but a reference to a side of a city (Chicago’s North Side or New York City’s East Side, for example) is oriented with on. If one lives virtually or literally in the shadow of an imposing natural or artificial edifice, however, one might say that one lives beneath Telegraph Hill or works under the Gateway Arch. If one is referring to some point past one’s current location or another reference point, one might say that the place in question is, for example, below Broadway, even though no change in altitude is involved. In topographical contexts, the preposition depends on the position: One lives in the foothills or in the mountains, even though, presumably, one is not a cave dweller, or in a canyon or valley. But one lives, or stands, on the hillside or mountainside or on the hilltop or the mountaintop or on the valley floor. These distinctions apply to proper names, too: One vacations in the Catskills or backpacks in the Rockies, but one stands on Spyglass Hill (though one can either hike on or up it). One drives on or along a street, road, or highway, but one takes a turn at an intersection or exits at (or onto) an off-ramp. â€Å"In the sea† and â€Å"under the sea† refer to being or traveling beneath the surface of the ocean. However, on, just as on land, is the correct preposition for references to surface travel, though one might also refer to coursing along or over a sea route. One also moves on, along, or over a lake or another body of water, although on also applies to one’s position in reference to a coast, shoreline, or bank, as when visiting friends who live on the ocean, staying at a campsite on a lake, or having a house on a river. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:Congratulations on or for?50 Types of PropagandaTypes of Ignorance